個體差異對二語習(xí)得的影響畢業(yè)論文

1、編號釦嶺範(fàn)單臨畢業(yè)論文論文題目個體差異對二語習(xí)得的影響院（系） 外國語學(xué)院專 業(yè) 英語班級 11級英語1班學(xué)號 114104051013學(xué)生姓名霍曉娜指導(dǎo)教師職 稱2014年5月The Learner Individual DifferencesImpacting on Second Language AcquisitionBy Huo XiaonaA Thesis Submitted to the School of Foreign LanguagesZhengzhou Normal University in Partial Fulfillment of the Requirements

2、for the Degree of Bachelor of ArtsSupervised byZhao XinweiMay 2014 AcknowledgementsI would like to tha nk the follow ing pers ons for their help and support during my research and writing of this thesis. First of all, I want to thank my teacher Zhao Xin wei, my supervisor, for his con sta nt en cour

3、ageme nt and guida nee. Secon dly, I also owe my sin cere 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. Fin ally, my tha nks would go to my beloved family for their

4、 loving con siderati ons and great con fide nce in me all through these years. Resp on sibility for any remai ning errors is mine alone.個體差異對二語習(xí)得的影響摘要：二語學(xué)習(xí)者在某些方面是有差異的，比如語言天賦，個性，學(xué)習(xí)動機(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)第二語言時精神振奮， 而有的學(xué)生

5、 則會感到沮喪。 除了其他原因， 學(xué)習(xí)者的個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)者的個體差異對二語習(xí)得的影響。關(guān)鍵詞 ：個體差異 ，二語習(xí)得 ，影響因素IIIThe Learner s Individual Differences Impacting on SecondLanguage AcquisitionAbstract: Second language learners are different from each other in several aspects, such as language aptitude, personality, motivation,

6、learning 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 learn

7、ing 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

8、ond language acquisition, impacting factors ivTable of Contents TOC o 1-5 h z HYPERLINK l bookmark16 o Current Document Acknowledgements i摘要 iiAbstract III HYPERLINK l bookmark22 o Current Document Chapter 1Language aptitude 1 HYPERLINK l bookmark24 o Current Document Phonetic coding ability 1 HYPER

9、LINK l bookmark26 o Current Document Grammatical sensitivity 1 HYPERLINK l bookmark28 o Current Document Inductive learning ability 1 HYPERLINK l bookmark30 o Current Document Rote learning ability 2 HYPERLINK l bookmark32 o Current Document Chapter2 Personality 2 HYPERLINK l bookmark34 o Current Do

10、cument Extroverted and introverted learners 2 HYPERLINK l bookmark36 o Current Document Self-esteem 3 HYPERLINK l bookmark38 o Current Document Anxiety 3 HYPERLINK l bookmark40 o Current Document Tolerance for ambiguity 3 HYPERLINK l bookmark42 o Current Document Chapter 3 Motivation 4 HYPERLINK l b

11、ookmark44 o Current Document Integrative motivation 4 HYPERLINK l bookmark46 o Current Document Instrumental motivation 4 HYPERLINK l bookmark48 o Current Document Resultative motivation 5 HYPERLINK l bookmark50 o Current Document Intrinsic motivation. 5 HYPERLINK l bookmark52 o Current Document Cha

12、pter 4Learning strategies 5 HYPERLINK l bookmark54 o Current Document 4.1 Meta-cognitive strategies. 5 HYPERLINK l bookmark56 o Current Document Cognitive strategies 6 HYPERLINK l bookmark58 o Current Document Socialaffective strategies. 6 HYPERLINK l bookmark60 o Current Document Chapter 5 Age 7 HY

13、PERLINK l bookmark62 o Current Document Chapter 6Conclusion 8Bibliography 8Chapter 2 Personality Chapter 1 Lan guage Aptitude The Learner Individual Differences Impacting on SecondLanguage AcquisitionChapter 1 Language aptitudeSome learners learn better tha n others .It is com mon ly assumed that th

14、ere is such a thing as a special tale nt or aptitude for sec ond Ian guage that some Ian guage lear ners possessto a greater exte nt tha n others, which is largely resp on sible for in dividual differences in second Ianguage learning. Learners with high Ianguage aptitude will learn sec ond Ian guage

15、 more easily .In gen eral, there are four factors in Ian guage aptitude.Phonetic coding abilityIt refers to the ability to ide ntify and remember soun ds. This ability is see n as related to the ability to spell and to han dle soun d-symbol relati on ships .Lear ners with phonemic coding ability can

