This book constitutes an attempt at contributing to the body of knowledge concerning individual differences by addressing the issue of the role of personality in second language development. It comprises five chapters, the first four of which are intended to provide the theoretical background to the last, which is devoted to the description of the empirical study conducted by the author. The notion of cognitive styles as intricately related to personal dispositions in introduced in Chapter 1. Chapter 2. focuses in the trait approach to personality, delineates the options in studying it from various perspectives, and presents the Big Five model. The concept of temperament as a biologically determined facet of personality is the subject discussed in Chapter 3, while the locus of control is the central topic of Chapter 4. In each of all the four chapters, there is a discussion of the presented concept’s origins and elements, along with its significance to educators, as demonstrated in earlier studies. Chapter 5 constitutes the final chapter and provides a detailed description of a study carried out among advanced students of English. Final remarks on the study outcomes, practical implications for language instruction and suggestions for further areas of inquiry are to be found in the concluding part of this work. The present volume should be of interest to applied linguists, psycholinguists and language teaching practitioners, as well as students interested in discovering to what extent personality can be said to account for linguistic achievement. 

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