第二語言學習者的個體差異研究

IIPAGE18PAGE18IIntroductionManyexpertshavestudiedsecondlanguageacquisitionfromsomedifferentaspectssince1970s.Secondlanguageacquisitionreferstoaprocessofestablishingnewlanguagehabitsandovercomingoldlanguagehabits.Asecondlanguagemeansthatasecondlanguagethatapersonspeaksinadditiontohisorhernativelanguage,anditisoftenregardedasanauxiliarylanguageandlinguafranca.Cognitivepsychologyholdsthathumanbeingsshowobviousindividualdifferencesfrombirth,thedegreeofwhichchangeswithage,andsuchdifferencesarealsoreflectedintheprocessofsecondlanguageacquisition.Sincethe1950s,theroleoflearners’individualdifferencesinsecondlanguageacquisitionhasbeenwidelyconcerned,andthestudyoflearners’individualdifferenceshasbecomeoneofthemainlinesinthestudyofsecondlanguageacquisition.Thispaperintroducessecondlanguageacquisition,andanalyzesthefactorsinfluencingsecondlanguageacquisition,introducestheindividualdifferencesofsecondlanguagelearnersandtheirenlightenmenttoforeignlanguageteaching.Thispaperintroducesfiveparts:first,whatissecondlanguageacquisitionanditsinfluenceonForeignLanguageTeaching;second,thereasonsfortheindividualofsecondlanguageacquisition,itmainlyincludesinternalfactorsandexternalfactors;third,theindividualdifferencesonsecondlanguagelearners;forth,theenlightenmentofindividualdifferencesinsecondlanguageacquisitionforforeignlanguageteaching.Teachersmustuserightteachingstrategies,theyhavetograsptheindividualdifferencesandteachlearnersaccordingtotheiraptitude,attachimportancetothesubjectivityofstudents,carryouttargetededucation,andbuildanatural,interactiveandeffectiveforeignlanguageclassroomteachingenvironment;finally,makeaconclusionabouttheindividualdifferencesofsecondlanguagelearnersandtheenlightenmenttoforeignlanguageteaching.Tosumup,foreignlanguageteachersshouldfullyunderstandtheindividualdifferencesinsecondlanguageacquisitionandsummarizeteachingmethodsthroughtheseindividualdifferencestohelpstudentsbetterlearnthesecondlanguage.IISecondLanguageAcquisitionAsweallknow,secondlanguageacquisitionisconcernedbymanycountries.Thispaperintroducedthetheoryfromtwopart.Oneisthedefinitionofsecondlanguageacquisition,andanotheristheimpactonforeignlanguageteaching.2.1TheDefinitionofSecondLanguageAcquisitionSecondlanguageacquisitionreferstotheprocessesbywhichpeoplelearnotherlanguagesinsteadofmothertongue.Justassecondlanguageisthestandardtermforanylanguagewhoseacquisitionstartsafterearlychildhood,includingwhatischronologicallythethirdorsubsequentlanguage,SLAistheacquisitionofanysecondlanguage.Peoplestudysecondlanguagefromdifferentaspects,suchassocial,psychological,linguisticandotherperspectives.Thestudyofsecondlanguageacquisitionhascontinued35yearsasanindependentsubject.Itdescribesthecharacteristicsandchangesofthelearner’ssecondlanguage,thecommoncharacteristicsandindividualdifferencesofthelearnerwhenlearningthesecondlanguage,andanalyzestheinternalandexternalfactorsthataffectthesecondlanguageacquisition.Secondlanguageacquisitionisanewfield.Onthewhole,theresearchaimstoexploretheessenceofsecondlanguageacquisition.Thestudyexplainsthereasonthatlearnerscanacquireasecondlanguageanddescribesthewaylearnersacquireasecondlanguage.Uptonow,theresearchscopeofsecondlanguageacquisitionismuchbroaderthanthatofthe1970sand1980s,involvinglinguistics,psychology,psycholinguistics,pragmatics,sociolinguisticsandmanyotheraspects.2.2TheImpactofSecondLanguageAcquisitiononForeignLanguageTeachingTheinfluencesofsecondlanguageacquisitiononforeignlanguageteachingincludetheperspectivesofdirectandindirectinfluences.Secondlanguageacquisitiontheoryincludesbehaviorismtheoryandcognitivelearningtheorysoon.