The Factors Influencing English Learning 英语毕业论文

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TheFactorsInfluencingEnglishLearningChapter1IntroductionTherearetwomainfactorsinfluencinglearnEnglish,oneisinternalfactor,theotherisexternalfactor.Inthispaper,Ijustwanttotalkabouttheinternalfactors.Itincludesmotivation,pressure，interestand，ageandsoon.Chapter2FactorsInfluencingEnglishLearning2.1.InfluenceofMotivationonEnglishlearning2.1.1TheMotivationofEnglishLearningEnglishlearningmotivationmaybesimplyviewedasthelessonoflearningEnglish．Fromtheangleofeducationalpsychology，thereasonoflearningEnglishistwo：Oneisthematerialstimulationofsurfacelayer,forinstance，adiploma，agoodjob，ahighersalary,theotheristhematerialstimulationofdeeplayer,forinstance，interest，increasingknowledge．Theformeriscalled“surfacemotivation”,andthelatteriscalled“deepmotivation”．Researchesshowthatdifferentmotivationswillleadtodifferentlearningmethod．Logicallyspeaking,surfacemotivationdoesnotendurelongerthandeepmotivation，Forinstance，whenadiplomaistakenoragoodjobisfound，originalstimulationbecomesuseless．However，non-materialstimulationusuallyhasnolimit．Forinstance，theincreaseofknowledgeisendless．Thosepeoplewhohavedeepmotivationdonotconsiderpassingexaminationsastheirlastgoal．WhethertheyCallgraspanduseEnglishistheirrealgoal．ReallyshowgreatenthusiasmtolearnEnglish．Andtheytrytheirbesttohearmore，saymore，readmoreandwritemoreEnglish．Obviously，thesepeople’sEnglishleaningwillmakemoreprogressthanpeoplewhorelyonsurfacemotivation．SomesurveysshowthattheEnglishoftendoesnotcomefromreasonwhystudentslearnonemotivation．Itismoreuniversalthatpeoplehavetwomotivationssimultaneously(surfacemotiveanddeepmotive)．Butifweanalyzetheirmotivationsindetails．Wewillfindthattheremustbeatleastonereasonwhichtakesaleadingposition． ResearchessuggestthatstrongmotivationcanleadtofinalSuccess.So,IcanpresentsomemethodsforActivatingEnglishLearningMotivation.2.1.2MethodsforActivatingEnglishLearningMotivation.2.1.2.1GoalandFeedbackInEnglishlearningprocess,studentsmusthaveagoaloflearning，especiallyaspecificgoalinsomespecialstages．Englishlearninggoalscanbedesignatedbyteacherorsetupbystudentsthemselves．Forinstance,somestudentswanttoachievetheleveloftheGET-6,andtheirstrongEnglishlearningmotiveisaroused．Teachersshouldfeedbackintime．Andletstudentsknowtheirlearningresults．whichwillstimulatestudents’Englishlearningmotiveandarousetheirlearninginitiativeeffectively．2.1.2.2PraiseandCriticismInEnglishlearningactivities，teachersshouldnotonlymaketopstudentstoknowtheirsuccessbutalsopraiseandrewardtheminordertoarousetheirhappymoodandencouragethemtostudywithgreatefforts；Teachersshouldnotonlymakestudentsoflowachievementtoknowtheirfailurebutalsocriticizeandpunishtheminordertoarousetheirdepressedmoodandurgethemtostudyagainwithgreatefforts．Byandlarge，bothpraiseandcriticismarehelpfulforactivatingstudents’learningmotivation.Whenutilizingpraiseandcriticism，teachersshouldconsiderthreeaspects．Firstofall,praiseandcriticismcannotbeabused．Second，teachersshouldusemorepraiseandlesscriticismespeciallyforthosestudentsoflowachievement;teachersshouldusepraiseandcriticismaccordingtothecharacteristicofstudents．Inaword．Theutilizationofcriticismandpraiseisakindofart．Teachersmustbequick—wittedandflexibletousethem.2.1.2.3ContestandCooperationContestisthecomparisonbetweenoneselfandothers．Italsoincludesthecompetitionbetweenone’spresentandpast．Cooperationisthecontestbetweengroups．Italsoincludesthecontestbetweenagroup’spresentandpast.Researchesshowthatbothcontestandcooperationcanstrengthenstudents’Englishlearning motiveandactivatelearnerstosurmountdifficultiesconstantly，finishlearningtasksandgetachievementsexcellent．Thereareseveralpointsteachersshouldpayattentiontowhentheyusecontestandcooperation．First，althoughcontestandcooperationarehelpfultopromotestudents’learninginitiative，teachersshouldusethemproperly．Second,althoughtheeffectofgroupcontestsisnotasgoodasindividualcontests，teachersshouldstillproperlyadvocategroupcontestsinordertotrainstudents’cooperativespirit，Third,teachersshouldofferopportunitiesforsuccessasmuchaspossiblesothatmorestudentscansucceed，whichcanfosterstudents’self-respectandself-confidence．