【正文】 It is monly assumed that there is such a thing as a special talent or aptitude for second language that some language learners 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. Phoic coding ability It refers to the ability to identify and remember sounds. This ability is seen as related to the ability to spell and to handle soundsymbol relationships .Learners with phonemic coding ability can perform well in listening prehension. Grammatical sensitivity It is the ability to recognize the grammatical functions of words in sentences. Some learners who are good at analyzing long and difficult sentences often have grammatical sensitivity. Inductive learning ability It is the ability to induce grammatical rules from language examples. If a learner has a strong inductive ability, he or she can identify 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. Chapter 2 Personality 2 Rote learning ability This ability is related to vocabulary 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, he or she can do better than others in second language acquisition. Chapter2 Personality In 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 openminded character is more beneficial to second language acquisition. Extroverted and introverted learners According 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 oriented, 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. 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 i