個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響英語(yǔ)專(zhuān)業(yè)畢業(yè)論文

1、 編號(hào)畢 業(yè) 論 文 論文題目 個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響 The Learners Individual Differences Impacting on Second Language AcquisitionAcknowledgementsI would like to thank the following persons for their help and support during my research and writing of this thesis. First of all, I want to thank my teacher Zhao Xinwei, my supe

2、rvisor, for his constant encouragement and guidance. Secondly, I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out of my problems during the difficult course of the thesis. Finally, my thanks would go to my

3、 beloved family for their loving considerations and great confidence in me all through these years. Responsibility for any remaining errors is mine alone. 個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響摘要：二語(yǔ)學(xué)習(xí)者在某些方面是有差異的，比如語(yǔ)言天賦，個(gè)性，學(xué)習(xí)動(dòng)機(jī)，學(xué)習(xí)策略，年齡等等。我們很容易看到在同樣的教室，用同樣的課本，同樣的老師，同樣的學(xué)習(xí)環(huán)境，學(xué)生的學(xué)習(xí)結(jié)果各不相同。一些學(xué)生比其他學(xué)生學(xué)得快，一些學(xué)生比別的學(xué)生學(xué)習(xí)更成功。有些學(xué)生在學(xué)習(xí)第二語(yǔ)言時(shí)精神

4、振奮，而有的學(xué)生則會(huì)感到沮喪。除了其他原因，學(xué)習(xí)者的個(gè)體差異是其中的原因之一。這篇文章的目的是探討學(xué)習(xí)者的個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響。關(guān)鍵詞：個(gè)體差異 ，二語(yǔ)習(xí)得 ，影響因素The Learners Individual Differences Impacting on Second Language AcquisitionAbstract: Second language learners are different from each other in several aspects, such as language aptitude, personality, motivation, l

5、earning strategies, age and so on. We can easily find that in the same classroom, with the same textbook, same teachers, same environments, people still learn with different results. Some learn faster than other students. Some are more successful than other students. Some feel cheered up when learni

6、ng second language, while some feel depressed. Apart from other reason, the learners individual difference may be an aspect to consider. The aim of this article is to discuss what impact the learners individual difference can have on second language acquisition. Key words: individual difference, sec

7、ond language acquisition, impacting factors Table of Contents Acknowledgementsi摘要iiAbstractIIIChapter 1 Language aptitude11.1 Phonetic coding ability11.2 Grammatical sensitivity11.3 Inductive learning ability11.4 Rote learning ability2Chapter2 Personality22.1 Extroverted and introverted learners22.2

8、 Self-esteem32.3 Anxiety32.4 Tolerance for ambiguity3Chapter 3 Motivation43.1 Integrative motivation43.2 Instrumental motivation43.3 Resultative motivation53.4 Intrinsic motivation.5Chapter 4 Learning strategies54.1 Meta-cognitive strategies.54.2 Cognitive strategies64.3 Socialaffective strategies.6

9、Chapter 5 Age7Chapter 6 Conclusion8Bibliography8 The Learners Individual Differences Impacting on Second Language AcquisitionChapter 1 Language aptitudeSome learners learn better than others .It is commonly assumed that there is such a thing as a special talent or aptitude for second language that s

10、ome language learners possess to a greater extent than others, which is largely responsible for individual differences in second language learning. Learners with high language aptitude will learn second language more easily. In general, there are four factors in language aptitude. 1.1 Phonetic codin

11、g ability It refers to the ability to identify and remember sounds. This ability is seen as related to the ability to spell and to handle sound-symbol relationships .Learners with phonemic coding ability can perform well in listening comprehension.1.2 Grammatical sensitivity It is the ability to rec

12、ognize the grammatical functions of words in sentences. Some learners who are good at analyzing long and difficult sentences often have grammatical sensitivity. 1.3 Inductive learning ability It is the ability to induce grammatical rules from language examples. If a learner has a strong inductive ab

13、ility, he or she can identify patterns of correspondence and relationships involving form and meaning and easily generalize patterns from one sentence to another. This is, as we often say, drawing inferences about other cases from one instance.1.4 Rote learning ability This ability is related to voc

14、abulary remembering. Good memory is quite important for second language acquisition. Certainly, we need some techniques when memorizing words or expressions.The difference of language aptitude is one reason why some learners learn better than others. Generally, if a learner has higher language aptit

