個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響畢業(yè)論文-資料下載頁(yè)
2025-09-28 08:03本頁(yè)面
【導(dǎo)讀】習(xí)策略，年齡等等。我們很容易看到在同樣的教室，用同樣的課本，同樣的老師，同樣的學(xué)習(xí)環(huán)境，學(xué)生的學(xué)習(xí)結(jié)果各不相同。一些學(xué)生比其他學(xué)生學(xué)得快，一些。有些學(xué)生在學(xué)習(xí)第二語(yǔ)言時(shí)精神振奮，而有的學(xué)生。的目的是探討學(xué)習(xí)者的個(gè)體差異對(duì)二語(yǔ)習(xí)得的影響。
【正文】 t with other learners and with native speakers social\affective 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. Q uestion for clarification, it means that you can ask 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 most 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 Age Research found supportive evidence that age can make great differences in the speed of learning .There is widelyheld 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 ideal period of successful second language learning .Some researchers suggest that this is the result of the lateralization of the language function in the left hemisphere of the brain . Lateralization refers to the specialization of each of the hemispheres of the brain for different cognitive functions. Before puberty, both hemispheres are involved in language prehension and production. Adult learners have an initial advantage where rate of learning is concerned, particularly in grammar. They will eventually be overtaken by child learners who receive enough exposure to the second language .The process of acquiring a L2 grammar is not substantially affected by age, but that of acquiring pronunciation may be. Long puts the critical age at 6 years, but Scovel argues that there is no evidence to Chapter 6 Conclusion 8 support this and argues for a prepuberty start. Singleton points out children will only acquire a native accent if they receive massive exposure to the second language. The starting age for learners beginning to learn any foreign languages should ideally be before the end of the critical period, while the brain still retains its early flexibility. Chapter 6 Conclusion As we discussed in this article, during the process of second language acquisition, individual differences such as, language aptitude, personality, motivation, learning strategies, age and so on have great impact on second language acquisition. However, there is no solid evidence to prove which factors are crucial to the success of the second language acquisition. Besides, we should realize that some other factors such as, cultural background, learning environment have great influence on second language acquisition. Individual difference is one factor that impact second langua ge acquisition. Bibliography [1]Curry L Integrating Concepts of Cognitive or Learning Style: A Review with Attention to Psychometric Standards[R].Ottawa, ON: Canadian College of Health Service Executive, 1987. [2] Gardner R. Social Psychology and Second Language Learning: the Role of Attitudes and Motivation [M] London: Edward Amold, 1985 [3] Griffiths. Personality and Second Language Learning [4] Krashen. Principles and Practice in SLA. New York: Pergarum Press. [5] Lenneberg, E. Biological Foundations of Language. New York: Wiley and Sons. [6] Littlewood. Foreign and Second Language Learning. Beijing: Foreign Language Teaching and Research Press. [7] Rod Ellis. The Study of SLA [8] Oxford R L. language Learning Styles and Strategies [C] // In CelceMurcia, M (ed.) Teaching English as a Second or Foreign Language (3rd Impression).Boston: Heinle and Heinle, 2020. Bibliography 9 [9] 劉潤(rùn)清 . 外語(yǔ)學(xué)習(xí)者的個(gè)人因素 [10] 林立 . 第二語(yǔ)言習(xí)得理論與實(shí)踐 .[Z] 北京：高等教育出版社 . [11] 趙楊 . 第二語(yǔ)言習(xí)得 .[Z] 北京：北京大學(xué)出版社
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