2.1.2.4ExpectationandAppraisementExpectationincludesteachers’expectationforstudentsandstudents’expectationforthemselves．Bothofthemplayausefulroleinstrengtheningstudents’Englishlearningmotiveandpromotingstudents’Englishlearninginitiative，Teachersshouldbegoodatusingtheexpectationofstudents，andtellstudentswhethertheirexpectationisfeasibleornotinEnglishlearningsothatstudentscallhaveappropriateexpectation．Teachers’expectationforstudentmayreflectonteachersappraisementforstudents’learningbehaviorsandlearningresults．Theformofappraisementisvariedsuchasthepraiseandthecriticism.2.1.2.5AchievementMotivationItisanessentialmethodtostimulatestudents’achievementmotiveinEnglishteaching．SoteachersshouldoftentalkaboutidealwithstudentsandenumeratesomesamplestudentstothemsothatstudentscanfeelafulfillmenttolearnEnglish．Besidesencouragingstudents，teachersshouldalsocreatevarioussituationstohelpstudentstorealizetheiridealsothattheycantransformitintoacorrectachievementmotive．2.2InfluenceofPressureonEnglishLearningPressureisrelatetoourstudies.Onlybyunderstandingtheseclearly,andworkingoutsomestrategiesofcopingwithpressureinlanguagelearning,canwegetoutofconfusionandfindaproperwayofcopingwithlearning.Althoughpressureis nottherealobjectthatwecansee,wecannotignoreitsinfluence.Toomuchpressurewillproduceanegativeinfluence,asalowdegreeofmotivationdoes,inlearning.Aproperamountofpressuremightbeaspositiveasahighdegreeofmotivation.Toolittlepressurewillalsoproduceabadinfluence,havingthepossibilitytocausestudentstogiveuplearning.Sohowtodealwithpressureisveryimportantforlearners.Next,wewilldiscussthreeimportantfactorsthatcancausepressureandhaveabiginfluenceonstudentsinlanguagelearning.2.2.1TheTeacheristheImportantRoleintheClassIntheclassroom,itismainlytheteacherthatmanages,accordingtothepresentsituation,mostofthethingslikeclassmanagement,inputandoutput,differentmodesofinteractionsanddifferenttasks.Theteachercontrolsthewholeclass,theatmosphereandtheprocedures.Sostudents’motivationismainlydeterminedbytheteacher’sbehavior1.Underthiskindofcontrol,differenttypesofpressurefollow.Onethingisthatdifferentteachershavedifferentinfluencesonthestudents.Studentsaremaybeindifferentlevels.Teachersvaryfromonetoanotherinmanyaspectslikemotivation,teachingapproaches,etc.Whentheyteachthestudentsthesametext,itisquitecertainthatthestudentswillhavedifferentunderstandingsofthetext.Whentheteacher’slanguageiseasyforaveragestudenttounderstand,Heorshewillfeelateasewithstudy.Iftheteacherusesverydifficultorlongsentencesinteaching,thestudentswillbeprobablypuzzledandfindpressureinthemselves.Theywilllosetheirconfidencetolearnmore.Ifthingsgolikethat,itwillbeaseriousproblem.Basedontheseabove,youwillfindthatpressureislikelytocomefromtheteacher’spersonalability.Itisnothingwrongwiththeteacherusingtoughsentences,buttheteachershouldknowthestudents’levelbeforehavingclasses.Andaccordingtothelevelwherethestudentsare,itwillbeeasierfortheteachertoexecutesuitabletechniquestothestudents.Ifateachergoeslikethis,teachingwillbesuccessfulandcheerfulforbothteachersandstudents.Otherwisepressurewillhaveabadinfluenceonthestudents. Itiscommonthattheteacheraskssomequestionsinclass.Butwhatisthequestion，Andhowlongdoestheteachergivestudentstoanswer,Theyarebothconnectedwithpressure.Forexample,whentheteacherasksthestudentstostatethemainideaofanewtextafterreadingfor5minutes,ofcoursethestudentswillfeelnervousandoverpressured,whichisaverydifficulttaskbecausethetimeislimitedandtherearemanydifficultiesinthenewtext,Thiskindofpressureischallenging.Ifthestudentscannotanswerthequestionsmoothly,itdoesnotmatter.Asateacher,youhadbetterencouragethestudentsbyusingsomecheerfulwords,suchas“Nevermind”and“Agoodtry”.Inthisway,thestudentswilltrytheirbesttodoabetterjobnexttime.Inaddition,theteachershouldbefairtoeverystudent.Andheorsheshouldcareabouteachstudent’sstudyandknowthesituationinwhichallthestudentsarelearning,eventhefamilybackgroundofhisorher.Iftheteacherdoesnotnoticeit,pressurewillworkwiththestudents.Sofromthiswecanseethatpressureisworkinganytimeandanywhere.Ifonecontrolsitreasonable,itwillhelpyouwithlearningandteaching.Teachingmethodsarealsoveryimportantandtheyinfluencestudents’pressuredirectly.Frommanyyearsago,thereweremanykindsofmethods,thetranslationmethod,directmethod,naturalmethod,communicativeapproachandsoon2.Duringtheteachingcourse,theteacherwillusethesedifferentmethodsandtechniquestoteachstudents,producingdifferenteffectonthestudents,andresultingindifferentpressures.Forexample,thetranslationmethodneedsthestudentstotranslatefromtheirnativelanguageintothetargetlanguage,andbasedonthis,comparethemandtofindthedifferences.Itisaverytraditionalwayofstudyingandithasgivenussomebigchangesinlearning.Anotherkindofapproachismorepopularnow.Itiscommunicativeapproach.Thiskindofapproachisfocusingonthefunctionofthelanguage.Asthesoulofcommunicationapproach,interactionbetweenteachersandstudentsseemsinfluencetheroleofteachers,theroleastheexplaineroftextsandsenderofmessage,whichmightleadtoroteteaching,againstteachingprinciples3. Comparingthesetwoteachingmethods,wewillfindthatbothofthemhavetheirownvaluebutpressureisworkinginadifferentway.Fromtheclassobservation,wehavenoticedthatstudentshavemorepressureinthetranslation-grammarbasedclassroomthaninthecommunicativeapproachorientedclassroom.Asweallknow,translationisnotaneasything.Theprocessoftranslationistheprocessthatofreconstructionofideasaswellaslanguage4.Itisacontrolledproduction,andtherearemanylimitations,becausethetranslatorwillhavetofollowtheoriginalmessageandmakeanattemptbridgethegapbetweenthetargetlanguageandsourcelanguageingrammarandmeaning.Insomecaseitmakesstudentsfeelnervousandstressed.Sotobeateacher,heorshemustknowthisandfindaproprietyteachingmethod,andconsideringpressureinlearning.Inotherwords,pressureandhowtodealwithitarenotonlyimportantfortheteacherbutalsoforthestudents.Thereforetohaveunderstoodofhowtocopewithpressuresbecomesextremelyimportant.Itisworthtomakeouryouthsstrongerinmindandmorestrategicinovercomingdifficultiesindailylifeandlearningseemedtobesomethingworthdoing.Fortheteacherheorshemustobserveeverythinginclass,andmeasurethestudents'levelandtofindasuitablewayofteaching,becauseteachingisaninteractivejob.Bydothis,willpressureschangeintochallengeandmotivatestudentstolearn. 2.2.2TheCompetitionbetweenStudentsisaKindofChallenge.Competitionisoneoftheoriginsofpressure.Studentsfromdifferentareasreceivedifferentschooling.Whentheyfirstcometotheuniversity,theyarequitedifferentinlanguagelevel.Itisveryeasyforthosewhocomefromthepoorareatofeelpressure,andthisisthecaseespeciallyiftheyhaveastronglocalaccentwhenspeakingEnglish.Probablytheyfailtoanswersomequestionswhereasotherscanbecauseofthedifferencestheyhaveinschooleducation.Pressurewillappearfromtheirminds.Maybesomeofthemwillworkhardertoshortentheimparity,butothersprobablywillgiveup.Therearesomefewstudentswhoareborntobeintelligent,whichmakeothersfindpressureandspendmuchmoreenergyandtimetocatchup.Thenpressure becomessomethingmotivating.Thefamilyisoneofthefactorsthateffectstudents’pressure.Bornindifferentfamiliesthechildrenhavedifferentbackgroundsandthusdifferentinfluences.Andtheparentshavedifferentexpectationsandrequirementsfortheirchildren.Sothedegreeofthepressureisnotthesame,either.Healthisalsoamajorfactor,whichaffectsstudents'psychology,evenintensityofpressure.Ifonestudentisill,heorshewillhavemorepressurethanothers.Noteveryoneisluckytohaveabetterfamily.Somestudentshavetodopart-timejobstopaytuitionfeesandtosupportthemselves.Thereforetheyhavelesstimetostudyandhavetospendmoretimeandenergyonotherthingsthanthefellowstudents.Theirpressuresarealsostrongerthanothers.Asalanguagelearnerheorsheshoulddoeverythingwithacalmmindandovercomethedifficultiesthatmightaffectlifeandlearning,sothattheaimoflearningcanbeachieved. 