霍晓娜论文Word文档下载推荐.docx

霍晓娜论文Word文档下载推荐.docx

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学生姓名霍晓娜

指导教师

职称

2014年5月

TheLearner’sIndividualDifferencesImpactingonSecondLanguageAcquisition

ByHuoXiaona

AThesisSubmittedto

theSchoolofForeignLanguages

ZhengzhouNormalUniversity

inPartialFulfillmentoftheRequirements

fortheDegreeofBachelorofArts

Supervisedby

ZhaoXinwei

May2014

Acknowledgements

Iwouldliketothankthefollowingpersonsfortheirhelpandsupportduringmyresearchandwritingofthisthesis.Firstofall,IwanttothankmyteacherZhaoXinwei,mysupervisor,forhisconstantencouragementandguidance.Secondly,Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutofmyproblemsduringthedifficultcourseofthethesis.Finally,mythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Responsibilityforanyremainingerrorsisminealone.

个体差异对二语习得的影响

摘要：

二语学习者在某些方面是有差异的，比如语言天赋，个性，学习动机，学习策略，年龄等等。

我们很容易看到在同样的教室，用同样的课本，同样的老师，同样的学习环境，学生的学习结果各不相同。

一些学生比其他学生学得快，一些学生比别的学生学习更成功。

有些学生在学习第二语言时精神振奋，而有的学生则会感到沮丧。

除了其他原因，学习者的个体差异是其中的原因之一。

这篇文章的目的是探讨学习者的个体差异对二语习得的影响。

关键词：

个体差异，二语习得，影响因素

Abstract:

Secondlanguagelearnersaredifferentfromeachotherinseveralaspects,suchaslanguageaptitude,personality,motivation,learningstrategies,ageandsoon.Wecaneasilyfindthatinthesameclassroom,withthesametextbook,sameteachers,sameenvironments,peoplestilllearnwithdifferentresults.Somelearnfasterthanotherstudents.Somearemoresuccessfulthanotherstudents.Somefeelcheeredupwhenlearningsecondlanguage,whilesomefeeldepressed.Apartfromotherreason,thelearner’sindividualdifferencemaybeanaspecttoconsider.Theaimofthisarticleistodiscusswhatimpactthelearner’sindividualdifferencecanhaveonsecondlanguageacquisition.

Keywords:

individualdifference,secondlanguageacquisition,impactingfactors

TableofContents

Acknowledgementsi

摘要ii

AbstractIII

Chapter1Languageaptitude1

1.1Phoneticcodingability1

1.2Grammaticalsensitivity1

1.3Inductivelearningability1

1.4Rotelearningability2

Chapter2Personality2

2.1Extrovertedandintrovertedlearners2

2.2Self-esteem3

2.3Anxiety3

2.4Toleranceforambiguity3

Chapter3Motivation4

3.1Integrativemotivation4

3.2Instrumentalmotivation4

3.3Resultativemotivation5

3.4Intrinsicmotivation.5

Chapter4Learningstrategies5

4.1Meta-cognitivestrategies.5

4.2Cognitivestrategies6

4.3Social\affectivestrategies.6

Chapter5Age7

Chapter6Conclusion8

Bibliography8

Chapter1Languageaptitude

Somelearnerslearnbetterthanothers.Itiscommonlyassumedthatthereissuchathingasaspecialtalentoraptitudeforsecondlanguagethatsomelanguagelearnerspossesstoagreaterextentthanothers,whichislargelyresponsibleforindividualdifferencesinsecondlanguagelearning.Learnerswithhighlanguageaptitudewilllearnsecondlanguagemoreeasily.Ingeneral,therearefourfactorsinlanguageaptitude.

1.1Phoneticcodingability

Itreferstotheabilitytoidentifyandremembersounds.Thisabilityisseenasrelatedtotheabilitytospellandtohandlesound-symbolrelationships.Learnerswithphonemiccodingabilitycanperformwellinlisteningcomprehension.

1.2Grammaticalsensitivity

Itistheabilitytorecognizethegrammaticalfunctionsofwordsinsentences.Somelearnerswhoaregoodatanalyzinglonganddifficultsentencesoftenhavegrammaticalsensitivity.

1.3Inductivelearningability

Itistheabilitytoinducegrammaticalrulesfromlanguageexamples.Ifalearnerhasastronginductiveability,heorshecanidentifypatternsofcorrespondenceandrelationshipsinvolvingformandmeaningandeasilygeneralizepatternsfromonesentencetoanother.Thisis,asweoftensay,drawinginferencesaboutothercasesfromoneinstance.

1.4Rotelearningability

Thisabilityisrelatedtovocabularyremembering.Goodmemoryisquiteimportantforsecondlanguageacquisition.Certainly,weneedsometechniqueswhenmemorizingwordsorexpressions.

Thedifferenceoflanguageaptitudeisonereasonwhysomelearnerslearnbetterthanothers.Generally,ifalearnerhashigherlanguageaptitude,heorshecandobetterthanothersinsecondlanguageacquisition.

Chapter2Personality

Intheeyesofmanylanguageteachers,thepersonalityoftheirstudentsconstitutesamajorfactorcontributingtosuccessorfailureinsecondlanguagelearning.Inmostcases,theopen-mindedcharacterismorebeneficialtosecondlanguageacquisition.

