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1、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 学生姓名指导教师职称2014年5月The Learners Individual Differences Impacting on Second Language AcquisitionBy Huo Xiaona A Thesis Submitted tothe School of Foreign LanguagesZhengzhou Normal Universityin Partial Fulfillment of the Requirements for the De
2、gree of Bachelor of ArtsSupervised byZhao XinweiMay 2014AcknowledgementsI would like to thank the following persons for their help and support during my research and writing of this thesis. First of all, I want to thank my teacher Zhao Xinwei, my supervisor, for his constant encouragement and guidan
3、ce. Secondly,I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out of my problemsduring the difficult course of the thesis. Finally, my thanks would go to my beloved family for their loving considerations and
4、 great confidence in me all through these years. Responsibility for any remaining errors is mine alone.i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
5、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iiThe Learners Individual Differences Impacting on Second Language AcquisitionAbstract: Second language learners are different from each other in several aspects, such as language aptitude, personality, motivation, learning strategies, age and so on. We can easily fi
6、nd that in the same classroom, with the same textbook, same teachers, same environments, people still learn with different results. Some learn faster than other students. Some are more successful than other students. Some feel cheered up when learning second language, while some feel depressed. Apar
7、t from other reason, the learners individual difference may be an aspect to consider. The aim of this article is to discuss what impact the learners individual difference can have on second language acquisition. Key words: individual difference, second language acquisition, impacting factors IIITabl
8、eof Contents Acknowledgementsi摘要iiAbstractIIIChapter 1 Language aptitude11.1 Phonetic coding ability11.2 Grammatical sensitivity11.3 Inductive learning ability11.4 Rote learning ability2Chapter2 Personality22.1 Extroverted and introverted learners22.2 Self-esteem32.3 Anxiety32.4 Tolerance for ambigu
9、ity3Chapter 3 Motivation43.1 Integrative motivation43.2 Instrumental motivation43.3 Resultative motivation53.4 Intrinsic motivation.5Chapter 4 Learning strategies54.1 Meta-cognitive strategies.54.2 Cognitive strategies64.3 Socialaffective strategies.6Chapter 5 Age7Chapter 6 Conclusion8Bibliography8i
10、vChapter 1 Language Aptitude The Learners Individual Differences Impacting on Second Language AcquisitionChapter 1Language aptitudeSome learners learn better than others .It is commonly assumed that there is such a thing as a special talent or aptitude for second language that some language learners
11、 possess to a greater extent than others, which is largely responsible for individual differences in second language learning. Learners with high language aptitude will learn second language more easily. In general, there are four factors in language aptitude. 1.1 Phonetic coding abilityIt refers to
12、 the ability to identify and remember sounds. This ability is seen as related to the ability to spell and to handle sound-symbol relationships .Learners with phonemic coding ability can perform well in listening comprehension.1.2 Grammatical sensitivityIt is the ability to recognize the grammatical
13、functions of words in sentences. Some learners who are good at analyzing long and difficult sentences often have grammatical sensitivity. 1.3 Inductive learning abilityIt is the ability to induce grammatical rules from language examples. If a learner has a strong inductive ability, he or she can ide
14、ntify patterns of correspondence and relationships involving form and meaning and easily generalize patterns from one sentence to another. This is, as we often say, drawing inferences about other cases from one instance.1Chapter 2 Personality1.4 Rote learning abilityThis ability is related to vocabu
15、lary remembering. Good memory is quite important for second language acquisition. Certainly, we need some techniques when memorizing words or expressions.The difference of language aptitude is one reason why some learners learn better than others. Generally, if a learner has higher language aptitude
16、, he or she can do better than others in second language acquisition. Chapter2 PersonalityIn the eyes of many language teachers, the personality of their students constitutes a major factor contributing to success or failure in second language learning .In most cases, the open-minded character is mo
17、re beneficial to second language acquisition. 2.1 Extroverted and introverted learnersAccording to skehan, extroverted learners learn best by talking and physically engaging the environment. They work best in classroom which allow time for discussion or working with group. Since they are action orie
18、nted, they do well with activities 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
19、. Relatively, they perform well in oral communication. 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
20、introverted learners learn best through quiet, mental reflection. They tend to enjoy reading, lectures, and writing over oral work. Besides they are often uncomfortable in discussion groups and hesitate to speak up in class. 2Chapter 2 Personality2.2 Self-esteemIt refers to the degree to which indiv
21、iduals feel confident and believe themselves to be significant people. Presumably, learners with high self-esteem are less likely to feel threatened when communicating in a strange language or in an unfamiliar situation. They may also be more ready to risk making mistakes or projecting a reduced ima
22、ge of themselves. They are brave.2.3 AnxietyIt is commonly 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
23、learners to complete the new learning task, prompting them to make extra efforts to overcome 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
24、correspond to the intensify of anxiety, with a low-anxiety state having a facilitating function and a high-anxiety state a debilitating effect. This is the reason why some students often with high-anxiety perform poorly in examination, though they perform quite well in daily studies. Usually, when w