2.2.3.Textbook.Humanbeingscancreatepressure,someobjectivethingstoo.Textbookasoneofthemostimportantintensitiesintheclassroomcanbeausetoolinlanguageteachingandlearningimprovement,andmeantimeitisoneofthefactorsthatmayinfluenceteachingandlearning5.Insomespecialcondition,theuniversityhasnotenoughbooksforallthestudents.Onlytheteacherhasthetextbook.Tothestudentsitisnotagoodthing,becausetheydon’tknowwhattheywilllearnandwhatthetexttalksaboutbeforetheteacherteachesthem.Theycannotdothepre-work.Withoutthetextbookitisdifficultforthestudentstofollowtheteacher’sinstructioninclass.Theyaredeprivedmoreseriously;alsotheopportunitiestorevisewhattheyaresupposedtohavelearnedinclassaretakenaway.Thiswillmakestudentsfeelthatstudyisnotsoeasy.Moreorless,studentswillbepressured.Ontheotherhand,thiskindofpressuremaymakestudentslistencarefullyinclass,becausetheyknowthattheyhaveonlyonechancetolistentotheteacher.Otherwisetheymightriskfailinginexamorfailtostudyinthecourse.Sometextbooksareveryeasytounderstand.Sometimesthetextbookgoeswiththefiguresorpicturestogivefurtherexplanations.Teachersneednotexplainalot aboutthetext,foritisalreadydescribeddetailedandclearly.Inthisway,thestudentswillfeelcomfortablewiththebooks,butsomeofthemdonotcareabouttheclassatall.Maybetheythinkthattheycandealwiththewholetextthemselvesafterclass.Thereisnotanyneedforthemtocometotheclassroomorlistentotheteacheratall.Althoughthestudentsfeelveryeasyandhavenopressurehere,abiginfluencearisesinlanguageteaching.Theteacherhasnocooperationinclassandnoonelikeslisteningtohimorher.Butmostofthestudentswillfullyusethetextbooks.Theyreceiveknowledgenotonlyfromthetextbooksbutalsofromtheteachers,becauseteachersareanotherkindofresourceinstudying.Ifthetextbooksareverydifficulttounderstand,studentswillfeelpuzzledandspendmuchenergyandtimeonthat.Italsodependsontheteachers.Itisgoodiftheteacherteachesthestudentsveryclearly,andthestudentscanunderstandthetextbooksafterclass.Butifthesituationisopposite,whatwillhappen?---Thepessimisticemotionwillcomeoutandabadinfluencewillbeproduced.Sopressurewillnaturallyworkagain.TosolvetheproblemthelanguageteacherwillhavetoplayanimportantroleintheevaluationandselectionoftextbooksjustasHutchinsonsaysthatallteachersshouldbecomeexpertsashowtoselecttextbooks,thedecisionofhowtodesignandconstructtheteachingmaterialsinteaching.Itseemsthatallthese,insteadofbeingbasedontheteachers’personalinterests,shouldbebasedontheteachers’assessmentofthestudents-theiraimsoflearning,theirlearningexperiences,andthepresentsituationinwhichtheyarelearning,theirlikesetc,sincethestudentsarethecenteroflanguageteachingandthemoreimportantconsumersoftextbooks.Inotherwords,theteacherscouldthinkaboutstudents’contributiontotheselectionoftheteachingmaterials,becausealthoughtheyknowlittleaboutthetextbooks,theycouldprovidetheteacherswiththelikesandneeds.Inaddition,therearesomeotherfactorsthatcanalsoaffectstudentpressureinlanguagelearning.Thesizeanddecorationoftheclassroom,thefacilitiesintheclassroomlikethedesksandchairs,thelight,thewindowsandeventhedoor,theblackboard,theseatingplan-allthese,alongwiththeaboveimportantpressure-related factors,mighthavetobeconsideredsothatstudentswillnothavetoomuchpressureinlanguagelearning.Inotherwords,itshouldbelessened,ifnotabletobeavoided.Fromtheabove,wemayfindthatpressurehasanimportantinfluenceinlanguagelearning.Itisreflectedinmanydifferentaspectsoflanguagelearning,liketeacher,studentandtextbook.Sometypesofpressureinanappropriateintensitywillmotivatethestudents,butotherscancausesomebadinfluence.Theymaymakethestudentsbecomeboredoflearningandlosetheirconfidenceandgiveitup.Solanguagelearnersshouldhavetheabilitytoadjustthemselveswithregardtolearningstrategies,personallyattitudesandsoforthtocopewithdifficultiesandpressure.Theyshouldalsolearnhowtochangepressureintoenergyandencouragement.Ideallyhowmuchpressureyouhaveandhowmuchmotivationyougain.Forthelanguageteacher,heorsheshouldknowwhatateachershoulddoandshouldnot.Asateacher,heorshemustunderstandhisorherstudentsverywellandthewholeleveloftheclassandstudents’differencessothatcanadjusttheamountofpressurestudentsshouldreceivefromlearning.Moreover,alanguageteachershouldusesuitabletextbooksandmethods.Andcontroltheatmosphereofthewholeclass.Allofthesearequitenecessarytopointoutandtopayattentionto,becauseanyofthesefactorswillcausepressure,whichislikelytoproducesomenegativeinfluenceonstudentsinlanguagelearning.Pressureexitseverywhereandanytimeinourlearning.Tokeepourbalanceinpsychologyandfindagoodwaytoavoiditistheverythingthatweshouldconsider.Howtocontrolpressureisstillaquestionforbothteacherandstudents,inspiteofthefactthatallfactors(humanandinhuman)andclasshappenings(insideandoutside)oftheclassroomaretobeconsideredbyallintheclassroomandbyteachersinparticular.2.3.InfluenceofInterestonEnglishlearningInterestisthemostactiveelementinlearningEnglishanditisalsotheeffectivestimulanttolearn.Interestcanpushforwardpeopletolearnandactactively.　