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1、IndividualDifferencesinSecondlanguageLearningRodEllisUniversityofAucklandLecturegivenatNationalChengchiUniversitySeptember2001A.IndividualdifferencesandL2acquisitionIndividualdifferencescanbehypothesisedtoinfluencedifferentaspectsofL2acquisition:1.Thepro
2、cessofL2acquisition(i.e.differencesinthewayinwhichlearnersconstructtheirinterlanguages).2.Rateofacquisition3.Ultimatelevelofachievement4.L2performanceB.TypesofIndividualLearnerDifferences1.BeliefsLearnerspossessbeliefsaboutlanguage,languagelearners,langu
3、ageuse,andlanguagelearningthatinfluencethewaytheysetaboutlearninganL2.ThesebeliefsaregenerallyinvestigatedbymeansofLikertscalequestionnairesthatrequirelearnerstorespondtostatementslike:IstudyEnglishbecauseitisusefultocommunicatewithEnglishspeakingpeople.
4、LearningEnglishismostlyamatteroflearninggrammarrules.GirlsarebetterthanboysatlearningEnglish.Othermethods(e.g.learnerdiariesandinterviews)havealsobeenusedtoexaminebeliefs.Thestudyoflearnerbeliefshasanumberofpossibleapplications:·developingself-awarenessi
5、nlearners(learnerautonomy)·indentifyingbeliefsthatrelatetosuccessfullanguagelearning·counteringbeliefsthathaveanegativeimpactonlanguagelearning.However,todate,therehasbeenlittlesuccessinindentifyingwhichbeliefsrelatetosuccessfulandunsuccessfullearning.2.
6、AffectiveStatesTheaffectivevariablethathasattractedmostattentionisanxiety.Thishasbeeninvestigatedbymeansofquestionnairesandlearnerdiaries.4Threetypesofanxiety:·Traitanxiety·Stateanxiety·SituationalanxietySourcesoflanguagelearninganxietyare:·communication
7、apprehension·tests·fearofnegativeevaluationResearchhasshownverymixedrelationshipsbetweenanxietyandproficiency.Anxietycanbebothdebilitatingandfacilitating.1.LearnerfactorsAnumberofgeneralfactorshavebeenfoundtoinfluenceL2learning.Thesecandividedintotwoprin
8、cipalgroups:A.Immutablefactors,e.g.1.Age2.LanguageaptitudeB.Mutablefactors,e.g.1.Learningstyle2.Personality3.PersonalityThefactorsthathavebeenmostresearchedare:C.LanguageAptitudeModernLanguageAptitudeTest(CarrollandSapon19