非智力因素对大学生英语学习的影响

自从二十世纪六十年代对第二语言学习的研究蓬勃发展以来,越来越多的注意力被投向语言学习者，研究者们在研究语言共性的同时，也对语言学习者的个体差异进行了大量的调查和研究，从而展现不同的语言学习者有不同的学习效果。
学生的个体差异在成功的语言学习中是最重要的因素之一。本文通过观察，并在研究了前人实验成果的基础上，认为学习者的语言潜能，态度，动机，性格和学习策略的运用等方而的个人差异是影响学习者成功学习第二语言或外语的重要因素。
动机和态度有助于确定不同的学习者所达到的能力水平。态度和动机是直接相关的，动机分为：综合性动机和工具动机。在某些情况下，综合性的动机可能是更有助于促进成功的学习第二语言/外语。人格是一个情感特征。这些人格特质，外向和内向，自信心和焦虑等似乎已是最广泛的研究。学习者的自信心和低焦虑最有可能促进第二语言/外语学习。
本文指出，研究学习者个体差异对外语教学有极大的启示。在我们的英语教学中，教师应充分考虑学习者个体差异，对不同的学习者采用不同的教学方法，提高学生的学习动机，另一方而，帮助学生分析个体差异，选择适合个人的学习策略，培养学生的学习自主性，从而进一步提高教学效果。

关键词：非智力因素；情感；动机；性格；性别；外语教学

Abstract
Since the boom of the research in second/foreign language acquisition in the 1960’s, increasing attention has been paid to language learners. With the extensive study of second language learning，researchers have tried to investigate some universal properties of language learning. Meanwhile，they have paid more attention on individual learner differences，or personal variables，to show that different learners will gain various achievements in second/foreign language learning.
Nonintellectual factors are one of the most important factors in second/foreign language learning, which result in various learning effect. On the basis of literature concerned and the writer’s observations, such individual learner differences as language aptitude and motivation，personality and learning strategies are discussed.
Motivation and attitudes are important factors，which help to determine the level of proficiency achieved by different learners. Attitudes are directly related to motivation，which in turn is directly to second/foreign language learning. Motivation is classified into two: integrative motivation and instrumental motivation. In some special situations integrative motivation may be more useful in facilitating successful second/foreign language learning，but in other situations instrumental motivation may be more helpful in facilitating successful second/foreign language learning•
Personality is an affective characteristic. These personality traits , extroversion and introversion，self –confidence and anxiety etc that seems to have been most extensive researched. Learners with self-confidence and low anxiety are most likely to be successful in second/foreign language learning.
The article proposes that we should pay more attention on these factors in our English language teaching. The research of individual learner differences has great implications for language teaching. Teachers should consider the individual learner differences carefully. Different teaching methods should be adopted with accordance to different learners. On the other hand，teachers should help students to choose appropriate learning strategies and identify their learning features, so as to enhance their motivation and self-autonomous. Thus，teachers can improve their teaching efficiency.

Key words: nonintellectual factors;  affective factors; motivation; personality; gender differences;  second/foreign language learning and teaching

*若需了解更多与协助请咨询↓→[电脑QQ][手机QQ]【数据协助】