InordertomakeanEnglishlessoneffective,beneficial,andinteresting,anEnglishteacher shouldfirstanalyzethepsychologyandlearningmotivescarefully,andthen,onbaseofthis,ateachershouldusesomewell-developedandfascinatingtechniquestoteachintheclassroom.2.3.1TheImportanceofInterestinLearning ThepresentcriteriaoncurriculumofEnglishforbasiceducationispromulgatedandputintopracticetospeedupdevelopmentofstudents’comprehensiveandharmonious.Teachersarerequiredtoarouseanddevelopthestudents’interestinEnglishlearningfirstofallStudents’affectioncultivationisalsoputatanimportantpositionintheteachingpractice.　　Confucius,thegreateducationalistofancientChina, oncepointedout:“Themanwhoknowsitisnotasgoodasthemanwholikesit;themanwholikesitisnotasgoodasthemanwhotakesdelightinit”.Sotheteachershoulduseallkindsofwaystoarousestudents’interestinlearningEnglish.2.3.2AnalysisofthePresentEnglishLearningSituationa.Teachers’situation　　EnglishteachinginChinaisdominated,toalargeextent,bytheteacher-centered,text-orientedpractices,Andlittleattentionispaidtothetrainingofthestudents’interest.Thetraditionalmethodsaremainlyreferredtoas didactics.Itisakindofteachingmethodinwhichthemaintaskofateacheristolectureandexplainthelinguisticknowledge,andthemaintaskofstudentsistolistenandtakenotes.Theyonlyaccepttheknowledgepassivelygivenbyateacher,insteadofbeingactivetousetheirbrainstounderstand,rememberandusetheknowledge.Therefore,didactics isunbeneficialforthestudentstoplaytheirmainrole,andshouldnotbefrequentlyusedinEnglishteaching.　　b.Students’situation　　Duringalesson,moststudentsjustkeptsilentandactedasaudience.TheyseldomspokeEnglishorraisedtheirhandstoanswertheteacher’squestionsvoluntarily,andsomeevenfellasleep.ItseemedthattheywereattachinglittleimportancetotheirEnglishlesson.Thereweretwomainreasonsfortheir non-participation:oneisthatsomestudentshavelostinterestinlearningEnglish,andotheristhatsomehavelosthopeinlearningEnglishduetotheirpoorrudimentaryknowledge.2.3.3TheMethodstoImprovetheStudents’InterestinEnglishClassInordertodevelopingstudents’interestinEnglishclass,Englishteachersshouldadoptmodernteachingmethodsasmuch astheycan.Theauthorwanttogivesomeadvisablemethodsthatcandeveloptheinterestofstudentsinteachingpronunciation,grammarandvocabulary,becausepronunciation,grammarandvocabularyarethethreemainlanguagecomponent,andalsothebasesofthefourlanguageskills. Fortheefforttomasterthesoundsystem,topronouncethelanguageisoneofthemostimportantaspectsoflearningasecondlanguage.2.4TheInfluenceofAgeFactorsinSecondLanguageAcquisitionItiscommonlybelievedthatchildrenarebettersuitedtolearnasecondlanguagethanareadults.Isthatright?Weneedtofindtheanswerbyourselves.Fromwhatwehavelearned,weknowthatthereareatleastthreeaspectsofagefactorsaffectinginlearningsecondlanguageacquisition.Oneisone'sbraindevelopment,anotherisone'scognitiveability,andtheotheroneisemotionalfactors.Firstly,one'sbraindevelopmenthasaspecialimpactonthesecondlanguageacquisition.AccordingtotheCriticalPeriodHypothesis(关键期假说),theoriginalformulationoftheCPHisbasedupontheworkoftheGerman-bornAmericanneurologistEricLundeberg(1967).Thehypothesisimpliesthatchildrenhaveaspecialinnatepropensityforacquiringlanguagethatisdeterminedbybiologicalfactors–sotospeakabiologicalclockthatlimitstheperiodduringwhichnaturallanguageacquisitioncantakeplace.Thisassumptionisbasedonthebiologicalobservationthatthebrainofachildisplasticwhereasthebrainofanadultisrigidandset.AccordingtoLundeberg,duringearlychildhoodlanguageappearstobemorespreadoutacrossbothbrainhemispheres,butasthechildgrowsolderandthetwohemispheresbecomeincreasinglyspecializedforcertainfunctions,language