【正文】 nsfer ? prediction. These strategies are involved in the process of learning. Social\affective strategies. They have to do with how are relates to others, ., seeking out opportunities to practice second language, asking the teacher for further ments on one’s essay. Affective strategies serve to regulate emotions, motivation, and attitudes, . strategies for reduction of anxiety and for selfencouragement. Social strategies Chapter 5 Age 7 include the actions which learners choose to take in order to interact 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. Question 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 .So me 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 language 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, 2021. Bibliography 9 [9] 劉潤清 . 外語學習者的個人因素 [10] 林立 . 第二語言習得理論與實踐 .[Z] 北京：高等教育出版社 . [11] 趙楊 . 第二語言習得 .[Z] 北京：北京大學出版社 Bibliography 10 為你提供優(yōu)秀的畢業(yè)論文參考資料，請您刪除以下內(nèi)容， O(∩ _∩ )O 謝謝?。。?A large group of tea merchants on camels and horses from Northwest China39。除了其他原因，學習者的個體差異是其中的原因之一。一些學生比其他學生學得快，一些學生比別的學生學習更成功。 編號 畢 業(yè) 論 文 論文題目 個體差異對二語習得的影響 院 （系） 外國語學院 專 業(yè) 英語 班 級 11 級英語 1 班 學 號 114104051013 學生姓名 指導教師 職 稱 2021 年 5 月 The Learner’s Individual Differences Impacting on Second Language Acquisition By Huo Xiaona A Thesis Submitted to the School of Foreign Languages Zhengzhou Normal University in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts Supervised by Zhao Xinwei May 2021 i Acknowledgements I 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 guidance. 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 problems during the difficult course of the