解析情感因素在二语习得中的作用英文版.docx

解析情感因素在二语习得中的作用英文版.docx

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解析情感因素在二语习得中的作用英文版

Abstract

TheemotionplaysaveryimportantroleinSecondLanguageLearning.Itisanecessaryelementinthewayoflearningsecondlanguage,weshouldpaymuchattentiononitandlearntohowtomasterownemotionandutilizetheemotioninarightwaytohelpuslearningsecondlanguage.Infact,theemotionmainlyincludethedifferentmood,thedifferentcharacters,andthemotivation.Theemotionjustlikeadouble-edgedsword,ifwehavenegativeanddepravedemotion,itmustnotgoodforourlearninganditisastickywaytoimprovetheabilitytolearning.Intheotherway,ifwehavethepositiveandoptimisticemotion,what’smore,ifwecanuseitinarightway,thereisnodoubtthattheemotioncanexerttremendousaffectioninimproveandstudysecondlanguage.Sothispaperisresearchtherelationbetweensecondlanguagelearningandemotion,anditmaygivesomeadvicestothesecondlanguagelearners.

Keywords:

emotionelementsecondlanguageacquisitioninfluences

Acknowledgements

Iwouldliketoexpressmygratitudetoallthosewhoinonewayoranotherhelpedmeduringthewritingofthisthesis.Arealdebtisowedtomysupervisor,Lurenshun,forhiskindencouragementsandvaluableinstructionsthroughoutthewriting.LikewiseIwishtoextendmythankstomyclassmatesandmyfriends.Withouttheirendlesshelp,Icouldn'thaveaccomplishedthisarduoustask.

CONTENTS

Chapter1Introduction

Chapter2Research onMoodFactorsinSecondLanguageLearning

2.1Motivation

2.2Self-confidence

2.3LanguageAnxiety

2.4Attitude

Chapter3ResearchonPersonalityinSecondLanguageLearning

3.1Introvert

3.2Extrovert

Chapter4TheGreatInfluencesonSecondLanguageTeaching

4.1ExcitetheLearner’sMotivationinEffectiveWay

4.2cultivatestudent’spositiveattitudes

4.3TrytoOvercometheAnxiety

Chapter5conclusion

Reference

AnalysistheRoleofEmotioninSecondLanguagelearningandTeaching

ChapteroneIntroduction

Foralong-time,foreignlanguageresearchusuallyfocusesonthedifferentapproachesofteaching.Andinthisrespect,muchhasbeenachieved.AndtheseteachingtheorieshadreallycontributedgrosslytoourdifferentprobestotheallegedbestwayinFLTorSLT.Languageisacommunicationtool,butitisalsothebasicofculturesanddevelopment.Communicationneedspeopletomasterasecondlanguageotherthantheirmothertongueorevenathirdlanguage,whichisresultedfromsocialdevelopment.Languageacquisitionintermsofpsychologicalorsocialprocessisindeedaverycomplicatedprocess.Therefore,theoreticalresearchonlanguageacquisitionhasalsobeencontinuouslycarriedout.SecondLanguageAcquisition----formallyestablisheditselfasadisciplinearoundthe1970s,referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Secondlanguageacquisition,istheprocessesbywhichpeoplelearnlanguagesinadditiontotheirnativetongues.Justassecondlanguageisthestandardtermforanylanguagewhoseacquisitionstartsafterearlychildhood.

However,therearereallysomefactswehavetoface.TheIndividualDifferenceFactorsresearchisstillinitsprimarystagenowadays.Afteryearsofresearch,scholarshavereachedaconsensusaboutthemostimportantcomponentsoftheindividualfactors.SecondLanguageAcquisitionmainlystudiessecondlanguageacquisitionprocess,andvariousfactorsintheprocesssuchaslearningmotivation,learningstrategies,learningstyle,learner’spersonalityandlearner’sage,andtheimpactofsecondlanguageacquisition.

Inthispaperispayattentionontheindividualfactorandrightteachingways,theindividualshouldexcitethebestpotentialsandtheteachersshouldtakeadvantagetounderstandingthedifferences.Inthiscombination,secondlanguagelearnerscanlearnanylanguagesinaeasyway.

ChaptertwoMoodFactors

Motivation

"Givenmotivation,anyonecanlearnalanguage."（Corder1981）ThisphrasefromthefamousappliedlinguistCorderbringsouttheimportanceofmotivationandthewayitcanovercomeunfavorablecircumstancesinotheraspectsoflanguagelearning.Whereaslanguageaptitudeconcernsthecognitiveabilitiesthatunderliesuccessfulsecondlanguageacquisition,motivationinvolvestheattitudesandaffectivestatesthatinfluencethedegreeofeffortthatlearnersmaketolearnansecondlanguage.GenerallyspeakingInChina,thereisalargequantityofforeignlanguagelearners.Theiraimsaredifferentonefromanother.Itisimportantforstudentstothinkwhytheylearnaforeignlanguage.Teachersalsoneedtopayattentiontothestudents’motivationsandstudyhowtostimulatetheirmotivations.