graduallyrelocates,settlingintheleftone.TheCPHholdthatprimarylanguageacquisitionmustoccurduringacriticalperiodwhichstartsatabouttheageof2yearsandendsatpuberty(aroundtheageof12or13)withtheestablishmentoflateralizationofthelanguagefunction.Lundebergarguesthatlanguageacquisitionbeforetheageof2isimpossiblebecausethebrainhasnotdevelopedthecapacitiesitneeds.Afterpubertythenaturalacquisitionoflanguageisblockedbecausethebrainhaslostitscerebralplasticity.Ofcourse,Lundebergdoesnotdenythatlanguagelearningispossibleafterpuberty.However,"automatic"acquisitionfrommereexposuretoasecondlanguageseemstodisappear:“MostindividualsofaverageintelligenceareabletolearnanL2afterthebeginningoftheirseconddecade,althoughtheincidenceof‘language-learningblocks’rapidlyincreasesafterpubertyMoreover,henotesthatforeignaccentscannotbeovercomeeasilyaftertheendofthecriticalperiod.AccordingtotheneurosurgeonPenfield,anadultcannotlearnalanguageasachilddoesbecausetheadultlearnsthroughstructuresthathavelosttheirflexibility.Thechild,ontheotherhand,canacquireoneormorelanguageswitheasebecausethecorticothalamicspeechmechanisminthechildisstillintheprocessofdevelopment.Inaddition,accordingtotheKrashen,ScarcellaandLong(1979),thespeedofthesecondlanguageacquisitionatanearlystageandthelongtermattainmentshouldbetreatedseparately.Inacertaincondition,itcanbesaidthatolderlearners,includingadolescents,aremuchmorefasterlearnersthanchildrenatanearlystageofsecondlanguagelearning,whilechildrenarebetterthantheolderlearnersinlongtermattainment.Inotherwords,childrenmaynotbefastlearners,buttheymaybebetterachieversintheend,butadultsdonotachievesuchhighproficiency.Forinstance,children,adolescentandoldlearnersbegintolearnanewlanguage,forexample—Chineseatthesametime,ifweobservecarefully,wecouldfindthatthelearningspeedsofchildrenandadolescent,oldlearnersaredifferentduringdifferentstagesoflearning.Atthebeginning,childrenarethelowerChineselearners,andthenmaybetheolder,andthefastestlearnersaretheadolescent.Becauseduringthisstage,mostchildrenarelearningwithnoconsciousness;olderhaveconsciousnessinlearningChinese,buttheirlanguageabsorptionhavedeclinedducetotheirages,and theylackofenoughenergy;whiletheadolescenthavegreatenergy,greatpassion,andhighlyattention,sotheyhavethefastestspeedinlearningduringthefirststage.Atthesecondstage,duetochildren’sbrainsareflexible,andtheirabsorptionareverygood,soafterthefirstlearningstage,theirknowledgehaveaccumulated,andtheirlanguagelearningawarenesshavestrengthenedalongwiththeirage,sotheirlearningspeedwillimproveandexceedtheoldlearners;buttheadolescentarestillthefastestlearnersinthisstage,fortheystillhavemuchadvantagesinlearninginthisstage.Whileatthelastlearningstage,itwillhavebigchange.Inthisstage,childrenarethefastestlearners,becausetheyhavethebestlearningadvantagesintheend,theyareyoung,havethemostflexiblebrainthebestabsorption;althoughadolescentstillhavegreatpassionandenergyinlearning,buttheirabsorptionisnotgoodaschildren,anditissomethinghardforthemtolearnthenewlanguageperfectlyduetotheiroriginalcognitiveabilityoftheirfirstlanguage.Secondly,one'scognitiveabilitytothesecondlanguageacquisition.Thedevelopmentofone'scognitiveabilityalsohascertaininfluenceinthesecondlanguageacquisition.Children’scognitivelevelarestilldeveloping,theircognitiveabilityisnotgood,sointhelanguageacquisition,theyareallmayjustinself-centerpoint,andareseldomaffectedbyemotions.Sometimestheyhavenoconsciousnessinlearningalanguage,whilethisconsciousnessistheprerequisitesinthesecondlanguageacquisition.Suchas:whenchildrengettoknowanewidiom,mostofthemhavenoideaideasaboutlearningitorputtingitinacognitivesystem,theywilljustcareaboutitsmeaningandputthemintheirmemoryoptionally.Whiletheadolescentandoldlearnerswillmakeasystematicideawhentheymeetwithanewidiom,theywillnotonlyfocusonitsapparentmeaning,butalsoitsbackgroundinformationandtheoccasionitcanbeused.Someresearchesalsopointoutthatchildrenoftenjustfocusonwhatthelanguagecando,butnotwhatthelanguageis.Theypaytheirattentiontothemeaningsortheirfeelings,buttheydon’tthinkaboutwhatthelanguagefunctionis.Forexamples:thechildrenandtheadolescent,oldlearnerswatchasamemovie,suchaswatchingtheBeeMovie,generally,childrenmayjust