(1)DirectImpactFromtheperspectiveofteaching,behaviorismtheoryhastwomeanings.First,teachersbelievethatpracticecanmakeperfect.Second,teachersarerequestedtofocustheirteachingpointsonstructure.Itisthebesteducationaltooltohaveacompleteknowledgeofrelevantfieldsforforeignlanguageteachers.Mitchelldiscussesthefactorsthatinfluencestudentstomakemistakes,transfer,over-generalization,markingandothercommonmistakes.Thetransferiscausedbythestudents’firstlanguage.Accordingtohim,whenlearnerslearnasecondlanguage,theywillbeinfluencedbythefirstlanguage,whichisthemainideaofbehaviorism.Behaviorismattachesgreatimportancetotheenvironmentandtheroleofteachers,emphasizesstudents’imitationofteachers,andbelievesthatstudentscanreceiveimmediateeffectsthroughimitation.Itcanbesaidthatbehaviorismhasadirecteffectonlanguageteachingforstudents.(2)IndirectInfluenceCognitivelearningtheorybelievesthatthecognitivestructureinstudents’learningprocessarethedirectcausesthatdeterminelearningresultsandlearningefficiency,andallexternalconditions,suchastextbooksandteachingmethods,althoughimportant,areonlyindirectfactorsthataffectlearning.Accordingtocognitivetheory,foreignlanguageteachersmustplaytothemainroleofstudents.Theuseofmodernteachingmethodstoenablestudentstofullyparticipateinteachingactivitiescanhelpstimulatestudents’criticalthinkingandin-depththinkingoflearningmaterials,andimprovetheirabilitytoexplain,reasonandapplynewknowledge.Theuseofmodernteachingmethodstoenablestudentstofullyparticipateinteachingactivitiescanhelpstimulatestudents’criticalthinkingandin-depththinkingoflearningmaterials,andimprovetheirabilitytoexplain,reasonandapplynewknowledge.Fromtheperspectiveofdevelopment,noteachingobjectiveismoreimportantthanmakingstudentsbecomeindependent,independentandefficientlearners.Theso-calledindependent,isreferstothestudentleavestheteacher,evenafterleavestheschooltobeabletocontinuethestudy.Theso-calledautonomy,istoletstudentstodominatethecontentoflearningandcontrolthestudents.Whenteacherscreatetheexternalconditionsofstudents’learning,theymusttakethecognitiverulesinstudents’mindsasthepremise.Theseexternalconditionsrefertoeventsthatmotivatestudentstoengageinmentalactivitiessuchasthinkingandmemory.Foreignlanguageteachersshouldattachimportancetotheroleofstudents’intrinsiccognitivemotivation.Itcanbesaidthatcognitivelearningtheoryhasaindirecteffectonlanguageteachingforstudents.Inforeignlanguageteaching,weshouldconstantlycultivateandimprovestudents’foreignlanguageability,whichistheabilitytoacceptlanguageknowledgeandtheabilitytouselanguage.Thepremisetoimprovethisabilityistocreateagoodlanguageenvironment.Languageabilityisthereflectionofcognitiveability,andlanguageabilitycanpromotethedevelopmentofcognitiveability.Thisrequiresforeignlanguagelearnerstoconstantlyacceptnewknowledgetopromotetheimprovementofforeignlanguageability,whichinturnurgesforeignlanguagelearnerstoconstantlyacquirenewknowledge.Thetwoabilitiespromoteeachotherandachievethegoalofmasteringforeignlanguage.IIITheFactorsInfluencingIndividualDifferencesinSecondLanguageAcquisitionThefactorsthatcausethedifferencesinsecondlanguageacquisitionareoftendiscussedbyexpertsandscholars.Thispartbrieflyintroducessomescholars'viewsandthefactorsthataffectsecondlanguageacquisition.3.1SomeExperts’andScholars’ViewsFromthe1950s,peoplerealizetheroleofindividualdifferencesinsecondlanguageacquisition.Expertsandscholarsdiscussthedetailofindividualdifferences.