16、 perform well in listening comprehension.Grammatical sensitivityIt is the ability to recog nize the grammatical fun cti ons of words in sen ten ces. Some learners who are good at analyzing long and difficult sentences often have grammatical sen sitivity.Inductive learning abilityIt is the ability to

17、 induce grammatical rules from Ianguage examples. If a learner has a strong in ductive ability, he or she can ide ntify patter ns of corresp ondence and relatio nships inv olvi ng form and meaning and easily gen eralize patter ns from one senten ceto ano ther. This is, as we ofte n say, draw ing inf

18、eren ces about other cases from one in sta nee.Rote learning abilityThis ability is related to vocabulary 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 re

19、ason why some learners learn better than others. Generally, if a learner has higher language aptitude, he or she can do better than others in second language acquisitio.nChapter2 PersonalityIn the eyes of many language teachers, the personality of their students constitutes a major factor contributi

20、ng to success or failure in second language learning .In most cases, the open-minded character is more beneficial to second language acquisition.Extroverted and introverted learnersAccording to skehan, extroverted learners learn best by talking and physically engaging the environment. They work best

21、 in classroom which allow time for discussion or working with group. Since they are action 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 of

22、ten suggested that an extroverted learner is especially well suited to second language learning. 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 atten

23、tion from their teachers, and be less inhibited when asked to display their proficiency. While 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

24、 speak up in class.Self-esteemIt refers to the degree to which in dividuals feel con fide nt and believe themselves to be significant people. Presumably, learners with high self-esteem are less likely to feel threate ned whe n com muni cati ng in a stra nge Ian guage or in an un familiar situati on.

25、 They may also be more ready to risk making mistakes or project ing a reduced image of themselves. They are brave.AnxietyIt is com monly suggested that moderate an xiety is ben efit to sec ond Ian guage acquisition .There is sufficient evidence to show that anxiety is an important factor in SLA. Anx

26、iety includes facilitating anxiety and debilitating anxiety. The former motivates lear ners to complete the new lear ning task, prompti ng them to make extra efforts to overcome their feeli ngs of an xiety. The latter cause the lear ner to feel the learning task in order to avoid the source of anxie

27、ty. Williams (1991) suggest that the distinction between these two types of anxiety may correspond to the 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

28、 poorly in exam in ati on, though they perform quite well in daily studies. Usually, whe n we have high-a nxiety, our mi nds are bla nk. Mid-degree an xiety can ben efit L2 lear ning by in itiati ng lear ners motivati on.Tolerance for ambiguityIt is found that learners with greater tolerance for amb

29、iguity scored higher in tests of liste ning comprehe nsion. If lear ners can tolerate un certa inty without feeli ng in secure or con fused, they are less likely to feel overwhelmed by the large amounts of stra nge material they must face when learning a second Ianguage (p64 William little wood Naim

30、an et al ) Dot the I s and cross the t s is necessaryChapter 4 Learning Strategies Chapter 3 Motivation We study, but we also n eed the tolera nee for ambiguity at times.Chapter 3 MotivationSLA research views motivation as a key factor in L2 learning. The mast dominant work in second Ianguage acquis

31、ition studies of motivation has been done by Cardner. A person who has positive attitudes toward the target culture is considered well-motivated. In general, Cardner model of integrative and instrumental motivati on precisely describes the particular features of motivati on in SLA.Integrative motiva

32、tionA lear ner with in tegrative motivatio n has a genuine in terest in the sec ond Ian guage com mun ity. He or she wants to lear n their Ian guage in order to com muni cate with them more satisfactorily and to gai n closer con tact with them and their culture. According to Skehan (1998), Integrati

33、ve 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 com munity that speaks the Ian guage. It is found that in tegrative motivati on gen erally accompa nied higher scores on proficie nc

34、y tests in a foreign language. Learners with integrative motivation are more active in class and are less likely to drop out.Instrumental motivationIt is referred to the desire to acquire a language as a means for attaining utilitarian goals such as getting a job, furthering a career, reading or tra

35、nslating technical materials in a target language, etc. A learner with instrumental motivation is more in terested in how the sec ond lan guage can be a useful in strume nt towards furtheri ng other goals , such as gaining a necessary qualification or improving employment prospects . Studies indicat

36、e that providing learners with incentives (such as money) May also aid learning by increasing the time learners spendstudy ing, but the effects may cease as soon as the reward stops.Resultative motivationIt is likely that the relatio nship betwee n motivati on and achieveme nt is an in teractive one

