英语听说能力是学生英语核心素养的重要组成部分，全国高考也在不断完善对英语听说能力的考查。然而在现阶段的英语教学中，听说教学的时间有限，设计差异化教学是提高教学效率的重要抓手。本研究立足于学生差异化中 “人格类型”这一要素，利用已发展成熟并且在近年持续火热的迈尔斯-布里格斯类型指标（MBTI）人格类型测试工具，探究学生人格类型与其听说表现之间的关系。

本研究着力于探究两个问题。第一，学生十六种人格类型与其英语听说表现之间是否存在显著的相关性？第二，MBTI人格类型中的四个维度、八种倾向与学生英语听说表现之间是否存在显著的相关性？共196名广东省某中学高一学生参与了本次实验，实验数据通过SPSS 26.0软件进行相关性分析。本研究主要得出的结论为：（1）学生MBTI人格类型以及MBTI中的八个人格倾向与学生英语听说表现几乎不存在显著的相关性；（2）外向型学生的英语听说能力有可能比内向型学生表现得更好。

本研究对数据结果进行了进一步的讨论，基于数据分析中出现的特殊现象进行了简单的采访。最后，笔者总结了针对研究结果的相关教学建议以及研究不足之处，并对未来的研究方向提出了期望。

English listening and speaking ability is a crucial component of students’ English core literacy, and the National College Entrance Examination is continuously enhancing the assessment of English listening and speaking skills. However, at present, the time allocated for teaching listening and speaking in English classes is very limited. Therefore, designing differentiated teaching has become a significant strategy to improve teaching efficiency. This study utilizes the mature and widely used Myers-Briggs Type Indicator (MBTI) as a tool to explore the relationship between students’ personality types and their performance in listening and speaking.

The research questions of this study are: 1) Are there significant differences in English listening and speaking performance among individuals with different MBTI personality types? 2) Is there a correlation between the four dimensions, eight tendencies of MBTI (E/I, S/N, T/F, J/P) and students’ English listening and speaking performance? A total of 196 senior high school students in Guangdong Province participated in this experiment. The correlation between MBTI type and test scores for listening and speaking was analyzed using SPSS 26.0 software. The main conclusions drawn from this study are:1) Both students’ MBTI personality types and eight personality dimensions of MBTI have little significant correlation with students’ English listening and speaking performance. 2) E-type students have the potential to perform better than I-type students in English listening and speaking.

Furthermore, this study initiates further discussion based on statistical results, including conducting short interviews to discuss special cases that appeared during statistical analysis. Finally, the paper concludes by proposing relevant suggestions on teaching strategies as well as addressing any shortcomings within the research. It also puts forward expectations for future research directions.