(1)Altmanbelievesthatindividuallearners’differencesmainlyincludeage,sex,pastlanguagelearningexperience,nativelanguageproficiency,personalityfactors,linguisticcompetence,motivationandattitude,degreeofintelligence,cognitivestyle,learningstrategy,etc.(2)Skehanbelievesthatlearners’individualdifferencesmainlyinclude:linguisticcompetence,motivation,languagelearningstrategies,cognitiveandemotionalfactors,includingintrovertedandextrovertedpersonality,adventurousspirit,intelligence,fieldindependentcognitivestyle,anxiety,etc.(3)Intheirstudy,Larsen-freemanandLongidentifysomefactorsthatcontributetoindividualdifferences,forexample,age,psychologyfactors,includingmotivationandattitude,personalityfactors,includingself-esteem,extroversion/introversion,anxiety,risk-taking,sensitivitytorejection,empathy,depression,ambiguitytolerance,etc.Cognitivestyleincludesfieldindependence/dependence,categorywidth,prudenceandimpulse,visualandauditorystyle,analysisandgestaltstyle,learningstrategies,otherfactorsincludememoryandgender,etc.3.2TheFactorsInfluencingSecondLanguageAcquisitionThefactorsaffectingsecondlanguageacquisitioncanbedividedintointernalfactorsandexternalfactors.Internalfactorsgenerallyrefertolearners’ownfactors,suchaslearners’learningattitude,learningmotivation,intelligencelevel,linguisticability,learningstrategies,personalityandmothertongue.Externalfactorsrefertothefactorsthatlearnerscannotcontrolthroughtheirownefforts,suchasage,gender,etc.Theexternalfactorsandinternalfactorswillbeintroduced.IVIndividualDifferencesofSecondLanguageLearnersTherearemanyindividualdifferencesinsecondlanguagelearners.Thispartmainlyintroducessomedifferencesincludingage,personality,languageabilityandsoon.4.1DifferencesinAgeDifferentconclusionshavebeencometoabouttheeffectofageonforeignlanguagelearningbydifferentresearchers.Inspiteofthis,ageisstillanimportantissueinthefieldofsecondlanguageacquisition,forexample,childrencomemorequicklyandeasilyinsecondlanguagelearning,whileadultsprogressmoreslowly.Adultswithstrongcomprehensionabilityaremoreconducivetosecondlanguagelearning.Itdoesn’tmatterwhenyoustartlearningasecondlanguage,aslongasyouworkhard,youwillbeequallysuccessfulatit.Inspiteofthis,ageisstillamajorresearchtopicinthefieldofsecondlanguageacquisition,especiallyinthepracticeofforeignlanguageteachinginChina,becauseteacherswillencounterlearnersofdifferentages.Therefore,itisofcertainvaluetounderstandtheinfluenceofageonlanguagelearning.Experiencehastaughtusthatchildrenintheirmothertonguearelesslikelytosucceediftheymissoutonthebestageformothertongueacquisition,eveniftheyareadvantaged.Manyforeignlanguageeducatorshaveconductedalargenumberofstudiesontheinfluenceofageonsecondlanguageacquisition,andreachedaconsensusonlearningspeed,pronunciation,intonation,grammarandlanguageability."Criticalperiodtheory"holdsthatlanguageacquisitionwillachievesuccessnaturallyinaspecificperiod.Somehaveconcludedthattheyoungerthebetter!Duringthisperiod,duetofactorssuchasnerves,motivationandreceptivity,children’sbrainsareplasticandhavenotformedafixedpatternfortheirownculture.Theyaremorelikelytoacceptforeignculturalcustomsthanadults,andchildrenaremorelikelytoacquirethesamelanguageabilityasnativespeakersandotherfactors.Learnerswholearnalanguagespontaneouslyaschildrenwillhavegreatersuccessinlearningasecondlanguagethanadults.Someparentssendtheirchildrentoothercountriestolearnasecondlanguage.Comparedwithchildren,adultshavegreatadvantagesinintellectualdevelopment,knowledge,socialexperienceandnativelanguageability.Inaddition,adultslackinitiativeandspontaneityinlearningasecondlanguageandtendtoperceivedifferences.Theyhavestrongmeta-consciousness,whichgivesadultsgreatadvantagesinlearningefficiency,especiallyingrammar.Comparedwiththeconcretethinkingofchildren,thethinkingofadultsismoreabstractandformalized.Languageisabstract,andsecondlanguageacquisitionrequiresalotofabstractthinking.Therefore,adultsaresuperiortochildren.Adultshavebetterfilteringabilitythanchildren,whichmaymakethemdislikeanddisrespectthesecondlanguagetheyhavelearned.Theyarenotasefficientaschildreninlearningpronunciationandintonation.4.2DifferencesinMotherTongueSecondlanguageacquisitionisinfluencedbymothertonguelevel.Inthestudyoflanguagetransfer,itisfoundthatdifferentlanguageswillleadtothetransferofmothertongue,whichismainlymanifestedaspositivetransferandnegativetransfer.Positivetransferreferstotheapplicationofsomeformsandrulesofnativelanguageacquisitiontolearningasecondlanguage.Becauseoftheculturalknowledgesystemwiththemothertongueasthecarrierandthegeneralunderstandingofthelanguageandtherulesoflanguagelearning,learnerscaneasilyunderstandandlearnmostoftheculturalknowledgetransmittedbyforeignlanguages.Whataboutnegativetransferofmothertongue?Negativetransferismainlyinmothertongueandsecondlanguagedifferentformsandrulesinspeecharemistakenbylearnersasthesame,whichisparticularlycommonforlearnersattheinitialstage.Withtheimprovementoflearners’foreignlanguageproficiency,theywillgraduallyovercomethiskindofmechanicalimitation,getridoftheinterferenceoftheirmothertongue,andestablishforeignlanguagethinking.Mothertonguetransferisnotonlyavoidable,butalsobeneficial.Themothertonguelevelhasgreatindividualdifferencesduetothedifferencesinlife’sabilitytolearnlanguageandtheinfluenceofdifferentenvironmentalfactors.Itisnotdifficulttoimaginethatthereferencesystemofsecondlanguageacquisitionismoreabundantforpeoplewithgoodknowledgeandabilityoftheirfirstlanguage.4.3DifferencesinPersonalityManyteachersandlanguagelearnerstendtobelievethatpersonalityisanothermajoremotionalfactorthataffectstheprocessandfinalresultsofsecondlanguageacquisition.Personalityisusuallydividedintoextroversionandintroversion.Extroversionhastwobasiccharacteristics:first,theyliketosocializeandtalkwithothers;Second,theyareimpulsiveandeagertochangeandtakerisks.Introvertedlearners,ontheotherhand,prefertobequietanddothingsonapre-plannedratherthanimpulsiveschedule.Inexploringtherelationshipbetweenpersonalityandsecondlanguageacquisition,manypeoplebelievethatextrovertedlearnersaremorelikelytosucceed,butalargenumberofexperimentshaveconcludedotherwise.Thecharacteristicsrelatedtoextroversion,suchastalkativeness,responsivenessandfondnessforgroupactivities,canpromotelearnerstohavemorecommunicationwithothersandthushelpthemobtainmorelanguageinput.Inaddition,theycanalsohelplearnerstoobtainmoreopportunitiestousethelanguage,whichisconducivetothedevelopmentoflanguageacquisition.Second,introvertedlearnersarebetteratusingcognitiveandacademiclanguageskills.EntwistleandWilsonsuggestthatintrovertedlearnersarebetterabletoencodevariouskindsofmaterialintolong-termmemory.Extrovertedlearnersusuallyhavegoodverbalskills,thatis,goodoralEnglish,whileintrovertedlearnershavegoodverbalskills.Theyhaveuniqueabilitiesinreadingandwriting,andaregoodatlogicalthinking.Butincommunication,extrovertedlearnersaremorelikelytosucceedthanintrovertedlearners.Theresearchonpersonalityfactorscanalsoenlightenforeignlanguageteaching.Inteachingpractice,teachersarerequiredtoobservetheindividualcharacteristicsofeverystudentsandteachtheminaccordancewiththeiraptitude.Inthisway,teacherscanguidestudentstoplaytotheirstrengthsandhelpthemovercomethedisadvantagesoflanguagelearningcausedbytheirpersonalities,soastoeffectivelypromotethelearningofsecondlanguage.4.4DifferencesinIntelligenceandLinguisticAbilityIntelligencereferstothegeneralabilityofpeople’smasteringvariouslearningskills,whichincludesbothlinguisticandnon-linguisticabilities.However,intelligenceisnotakeyfactorintheacquisitionofmothertongue.Exceptformentallyretardedchildren,mostchildrencanacquirecompletelanguageability.Itisgenerallythoughtthatageissmaller,thesmallertheintelligencefactors.However,astothelanguagelearningprocess,learnersneedtohavemoreanalysis,comprehensiveabilityoflanguage,thenintelligencewillshowthelargeroleinthelearningprocess.Intelligencelevelsareinfluencedbygeneticfactorsandcanalsobeimprovedthroughdevelopmentandexercise.

Alargenumberofstudiesonscholasticaptitudetestsandlearningsituationshaveshownthatthelinguisticaptitudetestisindeedrelatedtothesecondlanguagelearningability,andthatthescholasticaptitudetestisdesignedtomeettheneedsofforeignlanguageteachingandindeedplaysaguidingroleinforeignlanguageteaching.Firstofall,teachersshouldbeawarethatlinguisticscanbecomposedofseveraldifferentabilities,andtherearesuchindividualdifferencesinlearning.Secondly,teachersmustbeclearthattheycannotaccordingtothetestresultsoflearningabilitytopoorstudentsofthestrengthofvariousskills,forlanguagelearningbeforetheclassofscientificguidance.Therefore,theteachershouldaimatthelearner’svariousdegreesoflearningabilitytosuitthecase,andcausestheireachkindofabilitycomprehensivedevelopment,soastomakestudentsbecomelearnerswithallkindsofabilities.4.5DifferencesinLearningStrategiesLearningstrategymeanslearnersefforttoimprovelearningefficiencybysettinggoalsandsolveproblems.Cohendivideslearningstrategiesintotwocategories:languageusestrategiesandlanguagelearningstrategies.Languagelearningstrategiesincludestrategiestoidentifythematerialstobelearnedandtodistinguishthemfromothermaterialsstrategies,strategiesforclassifyingthemtosimplifylearning,strategiesformemorizingmaterial,etc.Takingthestrategyofmemorizingmaterialsasanexample,someforeignlanguagelearnersmemorizematerialsbyreadingaloud,recitingandwritingbyheart,whileothersmemorizematerialsbyintegratingthemintotheirlifeandendowingthemwithimagesandrealisticmeanings.Therearefourotherstrategiesforlanguageusebranches:retrievalstrategy,recitationstrategy,substitutionstrategy,andcommunicationstrategy.Goodandpoorlearnersadoptsimilarstrategies,whichmakesitdifficultforresearcherstomakedecisionsaconsensuswasreachedinthestudy.Itistruethatsuccessfullearnersusestrategiesmorenimble.4.6DifferencesinEmotionandPsychologyEmotionisthestateofmindandthefunctionofthehumanbrain.Itincludesattitudeandmotivation,anxietyandconfidenceandself-esteem.DifferencesinAttitudeandMotivationThemostinfluentialemotionalfactorsareattitudeandmotivation.Inotherwords,ifyoudislikethelanguageorthecountryyoulearned,itwillaffecttheeffectoflanguagelearning.Asurveyshowsthatthecorrelationbetweenthelattertwoattitudesandsecondlanguageacquisitioneffectivenessisfargreaterthanthatbetweenthefirstattitudeandlearningeffectiveness.Motivationistheprimemoverthatpushesapersontoengageinsomekindofactivity.Accordingtoitssource,itcanbedividedintoextrinsicmotivationandintrinsicmotivation.Extrinsicmotivationreferstolearners’learningmotivationgeneratedbypraiseandmaterialrewards,whileintrinsicmotivationisgeneratedbylearnersinordertoacquireknowledgeandimprovethemselvesintheabsenceofexternalstimuliaccordingtotheirownpreferences.Therelationshipbetweenattitudeandmotivationisinseparable.Gardnerpointsoutthatattitudeaffectssecondlanguagethroughmotivation.Hepointsthreefactorsaboutmotivation:（1）Astrongdesiretosucceed.（2）Therightattitude.（3）Acthard.Learnerswithcomprehensivemotivationlearnasecondlanguageinordertocontactandcommunicatewithmembersofthelanguagecommunity,soastotrulyparticipateinandintegrateintotheirsociallife.Learnerswithinstrumentalmotivationthinkofthesecondlanguageasatoolforachievingothergoals,suchasgoingtoschool,gettingapromotion,goingabroad,pleasingteachersandparents,etc.StudiesconductedbyGardnerandLambertinNorthAmericahaveshownthatlanguagelearnerswithgeneralmotivationlearnbetterthanthosewithinstrumentalmotivation.Infact,theyarenoteasytodistinguishfortheeffectsofmotivationsonsecondlanguageacquisition.Forexample,aChinesestudentwholearnEnglishislikelytolearnaforeignlanguagewiththedualgoalsofstudyingabroadandreallyinteractingwiththepeopleofthecountry.Mcdonough1986believedthatunderthegeneralconceptofmotivation,atleastthefollowingvariablesshouldbedistinguished:(1)energy,(2)willingnesstolearn,(3)thepersistenceoflearning,(4)learninginterest,(5)thedegreeofenjoymentinclass,(6)themotivationtolearn,(7)thebenefitsoflearningalanguage.Thesevariablesconstitutelearningmotivationandplayanimportantroleinlanguagelearning.Formoststudents,foreignlanguagelearningisacompulsorycourselikeothercoursesinschool,sotheywillnothavemorecomplicatedmotivesinthelearningprocess.Ifteacherscanstimulatestudents’interestinlearninganduselivelyteachingmethods,itwillenablestudentstomasterandskillfullyapplywhattheyhavelearnedandleteverystudentexperiencethejoyofsuccess.Inthisway,avirtuouscirclewillbeformedbetweenmotivationandsuccess,thuseffectivelypromotestudents’foreignlanguagelearning.