On-Individual-Factors-in-Second-Language-Acquisition-Research.doc

An Introduction To Individual Factors In Second Language Acquisition AcknowledgementIn writing this paper, I have benefited from the support of my teacher and my classmates. First of all, I would like to extend my sincere gratitude to my supervisor, Zuo Yi, for her instructive advice and useful suggestions on my thesis. I am deeply grateful of her help in the completion of this thesis. High tribute shall be paid to Ms. Zuo yi, whose profound knowledge of English triggers my love for this beautiful language and whose earnest attitude tells me how to learn English. I am also deeply indebted to all the other tutors and teachers in Translation Studies for their direct and indirect help to me. Special thanks should go to my friends who have put considerable time and effort into their comments on the draft. Finally, I am indebted to my parents for their continuous support and encouragement.摘 要文章中介绍了第二语言习得的主要内容和个体因素的研究方法。文章的重点是经常提到的个体因素，并讨论了在第二语言习得的主要个体因素，与学习语言的相关性。即年龄，动机，语言能力，和性格。它总结了关于在研究个体因素成果的基础上提出的问题或研究趋势。此外，文章中初步建立了个体因素研究的框架。因为个体因素在第二语言习得中扮演了一个决定性的角色，尽管研究它的方法存在差异，而且在这一领域取得的研究成果的差异，但它都已经成为第二语言习得成功不可缺少的一部分。笔者希望宣传这一领域的内最新研究和提出了进一步研究的人。关键词：个体因素；第二语言习得；研究方法；AbstractThe article briefs the main content and research methods of individual factors in second language acquisition, focuses particularly on the frequently mentioned individual factors, and discusses main individual factors in second language acquisition, and their correlations with the language learning, namely age, motivation, language aptitude, attitude and personality. It puts forward the problems or the trends of the research on individual factors on the basis of summarizing the achievements of the researches. Besides, the framework of examining individual factors is tentatively established in the article. Because individual factors play a crucial role in the success of second language acquisition, they become an indispensable part of second language acquisition model despite of the differences of research methods as well as discrepancy of the research results obtained in the field. The author hopes to publicize the latest researches in this field and raises further studies of the others. Keywords: Individual Factors; Second Language Acquisition; Research Methods;Table of ContentsAcknowledgementi摘 要iiAbstractiii1. Introduction12. Second Language Acquisition Research22.1. Second Language Acquisition- Related Concepts32.1.1. Native Language32.1.2. Second Language42.2. Second Language Acquisition- Subject Nature42.2.1. The Object of Study42.3. Second Language Acquisition-The Relationship between the Relevant Disciplines42.3.1. The Relationship with Linguistics42.3.2. The Relationship with Psychology52.3.3. The Relationship with Psycholinguistics52.4. Second Language Acquisition- Significance of the Study53. Major Individual Factors in Second Language Acquisition63.1. Physiological Factors73.1.1. Different Views on the Factor of Age73.1.2. The Research Results of Age Factor93.2. Cognitive factors103.2.1. Intelligence103.2.2. Language Aptitude113.2.3. Learning Strategies and Communication Strategies123.3. Emotional Factors133.3.1. Motivation143.3.2. Personality154. Conclusion16Works Cited18 On Individual Factors in Second Language Acquisition Research1. IntroductionFor a long-time, foreign language research usually focuses on the different approaches of teaching. And in this respect, much has been achieved. And these teaching theories had really contributed grossly to our different probes to the alleged best way in FLT or SLT. Language is a communication tool, but it is also the basic of cultures and development. Communication needs people to master a second language other than their mother tongue or even a third language, which is resulted from social development. Language acquisition in terms of psychological or social process is indeed a very complicated process. Therefore, theoretical research on language acquisition has also been continuously carried out. Second Language Acquisition - formally established itself as a discipline around the 1970s, refers to the systematic study of how one person acquires a second language subsequent to his native language. Second language acquisition, is the processes by which people learn languages in addition to their native tongues. Just as second language is the standard term for any language whose acquisition starts after early childhood,However, there are really some facts we have to face. The Individual Difference Factors research is still in its primary stage nowadays. After years of research, scholars have reached a consensus about the most important components of the individual factors. Second Language Acquisition mainly studies second language acquisition process, and various factors in the process such as learning motivation, learning strategies, learning style, learners personality and learners age, and the impact of second language acquisition. In this paper the most important and the most frequently mentioned elements are: age, intelligence, language attitude, learning strategies, communication strategies, motivation, attitude, personality, inward and outward, self-esteem, inhibition, anxiety, and empathy. This paper is to argue for the necessity of considering different individual factors. The teachers task is to understand all the differences and to take advantage of them. It is believed that the efficiency of language teaching and learning in China can be greatly enhanced, so long as we pay attention to learner factors in the teaching process.2. Second Language Acquisition ResearchLanguage acquisition is concerned with language development in humans. In general, language acquisition refers to childrens development of their first language, that is, the native language of the community in which a child has been brought up. The development of a first or native language (L1) is called first language acquisition (FLA), and then second language acquisition (SLA). L1 and L2 development do not seem to involve identical processes. Whether you are learning a language naturally as a result of living in a country where it is spoken, or speak generically of second language acquisition (Ellis， 2000). Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times this happens when a child who speaks a language other than English goes to school for the first time. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice!Second language acquisition research has been 40 years of history. Especially since the 70s of the 20th century, various research theories constantly updated, the scientific methods are also moving forward, and second language acquisition is a complex human phenomenon. As an emerging interdisciplinary field in the development of second language acquisition, research should pay attention to the nature of the scientific orientation of their discipline and disciplinary system of scientific construction. Second Language” contains the third, fourth or more other languages naturally (Ellis, 1994).2.1. Second Language Acquisition- Related Concepts2.1.1. Native LanguageNative language usually refers to the acquisition of language young learners. As their mother tongue or ethnic family, community language, and therefore known as native. In general, the mother tongue is usually the first contact, and is acquired after children were born. Therefore, the language is often referred to as the first language.First language usually refers to the learners mother tongue or native language. Although some time learners first language was not his mother tongue or native language. For example, Chinese children born in the United States access to the “first language” are not Chinese, but English. In this case, English is his first language. However, English is not his native language, his mother tongue or native language is Chinese.2.1.2. Second LanguageSecond language is any language learned after the first language or mother tongue. It is a term used to refer to both foreign and second languages. The term is used to refer to a language which is not a mother tongue but which is used for certain communicative functions in a society. Some languages, often called auxiliary languages, are used primarily as second languages or lingua francas. Thus English is a second language in Nigeria, Sri Lanka and Singapore. French is a second language in Senegal, Cameroon and Tahiti.2.2. Second Language Acquisition- Subject Nature2.2.1. The Object of StudyThe object of study is the “second language learners language system. In other words, second language learners have their own language system. The language system is neither the mother language system nor the target language system. And the second language acquisition researchers are concerned with the rule system of the learners language.2.3. Second Language Acquisition-The Relationship between the Relevant Disciplines2.3.1. The Relationship with LinguisticsLinguists regard the native speakers language system as its object of research; their concern is the language of the law system itself. The second language acquisition take the learners language system” as their object of study. They are concerned about the law of the learners language system. Linguists study aims to describe and explain the linguistic phenomenon of universal law. The second language acquisition researchers use linguistic theory to describe and explain the universal law of second language learners study in language acquisition.2.3.2. The Relationship with PsychologyPsychology researches human activities in general speech, language acquisition and language use and its purpose is to understand the psychological phenomenon of human characteristics and universal law. Second language acquisition researches psychological mechanisms of language acquisition and its purpose is to reveal the acquisition of second language learners acquisition process and acquisition mechanisms.2.3.3. The Relationship with PsycholinguisticsSome scholars believe that acquisition of language is part of psycholinguistics, belonging to a branch of psycholinguistics, the development of psychology. This view ignores the important historical facts: from the outset of its own genesis and development of history, that the second language acquisition, research is applied linguistics, and rather than a vassal of psycholinguistics.2.4. Second Language Acquisition- Significance of the StudySecond language acquisition differs from first language acquisition. Second language acquisition research aimed at language acquisition rule in general, discuss on second language acquisition of special laws, and establishment of the theory of second language acquisition system. Teachers can better help students learning after understand the students learning process and learning law. Students learn about the law, and consciously grasp the learning process, will develop their own initiatives and creativity, and to make the teaching efficiency raise on a scientific basis(刘询, 2008).3. Major Individual Factors in Second Language AcquisitionIndividual differences are very important factors that may greatly affect the process of second language acquisition. Second language acquisition has a general law, at the same time the learners showed a lot of the characteristics of themselves. These differences vary, and have direct impact on learning achievements and ultimately the availability of a second language. Therefore, in addition to research the common law of second language acquisition, it is also important to understand the impact of individual differences on the