霍晓娜论文.docx
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霍晓娜论文
编号
毕业论文
论文题目个体差异对二语习得的影响
院(系)外国语学院
专业英语
班级11级英语1班
学号114104051013
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
TheLearner’sIndividualDifferencesImpactingonSecondLanguageAcquisition
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
TheLearner’sIndividualDifferencesImpactingonSecondLanguageAcquisition
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
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