15、ude, he or she can do better than others in second language acquisition. Chapter2 PersonalityIn the eyes of many language teachers, the personality of their students constitutes a major factor contributing to success or failure in second language learning .In most cases, the open-minded character is

16、 more beneficial to second language acquisition. 2.1 Extroverted and introverted learners According to skehan, extroverted learners learn best by talking and physically engaging the environment. They work best in classroom which allow time for discussion or working with group. Since they are action

17、oriented, they do well with activities involving some type of physical activity .Extroverted learners are outgoing and enthusiastic. They prefer a public role. Quite often, they talk more than listen. It is often suggested that an extroverted learner is especially well suited to second language lear

18、ning. Relatively, they perform well in oral communication. People with an outgoing personality may enjoy certain advantages .For example, they may became involved in more social interaction, attract more attention from their teachers, and be less inhibited when asked to display their proficiency. Wh

19、ile introverted learners learn best through quiet, mental reflection. They tend to enjoy reading, lectures, and writing over oral work. Besides they are often uncomfortable in discussion groups and hesitate to speak up in class. 2.2 Self-esteem It refers to the degree to which individuals feel confi

20、dent and believe themselves to be significant people. Presumably, learners with high self-esteem are less likely to feel threatened when communicating in a strange language or in an unfamiliar situation. They may also be more ready to risk making mistakes or projecting a reduced image of themselves.

21、 They are brave.2.3 Anxiety It is commonly suggested that moderate anxiety is benefit to second language acquisition .There is sufficient evidence to show that anxiety is an important factor in SLA. Anxiety includes facilitating anxiety and debilitating anxiety. The former motivates learners to comp

22、lete the new learning task, prompting them to make extra efforts to overcome their feelings of anxiety. The latter cause the learner to feel the learning task in order to avoid the source of anxiety. Williams (1991) suggest that the distinction between these two types of anxiety may correspond to th

23、e intensify of anxiety, with a low-anxiety state having a facilitating function and a high-anxiety state a debilitating effect. This is the reason why some students often with high-anxiety perform poorly in examination, though they perform quite well in daily studies. Usually, when we have high-anxi

24、ety, our minds are blank. Mid-degree anxiety can benefit L2 learning by initiating learners motivation.2.4 Tolerance for ambiguityIt is found that learners with greater tolerance for ambiguity scored higher in tests of listening comprehension. If learners can tolerate uncertainty without feeling ins

25、ecure or confused, they are less likely to feel overwhelmed by the large amounts of strange material they must face when learning a second language (p64 William little wood Naiman et al ) Dot the Is and cross the ts is necessary We study, but we also need the tolerance for ambiguity at times.Chapter

26、 3 MotivationSLA research views motivation as a key factor in L2 learning. The mast dominant work in second language acquisition studies of motivation has been done by Cardner. A person who has positive attitudes toward the target culture is considered well-motivated. In general, Cardners model of i

27、ntegrative and instrumental motivation precisely describes the particular features of motivation in SLA.3.1 Integrative motivation A learner with integrative motivation has a genuine interest in the second language community. He or she wants to learn their language in order to communicate with them

28、more satisfactorily and to gain closer contact with them and their culture. According to Skehan (1998), Integrative motivation may be defined as the desire to achieve proficiency in a new language in order to know about the culture and to be able to participate in the life of the community that spea

29、ks the language. It is found that integrative motivation generally accompanied higher scores on proficiency tests in a foreign language. Learners with integrative motivation are more active in class and are less likely to drop out.3.2 Instrumental motivation It is referred to the desire to acquire a

30、 language as a means for attaining utilitarian goals such as getting a job, furthering a career, reading or translating technical materials in a target language, etc. A learner with instrumental motivation is more interested in how the second language can be a useful instrument towards furthering ot

31、her goals , such as gaining a necessary qualification or improving employment prospects . Studies indicate that providing learners with incentives (such as money) May also aid learning by increasing the time learners spend studying, but the effects may cease as soon as the reward stops.3.3 Resultati

32、ve motivation It is likely that the relationship between motivation and achievement is an interactive one. A high level of motivation does stimulate learning, but perceived success in achieving. Language goals can help to maintain existing motivation and even create new types. We can find that many