37、. 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 stude nts desire to lear n sec ond Ian guage in creasewith gains in second Ianguage psoficiency. If a stu

38、dent performed well in an exam in ati on, he or she will have high spirit. The n his desire or motivati on to learn aIan guage in creases. This is resultative motivatio n.Intrinsic motivation The notion of intrinsic motivation is an old one in psychology. It was developed as an alter native to goal-

39、directed theories of motivati on that emphasize the role of extri nsic rewards and punishments Keller (1984)identifies interest as one of the main elements of motivation, defining it as a positive response to stimuli based on existing cognitive structures in such a way that lear ners curiosity is ar

40、oused and susta ined .Intrin sic ismore ben eficial to sec ond Ian guage acquisiti on.Chapter 4 Learning strategiesLearning strategies are classified in different ways. The most popular classification divides learning strategies into meta-cognitive and social strategies. If you come across a new wor

41、d in your readi ng and feel its meaning is importa nt and you must learn it, you are using a meta-cog nitive strategy. If you look it up in a dict ion ary, you are using a cognitive. If you ask a roommate about, you are using a social strategy.4.1 Meta-cognitive strategies Meta-cognitive strategies

42、have to do with managing one s learning activities. For in sta nee, a lear ner may preview a less on before going to class or draw up a pla n for learning over the weekend. Meta-cognitive strategies deal with pre-assessmentand pre-planning, on-line planning and evaluation, and post-evaluation of Ian

43、guage learning activities. According to Chamot, the following items are included in the meta-cognitive strategies: advanee organization, it is making a general but comprehensive preview of the concept or principle in anticipated learning activities. Directed attention, it is deciding in advance to a

44、ttend to a learning task and to ignore irrelevant distracters. Selective attention, it is deciding in advance to attend to specific aspects of Ian guage in put or situati onal details that will cue rete nti on of Ian guage in put. Adva nce preparati on, self- mon itori ng, self-evaluatio n. Previewi

45、 ng before class to find the difficulties, reviewing or reflecting after class to reinforce, self-evaluating, making a plan, these are all meta-cognitive strategies.Cognitive strategiesThey are directory related to lear ning. For example, one may relate a new word to other words in memory or may rea

46、d it aloud several times, the cognitive strategies include: repetition, resourcing, directed physical response translation grouping note-taking deduction recombination imageryauditory ? key word ? con textualizati on ? elaborati on ? tran sfer ? predict ion. These strategies are invo Ived in the pro

47、cess of lear ning.Socialaffective strategies They have to do with how are relates to others, e.g., seeking out opportunities to practice second Ianguage, asking the teacher for further comments on one essay. Affective strategies serve to regulate emotions, motivation, and attitudes, e.g. strategies

48、for reducti on of an xiety and for self-e ncourageme nt. Sociadtrategies Chapter 6 Conclusion Chapter 5 Age in elude the acti ons which lear ners choose to take in order to in teract with other learners and with n ative speakers socialaffective strategies in clude cooperatio n and questi on for clar

49、ificati on. Cooperatio n refers to work with one or more peers to obta in feedback, poop information, or model a Ianguage activity. Question for clarification, it means that you can ask a teacher for repetiti on, paraphras ing, expla nati on and so on, if you are not sure yet about a problem.Learner

50、s 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 evidenee yet for such a conclusion. However, it has been suggestedthat Iangu

51、age learners who use certain strategies perform better tha n those who do not.Chapter 5 AgeResearch found supportive evide nee that age can make great differe nces in the speed of learning .There is widely-held lay belief that younger second Ianguage learners gen erally do better tha n older learner

52、s. This is supported by the critical hypothesis, which states that there is a period whe n Ian guage acquisiti on takes place n aturally and effortlessly. This hypothesis has led to the assumpti on that by the age of 12 or 13 , people have passed the ideal period of successful second Ianguage learni

53、ng .Some researchers suggest that this is the result of the lateralization of the Ianguage function in the left hemi-sphere of the brain . Lateralization refers to the specialization of each of the hemispheres of the brain for differe nt cog nitive functions. Before puberty, both hemispheres are inv

54、o Ived in Ian guage comprehe nsion and producti on.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 eno ugh exposure to the sec ond Ian guage .The process of acquiri ng a L2 grammar is not substa ntially affected by age, but that of acquiri ng pronun ciati on may be. Long puts the critical age at 6 years, but Scovel argues that there is no evide nee to support this and argues for a pre-puberty start. Sin glet on points out childre n will onl