2.1Extrovertedandintrovertedlearners

Accordingtoskehan,extrovertedlearnerslearnbestbytalkingandphysicallyengagingtheenvironment.Theyworkbestinclassroomwhichallowtimefordiscussionorworkingwithgroup.Sincetheyareactionoriented,theydowellwithactivitiesinvolvingsometypeofphysicalactivity.Extrovertedlearnersareoutgoingandenthusiastic.Theypreferapublicrole.Quiteoften,theytalkmorethanlisten.Itisoftensuggestedthatanextrovertedlearnerisespeciallywellsuitedtosecondlanguagelearning.Relatively,theyperformwellinoralcommunication.Peoplewithanoutgoingpersonalitymayenjoycertainadvantages.Forexample,theymaybecameinvolvedinmoresocialinteraction,attractmoreattentionfromtheirteachers,andbelessinhibitedwhenaskedtodisplaytheirproficiency.Whileintrovertedlearnerslearnbestthroughquiet,mentalreflection.Theytendtoenjoyreading,lectures,andwritingoveroralwork.Besidestheyareoftenuncomfortableindiscussiongroupsandhesitatetospeakupinclass.

2.2Self-esteem

Itreferstothedegreetowhichindividualsfeelconfidentandbelievethemselvestobesignificantpeople.Presumably,learnerswithhighself-esteemarelesslikelytofeelthreatenedwhencommunicatinginastrangelanguageorinanunfamiliarsituation.Theymayalsobemorereadytoriskmakingmistakesorprojectingareducedimageofthemselves.Theyarebrave.

2.3Anxiety

Itiscommonlysuggestedthatmoderateanxietyisbenefittosecondlanguageacquisition.ThereissufficientevidencetoshowthatanxietyisanimportantfactorinSLA.Anxietyincludesfacilitatinganxietyanddebilitatinganxiety.Theformermotivateslearnerstocompletethenewlearningtask,promptingthemtomakeextraeffortstoovercometheirfeelingsofanxiety.Thelattercausethelearnertofeelthelearningtaskinordertoavoidthesourceofanxiety.Williams（1991）suggestthatthedistinctionbetweenthesetwotypesofanxietymaycorrespondtotheintensifyofanxiety,withalow-anxietystatehavingafacilitatingfunctionandahigh-anxietystateadebilitatingeffect.Thisisthereasonwhysomestudentsoftenwithhigh-anxietyperformpoorlyinexamination,thoughtheyperformquitewellindailystudies.Usually,whenwehavehigh-anxiety,ourmindsareblank.Mid-degreeanxietycanbenefitL2learningbyinitiatinglearners’motivation.

2.4Toleranceforambiguity

Itisfoundthatlearnerswithgreatertoleranceforambiguityscoredhigherintestsoflisteningcomprehension.Iflearnerscantolerateuncertaintywithoutfeelinginsecureorconfused,theyarelesslikelytofeeloverwhelmedbythelargeamountsofstrangematerialtheymustfacewhenlearningasecondlanguage（p64WilliamlittlewoodNaimanetal）DottheI’sandcrossthet’sisnecessary

Westudy,butwealsoneedthetoleranceforambiguityattimes.

Chapter3Motivation

SLAresearchviewsmotivationasakeyfactorinL2learning.ThemastdominantworkinsecondlanguageacquisitionstudiesofmotivationhasbeendonebyCardner.Apersonwhohaspositiveattitudestowardthetargetcultureisconsideredwell-motivated.Ingeneral,Cardner’smodelofintegrativeandinstrumentalmotivationpreciselydescribestheparticularfeaturesofmotivationinSLA.

3.1Integrativemotivation

Alearnerwithintegrativemotivationhasagenuineinterestinthesecondlanguagecommunity.Heorshewantstolearntheirlanguageinordertocommunicatewiththemmoresatisfactorilyandtogainclosercontactwiththemandtheirculture.AccordingtoSkehan（1998）,Integrativemotivationmaybedefinedasthedesiretoachieveproficiencyinanewlanguageinordertoknowaboutthecultureandtobeabletoparticipateinthelifeofthecommunitythatspeaksthelanguage.Itisfoundthatintegrativemotivationgenerallyaccompaniedhigherscoresonproficiencytestsinaforeignlanguage.Learnerswithintegrativemotivationaremoreactiveinclassandarelesslikelytodropout.

3.2Instrumentalmotivation

Itisreferredtothedesiretoacquirealanguageasameansforattainingutilitariangoalssuchasgettingajob,furtheringacareer,readingortranslatingtechnicalmaterialsinatargetlanguage,etc.Alearnerwithinstrumentalmotivationismoreinterestedinhowthesecondlanguagecanbeausefulinstrumenttowardsfurtheringothergoals,suchasgaininganecessaryqualificationorimprovingemploymentprospects.Studiesindicatethatprovidinglearnerswithincentives（suchasmoney）Mayalsoaidlearningbyincreasingthetimelearnersspend

studying,buttheeffectsmayceaseassoonastherewardstops.

3.3Resultativemotivation

Itislikelythattherelationshipbetweenmotivationandachievementisaninteractiveone.Ahighlevelofmotivationdoesstimulatelearning,butperceivedsuccessinachieving.Languagegoa