This paper examines the relationships which exist between personality and second language learning and adds to the data available on the use of a highly respected personality indicator, the Myers Briggs Type Indicator (MBTI). Language learning and academic success are both highly correlated with intelligence, but research suggests that the importance of intelligence declines after high school age, partly because of the stronger effects of personality. This study places emphasis on the importance of personality in learning success and examines research evidence on the issue, discussing some of the inconsistent results that have been obtained. A study of 100 Hong Kong university undergraduates was carried out to add to this research base. The instruments used were the MBTI for personality traits, the Strategy Inventory for Language Learning (S.I.L.L.) for learning strategies and a standardized test for language proficiency. Significant statistical relationships were not found and the reasons for this are discussed.

Reading and understanding a text presents a variety of processing problems for L2 learners. The organizational pattern of a text has been considered by some researchers to have an important influence in this process. This article describes an experimental study of a group of Hong Kong schoolchildren and presents evidence that learners reading in English as a second language experience unexpected comprehension problems that may be related to L1-L2 rhetorical differences. Results indicate predilections which favour particular rhetorical patterns: it is suggested that specific teaching strategies should be employed to raise reader awareness of this aspect of comprehension.

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