25、e have high-anxiety, our minds are blank. Mid-degree anxiety can benefit L2 learning by initiating learners motivation.2.4 Tolerance for ambiguityIt is found that learners with greater tolerance for ambiguity scored higher in tests of listening comprehension. If learners can tolerate uncertainty wit
26、hout 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 Is and cross the ts is necessary 3Chapter 3 MotivationWe study, but we also need the tol
27、erance for ambiguity at times.Chapter 3 MotivationSLA 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 well-motiv
28、ated. In general, Cardners model of integrative and instrumental motivation precisely describes the particular features of motivation in SLA.3.1 Integrative motivationA learner with integrative motivation has a genuine interest in the second language community. He or she wants to learn their languag
29、e in order to communicate 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
30、 the life of the community that speaks the language. It is found that integrative motivation generally accompanied 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.3.2 Instrumental motivationIt is
31、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 language, etc. A learner with instrumental motivation is more interested in how the second language can be a usef
32、ul instrument towards furthering other goals , such as gaining a necessary qualification or improving employment prospects . Studies indicate that providing learners with incentives (such as money) May also aid learning by increasing the time learners spend 9Chapter 4 Learning Strategiesstudying, bu
33、t the effects may cease as soon as the reward stops.3.3 Resultative motivationIt is likely that the relationship between motivation and achievement is an interactive one. A high level of motivation does stimulate learning, but perceived success in achieving. Language goals can help to maintain exist
34、ing motivation and even create new types. We can find that many students desire to learn second language increase with gains in second languages proficiency. If a student performed well in an examination, he or she will have high spirit. Then his desire or motivation to learn a language increases. T
35、his is resultative motivation.3.4 Intrinsic motivation.The notion of intrinsic motivation is an old one in psychology. It was developed as an alternative to goal-directed theories of motivation that emphasize the role of extrinsic rewards and punishments Keller (1984)identifies interest as one of th
36、e main elements of motivation, defining it as a positive response to stimuli based on existing cognitive structures in such a way that learners curiosity is aroused and sustained . Intrinsic is more beneficial to second language acquisition.Chapter 4 Learning strategiesLearning strategies are classi
37、fied in different ways. The most popular classification divides learning strategies into meta-cognitive and social strategies. If you come across a new word in your reading and feel its meaning is important and you must learn it, you are using a meta-cognitive strategy. If you look it up in a dictio
38、nary, you are using a cognitive. If you ask a roommate about, you are using a social strategy.4.1 Meta-cognitive strategies.Meta-cognitive strategies have to do with managing ones learning activities. For Chapter 4 Learning Strategiesinstance, a learner may preview a lesson before going to class or
39、draw up a plan for learning over the weekend. Meta-cognitive strategies deal with pre-assessment and pre-planning, on-line planning and evaluation, and post-evaluation of language learning activities. According to Chamot, the following items are included in the meta-cognitive strategies: advance org
40、anization, it is making a general but comprehensive preview of the concept or principle in anticipated learning activities. Directed attention, it is deciding in advance to attend to a learning task and to ignore irrelevant distracters. Selective attention, it is deciding in advance to attend to spe
41、cific aspects of language input or situational details that will cue retention of language input. Advance preparation, self-monitoring, self-evaluation. Previewing before class to find the difficulties, reviewing or reflecting after class to reinforce, self-evaluating, making a plan, these are all m
42、eta-cognitive strategies.4.2 Cognitive strategiesThey are directory related to learning. For example, one may relate a new word to other words in memory or may read it aloud several times, the cognitive strategies include: repetition, resourcing, directed physical response. translation grouping note
43、-taking deduction recombinationimageryauditory key word contextualization elaboration transfer prediction. These strategies are involved in the process of learning.4.3 Socialaffective strategies.They have to do with how are relates to others, e.g., seeking out opportunities to practice second langua
44、ge, asking the teacher for further comments on ones essay. Affective strategies serve to regulate emotions, motivation, and attitudes, e.g. strategies for reduction of anxiety and for self-encouragement. Socialstrategies Chapter 5 Ageinclude the actions which learners choose to take in order to inte
45、ract with other learners and with native speakers socialaffective strategies include cooperation and question for clarification. Cooperation refers to work with one or more peers to obtain feedback, poop information, or model a language activity. Question for clarification, it means that you can ask
46、 a teacher for repetition, paraphrasing, explanation and so on, if you are not sure yet about a problem.Learners clearly differ enormously in their approach to l2 learning but it is impossible to say which learning style works best. Quite possibly, it is learners who display flexibility, who are mos
47、t successful, but there is no real evidence yet for such a conclusion. However, it has been suggested that language learners who use certain strategies perform better than those who do not. Chapter 5 AgeResearch found supportive evidence that age can make great differences in the speed of learning .
48、There is widely-held lay belief that younger second language learners generally do better than older learners. This is supported by the critical hypothesis, which states that there is a period when language acquisition takes place naturally and effortlessly. This hypothesis has led to the assumption that by the age of 12 or 13 , people have passed the idea