(2)DifferencesinAnxietyandSelf-confidenceAnxietyandself-confidenceistheclosestrelationshiptolanguageacquisition.Anxietyreferstothefear,worry,tensionandotheremotionalstatesofthesecondlanguagelearnerwhenlearningtousethesecondlanguage.RodEllisdividesanxietyintotwotypes:facilitationandinhibition.Facilitationcanstimulatelearners’learninginitiativeandmakegreatprogress.Inhibitionmayleadlearnerstohateanylanguagelearning.Fornowadays,manystudentsliveunderthepressurefromtheirparents,teachersandfriends,andtheirblindpursuitofgradesandrankingsonlyaggravatestheiranxiety.Oncetheanxietyisnothandledproperly,itwillaffectthelearningenthusiasmofstudentsattheleastandharmtheirpsychologicalandphysicalhealthatthemost.Thisrequiresforeignlanguageteacherstostrivetocreateaharmoniousteachingatmosphere.Studieshaveshownthatmoderateanxietycanincreasestudents’pressure,whichcanturnintomotivation,thuspromotingforeignlanguagelearning.However,excessiveanxietycanaffectsecondlanguagelearning.Themoreanxiety,thelowerlearningefficiency.Self-confidenceisapsychologicaltraitthatreflectsanindividual’sleveloftrustinhisorherabilitytosuccessfullycompleteanactivity.Theconfidenceofthesecondlanguagelearnerswillaffectthelearningeffect.Theconfidentsecondlanguageacquirersaremoreactiveinlearningforeignlanguages.Theywillhavelowerlanguageanxiety,haveclearlearningmotivation,andbegoodatusingtheopportunityoflearningforeignlanguagestodaretoexpressthemselves,whichtendstoproducebetterlearningresults.However,learnerswithlowself-confidencetendtohavehigherlanguageanxiety,morenegativeattitudetowardsclassroomactivities,andlowersubjectiveinitiative.Whenlanguagelearningisimpeded,theygraduallyloseinterestinlearning,andtheirperformancebecomesworseandworse,formingaviciouscircle.(3)DifferencesinSelf-esteemandSelf-imageSelf-esteemislearners’recognitionoftheirownvalueandability.Ingeneral,learners’cognitiveactivitiesaremosteffectivewhentheirself-esteemisprotectedandstimulated.Otherwise,cognitiveactivityisstronglyinhibited.Therefore,teachersoftenfindthatstudentshavestrongerlanguagememoryability,moreactivethinkingandhigherlearningefficiencywhoareoftenpraisedbyteachersor"envied"byclassmatesbecauseoftheirspeciallanguageskills.Self-imagereferstoeveryone’ssubjectiveevaluationandcognitionofhisimageintheeyesofothers.Outoftheinstinctofself-protection,peopletendtotrytheirbesttomaintaintheself-image,thusforminganinvisiblebutprotectivepsychologicalbarrier.Whethermotivation,attitude,self-confidenceandotheremotionalfactorscanproduceapositiveeffectdependsonpeople’sself-evaluation.Theself-imageofsecondlanguageacquisitionreferstolearners’self-evaluationoftheirsecondlanguageacquisitionability.Peoplewithpoorself-imageinforeignlanguagelearningtendtohaveanxiety,andalmosthavenostrongmotivationinforeignlanguagelearningandadoptapositivelearningattitude.ProfessorChunmingWanghaswrittenthatforeignlanguagepronunciationiscloselyrelatedtotheself-imageofforeignlanguagelearning.Thisconnectionisoneoftheimportantcharacteristicsofsecondlanguageacquisitionthatdistinguishesitfromotherdisciplinessuchasmathematics.Secondlanguageacquisitionrequireslearnerstopracticefrequently,sotheself-imageproblemisparticularlyimportant.Especiallyfororalpracticeinclass,ifyouthinkyourpronunciationisnotgood,orfeartoshowyourselfupinfrontofclassmatesandteachers,andposeathreattoselfimage,thenitiseasytocauselearnersbuildpsychologicalbarrierandinstinctivelytosilenceofthenegativeattitudetolearnpronunciation.Themostseriouscaseisthattheymayrejectforeignlanguagelearning.Inaword,therearemanydifferencesthataffectthelearningofasecondlanguageforlearners,includingage,mothertonguetransfer,personality,intelligence,learningstrategyandemotion,etc.Languagelearningisendless,andeveryonehashisownadvantagesintheprocessoflearning.Ifsecondlanguagelearnerscanr