acquisition. Insights into the individual learner factors can help understand the second language acquisition process and the rule system，which may greatly facilities the development of second language, then the teachers have to aim at the characteristics of learners, to take teaching measure effectively (刘询, 2008).The so-called individual learner factors, that second language learner in the acquisition process of the individual shown; on second language acquisition have a definite impact on physical, cognitive, emotional and other characteristics, individual difference is an objective of the individual factors, individual factors involves learning style, learning strategies and affective variables, these factors largely affect second language acquisition. Individual differences main include such factors as age, sex, personality factors, language learning strategies, cognitive and emotional factors, motivation, attitude and so on (Altman1980,Skehan1989). Therefore, this approach has been widely used in study methods of individual differences (施家炜, 2003).3.1. Physiological FactorsThe main physiological factor of second language acquisition is age. Age in Second Language Acquisition is an issue that has not been well resolved, and there is still a very complex controversy on it. However, the key period to learn a second language means learning a second language at the best age. Many scholars also believe that it is the period before the beginning of puberty. In that period children can learn a second language easily and are more likely to succeed, especially in the voice and speaking. After this critical period, learners may experience more difficulties and are less likely to achieve a native like accent. This shows that adult second language learners are difficult to achieve high language proficiency. But at the same time, many people object to that statement. Many scholars also believe childrens native language acquisition is not like that people think so fast, and so easy. If the adults can use so much time learning a second language, their learning may not be as children (刘询, 2008).3.1.1. Different Views on the Factor of AgeWe know from our experiences that a child learned language (mostly, mother language) more quickly than an adult. This is supported by the critical period hypothesis, according to which there is a fixed span of years during which it is not possible to be completely successful. A number of studies have investigated the relative effects of starting foreign language education in the primary school as opposed to the secondary school on the levels of attainment. For example, Burstall reports on a pilot scheme in England and Wales. She compared two groups of students with five years of instruction. One group had begun learning French at the age of 8, while the other had begun at the beginning of secondary school (11 years). She found that the older learners were consistently superior. When both groups were compared at the age of 16, the secondary school starters outperformed the primary school starters on test of speaking, reading, and writing and were inferior only on a test of listening (Ellis, 1994).But there are more stories here. Lenneberg bring forward his Critical Period Theory, which regard 12-13 years old as the most important watershed in acquiring language abilities (Ellis, 1994). 12-13 years old is also ones adolescent period, during which the human brain is liberalized, i.e. Different function sectors are formed, thus lost its anterior instinctive abilities in language acquisition. Before the Critical Period, the children is in a definitely advantage place in learning language. What they learned is most easily and most deeply traced in the brains. But they lack logical and inductive competence. During the adolescent period, i.e.11-17years old, mother language habits have already been formed, and comprehensive abilities are reinforced. These are considered beneficial factors in language acquisition. But they also lack self-discipline, and heavy study burdens make them hard to concentrate on subject learning. During the adult period, they tend to possess a strong study incentives and a clear study destination. Apprehensive abilities reach its highest peak. The pitfalls are too busy in work or study, short of enough time, and also, with an unfavorable biological basis.Age on second language acquisition exist, second language learners of different age in second language acquisition has different advantages. Children and adolescents are good at imitation, possess good short-term memory, learn more flexibly, dare to express themselves and are good at effectively acquiring language in a language environment. Therefore, they have an advantage to obtain accurate, native-like pronunciation and intonation.3.1.2. The Research Results of Age FactorThe majority of second language learners fail to reach native-speaker levels of ability. It is also important to ask whether age effects are evident in such learners. Do learners who begin learning as children in general reach higher levels of second language ability than those who start as adolescents or adults? This question has been addressed in research that has compared the level of proficiency reached by second language learners who began as children with that of learners who began as adults. We do not know, of course, if these studies show the effects of age on these learners ultimate level of attainment, as the assumption that they have reached their final state may not be justified. Studies of learners in naturalistic learning situations provide the most convincing evidence that younger is better and, therefore, some support for the critical period hypothesis. We will examine some of the most frequently cited studies. Concerning the relationship between second language acquisi