个体差异对二语习得的影响毕业论文

个体差异对二语习得的影响毕业论文内容摘要：

ies 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 learning. Relatively, they perform well in oral munication. 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. While introverted learners learn best through quiet, mental reflection. They tend to enjoy reading, lectures, and writing over oral work. Besides they are often unfortable in discussion groups and hesitate to speak up in class. Chapter 2 Personality 3 Selfesteem It refers to the degree to which individuals feel confident and believe themselves to be significant people. Presumably, learners with high selfesteem are less likely to feel threatened when municating 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. They are brave. Anxiety It is monly 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 plete the new learning task, prompting them to make extra efforts to overe 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 the intensify of anxiety, with a lowanxiety state having a facilitating function and a highanxiety state a debilitating effect. This is the reason why some students often with highanxiety perform poorly in examination, though they perform quite well in daily studies. Usually, when we have highanxiety, our minds are blank. Middegree anxiety can benefit L2 learning by initiating learners’ motivation. Tolerance for ambiguity It is found that learners with greater tolerance for ambiguity scored higher in tests of listening prehension. If learners can tolerate uncertainty without feeling insecure 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 I’s and cross the t’s is necessary Chapter 3 Motivation 4 We study, but we also need the tolerance for ambiguity at times. Chapter 3 Motivation SLA 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 wellmotivated. In general, Cardner’s model of integrative and instrumental motivation precisely describes the particular features of motivation in SLA. Integrative motivation A learner with integrative motivation has a genuine interest in the second language munity. He or she wants to learn their language in order to municate with them 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 munity that speaks the language. It is found that integrative motivation generally acpanied 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. Instrumental motivation It 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 translating technical materials in a target lang。