Motivationisclearlyahighlycomplexphenomenon.Strengthofmotivationservesasapowerfulpredictorofsecondlanguageachievement,butmayitselfbetheresultofpreviouslearningexperience.Learnerswitheitherintegrativeorinstrumentalmotivation,oramixtureofboth,willmanifestgreatereffortandperseveranceinlearning.

Self-confidence

Self-confidenceisconsideredtobeanothersignificantfactors,whichprofoundlyinfluencethelanguagelearner’sperformance.Thestudentswholackofconfidenceareusuallyfoundtobeextremelyfearfulandtimid,reluctanttoexpresstheiropinionsandevenunabletoutteracompletemeaningfulsentencesinclass.Ofallthecharacteriescanaffectlanguagelearning,self-confidenceisveryimportantforthefollowingreasons.Firstreasonisthatwhenapersonhasself-confidencehebelieveinhimself,hebelievethathecanandwillsucceed,givehimcouragetotrynewlearning.Onewouldbewillingtotakesomerisksinordertobesuccessful.Anotherreasonisthataconfidentpersonrarelygiveupdosomething.Whentheirachievementarenoticedmorebyothersatschool,theyaremorelikelysucceed.Tosumup,self-confidenceregardasoneofimportantfactorsinlanguagelearningprocess.Itenablepeopletotakerisks,tryagainwhentheyfailed,andenjoytheirachievementwhentheywin.Withthoseabilities,aself-confidencepersonhasmorechancessucceedinsecondlanguagelearning.

Fortheyoung,whentheyhaveconfidenceinthemselves,apositiveimagewasreflectedandtheyfeelworthyofloveandbevalued.Onthecontrary,iftheimageisnegative,childrenwillthinkthattheyarerejected,unlovedandunwanted,andtheymayactunwillingly.

LanguageAnxiety

Languageanxietyisapsychiatricinterventionthathappenedduringthetimeofsecondlanguagelearning,themainphenomenasarelackingofpatientsandafraidtomakemistakes.Someresearchesfoundtheanxietymaygoodforstudy,butmostoftheresearchesshowthattheanxietyisunfavorable,andthelanguageanxietyinverselywithsecondlanguagelearning.

Thelanguagelearnershavethesethreemainphenomenaduringthetimeoflearning.Firstistheclassroomanxiety.Intheclassroom,somestudentsafraidtodosomethingwhentheyfacewiththeirclassmatesandteachers,theywillfeelveryshameandmakemanymistakes.Secondistheexaminationanxiety.Itisverynormalthatmanystudentshavebadresultsintheirexamination,however,thosestudentsperformanceverygoodoutexamination.Thesestudentswhohaveexaminationanxietycannotexerttheirownlevel.Thirdisthecommunicationanxiety.Mostofthestudentsdonotknowhowtoexpressandcannotexpressthemselvesincorrectway,thesestudentsmayfeelanxietywhentheyhavecommunicationanxiety.Thestudentswhooutofanxietyandkeepaeasyandagreeablemoodtolearnlanguage,theycanstrengthentheabilitytomemoriessomethingandfullofenergy.Onthecontrary,thestudentswhogetintoanxiety,theyareveryhardtopayattentionontheirstudyanddecreasetheabilityofmemories.Inchina,mostofthestudentsarefacetheexaminationanxietyandclassroomanxietywhentheystudysecondlanguage.

Attitude

Attitudeistheinternalstatethatcaninfluencethechoicesofindividualbehavior.Asakindofemotionalfactors,itisvitalforthespecificlearninggoalsandultimatelyreach.Therearethreebasicattitudesinsecondlanguagelearning.Firstistheattitudeforthecommunityofthetargetlanguage;secondistheattitudeforthelanguagelearning;thirdisthegeneralattitudeforlanguagelearningandlanguage.Referstothedifferentlanguageorlanguageattitude,itistheattitudethatouropinionandideasforothers’languageandlanguageattitude.Holdtheattitudeofthewords;Languagelearningreferstolearners'attitudeincludetherecognizeknowledge,feelings,behaviorinforeignlanguagelearning.Attitudehascloseconnectionwiththesecondlanguagelearningandacquisition.LearnerstolearnthetargetlanguageAttitude,thepurposeoftheintercomtospeakersofotherlanguages,andtheteachingoftheteachermethodofattitudewillaffectthelearners'learningefficiency.Ingeneral,Iftheuseoflanguageandthelanguageofthepeopleholdfriendlystateandkeeninterest,learnerswillbewillingtolearnmoreaboutandlearnLearningthelanguage.Onthecontrary,ifholdinganegativeattitude,learnersmaybeFrompsychologicalresistance,resistancetolanguagelearning.

ChapterthreePersonalityFactors

Introvert

Generalspeaking,thepersonwhohaveIntrovertcharacteriesarenotgoodatsocialcommunication,ofcourse,thisisthedisadvantagetoexercisetheiroralcommunicationability.Butanalysisitlogically,wecanfoundthattheintrovertedpersonalityonsecondlanguageacquisitionisnotadisadvantagecompletely.Introvertsafraidtomakepublicatordinarytimes,buttheyhavetheinnerstrengththatisnotverynoticedandhardtobeexerttoothers.Inthe