PERSONALITY FACTORS TO THE SUCCESS.docx

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1、 PERSONALITY FACTORS TO THE SUCCESSINTRODUCTION Research shows that external, intrinsic and personal factors are the three aspects that influence foreign language learning. Personal factor involves age, language, aptitude, cognitive style and motivation, among which language aptitude plays an import

2、ant role in foreign language learning. Achievement s in research can not explain which personal factors are of almost importance to successful language learning. To understand the differences existed in the quality of foreign language study, one should consider other factors concerning learners and

3、societies and the interactions between them.Generally believed that foreign language learning in personality factors related to foreign language learners to the following aspects: 1) how to learn foreign languages for the views and opinions held; 2) mental and psychological state; 3) The age factor;

4、 4) language aptitude; 5) recognized know the style; 6) motivation to learn; 7) personality factors.However, this paper will mainly summarized and discussed the greater impacts on foreign language learning, but also now more emphasis on foreign language study and research in the general factors.FROM

5、 THE IMPACT OF THE AGE FACTORSince the 1970s, Krashen, a language expert of the United States, represented a lot of foreign language education experts and scholars, did a lot research on the impact of age on foreign language learning. But different people have different views to the result. Currentl

6、y tend to have the following consensus:1) The aspect of learning speed: because of the level of intellectual development, knowledge, social experience and language abilities of adults are occupy a larger advantage, learning speed of the adults, especially in the speed of grammar learning, can be muc

7、h faster than children. But with the gradual accumulation and the influence of language, children will eventually catch on even catch up with adults. Children will show a greater advantage of foreign language learning in the natural language environment. But the children will be slower than adults w

8、hen learn the formal language in the classroom only because of the restricts of context and the level of intellectual development conditions. 2) In non-formal learning conditions, only children can achieve the same level with the native speakers tone. Children usually before the age of six (and some

9、 scholars believe that before puberty, namely before 12 or 13 years old), if they can be influenced by sufficient foreign language, it is possible to have a pure voice. After years of formal training, most adults can speak foreign language fluently, but very few people can achieve with a native spea

10、ker the same or similar tone.3) Children have more potential skills to speak the native language in same with the native speaker. Compared with the voice speed control, childrens grasp of language grammar rules is relatively slow, about fifteen years old can grasp the rules of grammar better. In ora

11、l and written language, the adult native speakers who can reach the level of syntax control accuracy can reach or exceed the native speaker.4) The factor of age on foreign language grammar learning process does not have a substantial impact, but have a decisive impact on the speech acquisition.FROM

12、ANGUAGE APTITUDE FACTORSLanguage aptitude means foreign language learners have a natural ability to learn language, which is out of a possible development potential. It does not include the talent, motivation, interest and other factors. It is generally believed that language aptitude is mainly refl

13、ected in four aspects:1) Sound coding ability, phonetic coding ability means identify the memory capacity of the foreign language phonemes. It is mainly reflected in the spelling words and grasps the relationship between sound and symbol corresponding ability.2) Grammatical coding ability is also ca

14、lled grammatical sensitivity, which mainly relates to the ability that the learners can identify the grammatical function of each word in a sentence.3) Inductive learning ability means the foreign language learners can identify the corresponding relationship between the form and the meaning.4) Rote-

15、learning ability generally refers to learn the materials or the linked materials without understanding its meaning and lack of contact to learn. That is often said mere-repetition, rote learning. In foreign language learning, this capacity mainly reflected in remembering the vocabularies and the gra

16、mmar. FROM THE COGNITIVE STYLE FACTORSCognitive style refers to a recurring pattern of perceptual and intellectual activity. Cultures provide people with a range of cognitive styles that are appropriate for different cognitive tasks in different contexts. Psychological anthropologists have attempted

17、 to compare cognitive styles cross-culturally. Some have argued that the styles of individuals and of groups can be located on a continuum between a global style and an articulated style. People who use a global style tend to view the world holistically; they see first a bundle of relationships and

18、only later the bits and pieces that are related. They are said to be field dependent. By contrast, people who use an articulated style tend to break up the world into smaller and smaller pieces, which can then be organized into larger chunks. They also tend to see a sharp boundary between their own

19、bodies and the outside world. People using an articulated style are able to consider whatever they happen to be paying attention to apart from its context and so are said to be field independent and another is field dependent.FROM THE IMPACT OF MOTIVATIONAL FACTORSForeign language teachers and langu

20、age experts agree that motivation factors in foreign language learning play an important role. Motivation refers to a certain idea, aspirations, ideals, those that may cause or maintain a persons activities and the activities towards a target to meet the individual needs. In foreign language learnin

21、g, students may have a variety of motives.1) Intrinsic motivation: It refers to foreign language learners are satisfied from the learning itself. So teachers play a dynamic role in the classroom to fully mobilize the enthusiasm of the students; they should encourage students exchange ideas with each

22、 other in the classroom. Teachers also should adjust the learning content to make it moderate depth. Classroom activities should be full of variety. Teachers should provide more opportunities for group activities. In short, maintain a harmonious relationship between teachers and students is the key

23、to maintaining students interests.2) Resultative motivation: it refers to the foreign language learners are satisfied with the feeling of success because of getting a high goal. Motivation and academic achievement are mutually reinforcing. Higher levels of motivation may promote and stimulate learni

24、ng; in turn, learning to achieve good results - some of the established learning goals, but also helps to maintain the existing motives.3) Integrative motivation: it refers to the foreign language learners study the native language as they have a strong interest to the native culture and they want t

25、o reach the purpose that can be communicate with it even be into the culture. It directly affects the study result. It was deserved that the students who have integrative motivation are more active in the class, and they have a good learning performance and never give up.4) Personality factors: many

26、 teachers believe that the success of the foreign language learners has a great relationship with their individual characters. Condition is not quite. Personality factors such as self-esteem, inhibition, anxiety, risk-taking, intro-version, extra-version really have certain effects to the study of f

27、oreign language learning. They may make a difference between the learning speed and the final study level. Such as the extraversion students have a great advantage in mastering the skills of the human relationship and can be more active than the intro-version students in the oral communication activ

28、ities and so on. CONCLUSIONTo sump up, this paper summarized and discussed just some of the personality factors, which influenced the foreign language learning. We must have a comprehensive understanding of the difference of the quantity and the speed when learn the foreign language. We must also co

29、nsider the social, environment, condition and some other various factors and the interaction between them. Reference：1234王琦. 外语学习中个性因素的作用J. 哈尔滨师专学报, 2000, (06)5哈尔滨师专学报 , Journal of Harbin Techers College, 2000年 06期6.龙友元. 学习者的年龄和性别与外语学习J. 高等函授学报(哲学社会科学版), 2002, (03. 7.吴曼蕾. 情感因素与外语学习J. 北方工业大学学报, 2004, (02) . . Page 4