payattentiontowhatthebeesdoingortalkingabout,butnotfocusonthewordsmeaning,theexpressionsandwords’functionsastheadolescentandoldlearners.Childrenwillenjoythefunwiththebees,buttheymayhavenoconsciousnessabouttheessencesignificanceofthemovieanditsbackgroundinformation.Buttheadolescentandoldlearnerswillgetnoticeaboutthese.Besides,children’sbrainsarenotfixed,theirshort-termmemoriesareverygood,andtheyacceptnewthingsveryquickly.Thus,theycaneasilygetmuchmorenativepronunciationandintonationthantheadultsandolder.However,becauseoftheLogicanalysisabilitydominatestheprocessofadults’secondlanguageacquisition,theadultsandoldlearnershaveobvioussuperiorityinmasteringthelanguageknowledgeandtheaccuracy,logicalityofapplyinglanguageknowledge,suchasgrammarandsyntax.Butastothepsychologicalfactors,theadultsandoldlearnershavedifficultiesinacquiringthepronunciation.Itisdifficultforthemtocatchtherightsounds,becausetheyhavehadamorestablecognitivethoughtwiththeirmothertongue,thiswillimpedethemtolearnanewdifferentlanguagesystem.Thirdly,one'semotionalfactorsareanotherkindofagefactorsinaffectingthesecondlanguageacquisition.One'semotionalfactorincludespersonality,attitude,interest,confidence,anxiety,self-controlnestsandsoon.Alongwiththegrowthofage,one’semotionwillgetrich;therefore,theinfluenceinsecondlanguageacquisitionwillbegreater.Surveysfoundthattheattitudetowardslearningasecondlanguageisinnegativedevelopmenttrendalongwiththegrowthofage.Theyoungeracquirerscanmaintainapositiveattitudeoflearningbetterthanolder,becausetheywilllearnasecondlanguageacquisition,andatthesametimetheworld.Childrenhavepositiveattitudeinacquiringsecondlanguage,theyfeelnoforcetolearn,mostlytheywanttoknowsomethingjuststemfromcuriosity,andtheyhavehigherinterestinknowingabouttheworldtheirdonotknow,sotheprocessoftheiracquiringlanguageacquisitionismuchmorepleasant.Moreover,becausetheylackofcompetitivespiritasadultandtheoldlearners,theyhavemoreconfidencewithoutanyanxiety,thustheycouldgetthelanguageacquisitionnaturally.Whileadultand oldlearners,mostofthemlearnthesecondlanguagewithpurpose,thereforethelearningprocessofthemisalsoalongwithtask,andtheywillsetasidetheirlearningschedulebythemselves,becausetheyhaveawarenessoflearningsomethinginacontrolledorderandtime.Chapter3ConclusionAllabove,thosefactorsdoplayanimportantpartinEnglishlearning.Afterthepresentation,learnersshouldrealizetheimportanceofthem.Motivation,pressure,interestandageareallverysignificant.You’dbetternotignoreanyoneofthem.StudentswhohavelearnedEnglishfiveortenyears,ifyouwanttolearnEnglishwell,pleasepayattentiontothesefactorsduringyourlearningprocess.Beginners,ifyouwanttoknowhowtolearnEnglish,pleasepayattentiontothesefactors.IhopethatallChinesestudentswilllearnEnglishverywellwiththeinfluenceofthesesfactors.AndIhopemypapercanhelptoalllearners Notes1.Harmer,ThePracticeofEnglishLanguageTeaching1991,1572.Hang,Baton,1988,109-137TheTeachingMethodsinForeignLanguageLearning,ShandongUniversityPress3.Brown,TeachingbyPrinciples,1994,48,744.(BrumfitandJohnson,TheTranslationApproachtoLanguageTeaching,1979,99 Bibliography1.Brown,H.D.1994,TeachingbyPrinciples,PrenticeHallRegents,OxfordUniversityPress2.C.J.BrumfitandK.Johnson,1979,TheTranslationApproachtoLanguageTeaching,OxfordUniversityPress3.Harmer,J.1991,ThePracticeofEnglishLanguageTeaching,LongmanPress4.GaoDexin;the32ndofChengcaizhilu;Agefactorsinsecondlanguageacquisitionfromemotionalreasons5.LiChanandZhaoXia;fromthenetofpaperofChina;Non-intelligentfactorsconcerningtheroleinlearningEnglish6.LiFangfang;fromHeyuanvocationalandtechnicalcollege;Languagelearner'sagefactorsandsecondlanguageacquisition7.JiangLixiaandLiLili;the2ndofShandongwenxueAffectivefactorsconcerningtheroleinlearningEnglish8.SomeinformationfromthenetofWikipedia9.Birdsong,D.1992.Ultimateattainmentinsecondacquisition10.Flege,J.,M.Munro,andL.Mackay1995.Factorsaffectingdegreeofperceivedforeignaccentinasecondlanguage.11.Snow,C.andM.Hoefnagel-Hohle1978.Thecriticalperiodforlanguageacquisition.英语谚语警句100句精选Proverbsarethedaughtersofdailyexperience.谚语是日常经验的结晶。