个体因素对英语学习的影响

个体因素对英语学习的影响

--学习者的情感因素

英语教育摘要

外语学习的最终效果除了涉及到一些客观方面的因素（如学校环境，个人的天赋，老师的水平等等）外，还涉及到学习者自身的一些个体因素如情感因素。在语言的学习过程中，情感因素对学习的促进或阻碍起着至关重要的作用。不仅如此，个体因素也具有两面性，积极的情感作用会推动英语的学习，相反，消极的情感作用则有碍于英语的学习。因此，除了学生应该提高自身素质，注重自己的一些情感方面的方法的培养外，老师也应该注重培养学生的积极的情感，注意采用好情感教学。为了让情感教学扮演好积极的角色来更有效地激发学生参与学习的热情与兴趣，促进学生认知活动的良好稳健的发展，老师应该找出学生之间的不同，然后“对症下药”，只有这样，我们的英语教学才会不断地向前发展。这篇文章，作者将从个体因素的定义，功能，对英语学习的影响方面进行阐述然后再从学生自身和老师两方面提出一些建议，希望教者与学者根据这些建议，把两者有机结合起来，对我们的英语教学起到一定意义上的理论指导作用。

关键词：个体因素，情感因素，英语学习，影响，有效的方法

The Influences of Individual Factors on English Learning

——On Learners’ Affective Factors

HAN Mei Rong

Abstracts:The result of foreign language study involves some objective factors (such as academic environment, one's own talent, the teacher's level etc.), still involve lear ners’ one’s own individual factors such as affective factors. In language learning, the affective factors play an important role in promoting or hindering, what is more, the individual factors are critical, so besides the students themselves should improve self-qualities, the teacher also must pay attention to training students' positive emotion, pay attention to emotion teaching. In order to play the positive role of emotion teaching to excite student's enthusiasm and interest of participating in study more effectively and promote the sound development of student's cognitive activity, the teacher should find out the differences between the students and then

give a correct diagnosis to the students.

[Key words]: individual factors; affective factors; English learning; influences; motivate; effective ways

1.Introduction

In recent years in China, learning English has been a very prevalent tendency and it has become more popular and urgent as China succeeded in bidding to hold the 2008 Olympic Games and entering into the World Trade Organization. Mastery of a foreign language, especially English, is viewed as a passport to one’s future success, thus, more and more people swarm into the tide of English learning. In addition, the English learners have become younger and younger that English courses are taught in Grade Three or Grade One of primary schools and even in kindergartens. Furthermore, most of parents send their children to some after-school English classes on the weekends in the hope of promoting the children’s English learning, yet some of the teachers and parents are in frustration of recognition of the children’s low attitude and grades in English learning. Therefore, as teachers, they should know the psychological theory in the process of English learning in order to encourage and enhance the English learning of the students.

Language learning is a very complicated process that is influenced by many factors. Besides the intelligent factor, the non-intelligent factors---- motivation, attitude, interests, age, methods, will and character----are the direct and the most important factors to English learning. Because the behavior of English learners is dominated by cognition, in other words, the learners have a desire to persist in English learning. It is true that two students sit next to each other in a class. They look alike and are similar in ability, but they act very differently. One jumps into assignments, participates eagerly in class, and gets good grades; the other hesitates on assignments, seldom joins in discussion, and barely gets by. Why? This situation is typical. Theories of motivation can help us explain these differences. In Jakobovits’s research, he shows that the mainly influential factors to English learning are: motivation which takes up 33%, aptitude which takes up 33%, intelligent which takes up 20%, and others which take up 14 %( cited in Jia Guanjie, 1996). Therefore, teachers and parents are interested in motivation, which can drive students in English learning actively. This paper expounds this importance and the ways to motivating students. First, the author shows the definition of individual factors and then explains their relations, followed by some personal factors that influence English learning. Then find out the functions of emotion teaching and the influences of affective