33、students desire to learn second language increase with gains in second languages proficiency. If a student performed well in an examination, he or she will have high spirit. Then his desire or motivation to learn a language increases. This is resultative motivation.3.4 Intrinsic motivation. The noti

34、on of intrinsic motivation is an old one in psychology. It was developed as an alternative to goal-directed theories of motivation that emphasize the role of extrinsic rewards and punishments Keller (1984)identifies interest as one of the main elements of motivation, defining it as a positive respon

35、se to stimuli based on existing cognitive structures in such a way that learners curiosity is aroused and sustained . Intrinsic is more beneficial to second language acquisition.Chapter 4 Learning strategiesLearning strategies are classified in different ways. The most popular classification divides

36、 learning strategies into meta-cognitive and social strategies. If you come across a new word in your reading and feel its meaning is important and you must learn it, you are using a meta-cognitive strategy. If you look it up in a dictionary, you are using a cognitive. If you ask a roommate about, y

37、ou are using a social strategy.4.1 Meta-cognitive strategies. Meta-cognitive strategies have to do with managing ones learning activities. For instance, a learner may preview a lesson before going to class or draw up a plan for learning over the weekend. Meta-cognitive strategies deal with pre-asses

38、sment and pre-planning, on-line planning and evaluation, and post-evaluation of language learning activities. According to Chamot, the following items are included in the meta-cognitive strategies: advance organization, it is making a general but comprehensive preview of the concept or principle in

39、anticipated learning activities. Directed attention, it is deciding in advance to attend to a learning task and to ignore irrelevant distracters. Selective attention, it is deciding in advance to attend to specific aspects of language input or situational details that will cue retention of language

40、input. Advance preparation, self-monitoring, self-evaluation. Previewing before class to find the difficulties, reviewing or reflecting after class to reinforce, self-evaluating, making a plan, these are all meta-cognitive strategies.4.2 Cognitive strategies They are directory related to learning. F

41、or example, one may relate a new word to other words in memory or may read it aloud several times, the cognitive strategies include: repetition, resourcing, directed physical response. translation grouping note-taking deduction recombinationimageryauditory key word contextualization elaboration tran

42、sfer prediction. These strategies are involved in the process of learning.4.3 Socialaffective strategies. They have to do with how are relates to others, e.g., seeking out opportunities to practice second language, asking the teacher for further comments on ones essay. Affective strategies serve to

43、regulate emotions, motivation, and attitudes, e.g. strategies for reduction of anxiety and for self-encouragement. Social strategies include the actions which learners choose to take in order to interact with other learners and with native speakers socialaffective strategies include cooperation and

44、question for clarification. Cooperation refers to work with one or more peers to obtain feedback, poop information, or model a language activity. Question for clarification, it means that you can ask a teacher for repetition, paraphrasing, explanation and so on, if you are not sure yet about a probl

45、em.Learners clearly differ enormously in their approach to l2 learning but it is impossible to say which learning style works best. Quite possibly, it is learners who display flexibility, who are most successful, but there is no real evidence yet for such a conclusion. However, it has been suggested

46、 that language learners who use certain strategies perform better than those who do not. Chapter 5 AgeResearch found supportive evidence that age can make great differences in the speed of learning .There is widely-held lay belief that younger second language learners generally do better than older

47、learners. This is supported by the critical hypothesis, which states that there is a period when language acquisition takes place naturally and effortlessly. This hypothesis has led to the assumption that by the age of 12 or 13 , people have passed the ideal period of successful second language lear

48、ning .Some researchers suggest that this is the result of the lateralization of the language function in the left hemi-sphere of the brain . Lateralization refers to the specialization of each of the hemispheres of the brain for different cognitive functions. Before puberty, both hemispheres are inv

49、olved in language comprehension and production.Adult learners have an initial advantage where rate of learning is concerned, particularly in grammar. They will eventually be overtaken by child learners who receive enough exposure to the second language .The process of acquiring a L2 grammar is not s

50、ubstantially affected by age, but that of acquiring pronunciation may be. Long puts the critical age at 6 years, but Scovel argues that there is no evidence to support this and argues for a pre-puberty start. Singleton points out children will only acquire a native accent if they receive massive exposure to the second language.The starting age for learners b