1.Lookbeforeyouleap./Secondthoughtsarebest.三思而后行。/再想而后行。2.Greatmindsthinkalike;(heroeshavesimilarviews.)英雄所见略同。3.Weshallneverhavefriendsifweexpecttofindthemwithoutfault.欲求完美无缺的朋友必然成为孤家寡人。4.Whatyousow,youmustmow.种瓜得瓜，种豆得豆。5.Abeggarcanneverbebankrupt.天无绝人之路。6.Afriendinneedisafriendindeed.患难见真情。7.Nonewsisgoodnews.没有消息就是好消息。8.Nocross,nocrown.不经历风雨,怎么见彩虹。9.Themorehaste,thelessspeed./Hastemakeswaste.欲速则不达。10.Victorybelongstothemostpersevering.坚持就是胜利！ 11.Ayoungidler,anoldbeggar.少壮不努力，老大徒伤悲。12.Putone’sfootinone’smouth.说话不得体。13.Itisnousecryingoverspiltmilk.覆水难收/悔恨已晚/木已成舟,回天乏力。14.Contentisbetterthanriches.知足常乐。15.Nogainswithoutpains.没有辛苦就没有收获。16.Themoreamanknows,themoreheisinclinedtobemodest.大智若愚。17.AllroadsleadtoRome.条条大路通罗马。18.Asnowyear,arichyear.瑞雪兆丰年。19.Neversaydie!永不言败！20.Thebestmirrorisafriend’seye.朋友的眼睛是最好的镜子。21.Faithwillmovemountain.精诚所至，金石为开。22.Alifewithoutafriendisalifewithoutasun.人生没有朋友，犹如生活没有了太阳。23.Greatwitshaveshortmemories.贵人多忘事。24.Dowellandhavewell.善有善报。25.Abadthingneverdies.坏事传千年。26.Foureyesseemorethantwo.人多识广/集思广益。27.Diligenceistheparentofsuccess.勤劳是成功的根本。28.Waterdroppingdaybydaywearsthehardestrockaway.滴水穿石。29.Hopeforthebest,butpreparefortheworst.抱最好的愿望，做最坏的打算。30.Whilethereislife,thereishope./Debtisbetterthandeath.留得青山在，不怕没柴烧。/有生命就有希望。31.Wherethereisawill,thereisaway.功夫不负有心人。/有志者事竟成。32.Wherethereisgreatlove,therearealwaysmiracles.哪里有真爱存在，哪里就有奇迹。33.Wherethereissmoke,thereisfire.无风不起浪。34.Oneboyisaboy,twoboyshalfaboy,threeboysnoboy.一个和尚挑水喝，两个和尚抬水喝，三个和尚没水喝。35.Astitchintimesavesnine.及时缝一针能省九针。/小洞不补，大洞吃苦。36.Nevertoooldtolearn,nevertoolatetoturn.亡羊补牢，为时不晚。37.Don’tclaimtoknowwhatyoudon’tknow.不要不懂装懂。38.DoinRomeasRomando.入乡随俗。39.Romewasnotbuiltinaday.冰冻三尺，非一日之寒。40.Sharpeningyouraxewillnotdelayyourjobofcuttingwood.磨刀不误砍柴工。41.Thingsofakindcometogether,peopleamindfallintoagroup.物以类聚,人以群分。42.Oneman’smeatisanotherman’spoison.萝卜白菜,各有所爱。43.likeauthorlikebook.文如其人。46.Likeforlike.惺惺相惜。47.Liketeacherlikepupil.有其师必有其徒。48.Godsthatrunmanyhareskillnone.贪多必失。49.Practicemakesperfect.熟能生巧。50.Actionsspeaklouderthanwords.行胜于言。51.Youcannoteatyourcakeandhaveit.鱼与熊掌，不可兼得。 52.Onelosesbyprideandgainsbymodesty.满招损,谦受益。53.Loveme,lovemydog.爱屋及乌。54.Anappleadaykeepsthedoctoraway.每日一苹果远离医生。55.Timepastcannotbecalledbackagain.时光不倒流。56.Adropofwatercannotmakeasea,andatreecannotmakeawood.滴水不成海，独木不成林。57.Ifyouventurenothing,youwillhavenothing.不入虎穴,焉得虎子。58.Thetreeisknownbyitsfruit.观其行知其人。59.AllworknoplaymakesJackadullboy.只会用功不玩耍,聪明的孩子也变傻。60.Thepotcallsthekettleblack.五十步笑百步。61.Unkindnessoftenreactsontheunkindperson.恶有恶报。62.Today’sworkshouldneverbeleftovertilltomorrow.今日事今日毕。63.Nothingsobadbutmighthavebeenworse.塞翁失马,焉知非福。64.Godhelpsthosewhohelpthemselves.自助者天助。65.Complacencyistheenemyofstudy.学习的敌人是自己的满足。66.Afoxmaygrowgray,butnevergood.江山易改，本性难移。67.Afriendwithoutfaultswillneverbefound.没有十全十美的朋友。68.Agoodbeginningishalfdone.良好的开端是成功的一半。69.Agoodbookisthebestoffriends,thesametodayandforever.一本好书，相伴一生。70.Agoodmedicinetastesbitter.良药苦口。71.Aleopardcannotchangeitsspots.积习难改。72.Alittleknowledgeisadangerousthing.一知半解，自欺欺人。73.Allgoodthingscometoanend.天下没有不散的筵席。74.Justicehaslongarms.天网恢恢，疏而不漏。75．Amanbecomeslearnedbyaskingquestions.不耻下问才能有学问。76.Amancandonomorethanhecan.凡事都应量力而行。77.Amancannotspinandreelatthesametime.一心不能二用。78.Diamondcutsdiamond.强中自有强中手。79.Doingisbetterthansaying.与其挂在嘴上，不如落实在行动上。80.Doitnow.机不可失，时不再来。81.Itistheunforeseenthatalwayshappens.天有不测风云，人有旦夕祸福。82.Don'tputofftilltomorrowwhatshouldbedonetoday.今日事，今日毕。83.Dowellandhavewell.善有善报。84.Easycome,easygo.来也匆匆，去也匆匆。85.Everyadvantagehasitsdisadvantage.有利必有弊。86.EverydayisnotSunday.好景不常在。87.Everymanhashisfaults.金无足赤，人无完人。88.Everymanhashisweakside.人人都有弱点。89.Everypotterpraiseshitpot.王婆卖瓜，自卖自夸。90.Experiencemustbebought.吃一堑，长一智。91.Farfromeye,farfromheart.眼不见，心不烦。92.Firstcome,firstserved.先来后到。93.Judgenotfromappearances.人不可貌相，海不可斗量。 94.Goldwillnotbuyanything.黄金并非万能。95.Helaughsbestwholaughslast.谁笑到最后，谁笑得最好。96.Hewhomakesnomistakesmakesnothing.想不犯错误，就一事无成。97.Learnnotandknownot.不学无术。98.Itisnevertoooldtolearn.活到老，学到老。99.Ittakesthreegenerationstomakeagentleman.十年树木，百年树人。100.Itisthefirststepthatcoststroublesome.万事开头难。