二语习得(L5)正

LessonFiveIndividuallearnerdifferencesTasks:1WritingapaperonthetopichowindividuallearnerdifferencesaffecttherateofSLAQuestionsforUnit51.WhatarethetwoaspectsofSLApossibllyaffectedbyindividuallearnerfactors?Whichiscontroversal?Whichisnotcontroversal?2.Whatarethedifficultiesinidentificationandclassificationoflearnerfactors?3.Whatarethepersonalfactors?4.Whatarethegeneralfactors?5.AccordingtoBailey’smodelhowdopersonalresponsestothegroupsituationinfluencelearning?6.Whataretheattitudesofstudentstotheteacher?7.Whataretheattitudesofstudentstothecoursematerials?8.Whatareindividuallearningtechniques?9.Whataregeneralfactors?10.HowdoesageinfluenceSLA?11.Whatisthecriticalperiodhypothesis?12WhatiscognitiveexplanationoftheeffectofageonSLA?13.WhatisaffectiveexplanationoftheeffectofageonSLA?14.WhatisintelligenceandhowdoesitinflueceSLA?15.WhatisaptitudeandhowdoesitinflueceSLA?16.Howiscognitivestyleclassified?17.HowdoescognitivestyleinfluenceSLA?18.Whatistherelationshipbetweenattitudeandmotivation?19.HowdoattitudeandmotivationinfluenceSLA?20.WhataretheaspectsofpersonalityandhowdotheyinfluenceSLA?21.Whatisthepurposeofstudyingindividuallearnervariables?22.WhataretherelationshipbetweenthepersonalandgenerallearnerfactorsandL2proficiency?23.Whatarethecharacteristicsofthegoodlanguagelearner?IndividuallearnerdifferencesThepurposeofstudyingindividuallearnervariablesistoseehowtheyaffectSLA.ResearchApproach依据理论研究与实际研究的关系级差法(HierarchicalApproach)级差法是先形成理论，然后通过理论来预测特定的个体差异如何影响学习。这些预测是以假设的形式而存在，并通过实验的方法来验证。但是如Skehan所指出，这种方法在个体差异研究中没有多少用途，因为个体差异研究中尚未形成充分而又详细的理论。连接法(ConcatenativeApproach)连接法是一种先进行实际研究然后产生理论的方法，这种方法的起点是拟订一个研究问题，然后收集数据。在具体操作上，先确定不同个体差异（独立变量）以及选择测量的方法，然后使用各种步骤来调查独立变量之间以及独立变量与依从变量之间的关系。虽然连接法不能轻易地决定因果关系，但它能促进理论的发展，所以该方法在二语习得研究中被广泛使用。根据选择的对象、数据收集和分析方式的差异自然式研究(NaturalisticResearch)在自然式研究中，研究对象在真实生活背景中接受研究，数据收集使用定性数据采集法，主要的研究方法有观察法、内省法和回顾法，如学习者日记研究.验证式研究(ConfirmatoryResearch)与自然式研究相对照，验证式研究在本质上是一种干涉主义行为，也就是说，它在研究中试图控制学习环境和操纵某些关键变量。验证式研究通常以精心设计的实验方式来进行，数据是以测试的方式来获得，并以数量化的形式进行统计。HierarchicalConcatenativeapproachapproachABTheory-ledstudiesExploratorystudiesthatexamineIDsthatexamineIDsintheNaturalisticinhowlearnerslearnwaylearnerslearnandTraditionandusetheL2inusetheL2innaturallyoccurringnaturallyoccurringsettingssettingsCDTheory-ledstudiesCorrelationalstudiesthatexamineIDsdesignedtoinvestigateConfirmatoryexperimentally,i.e.WhetherexpectedTraditionbyassigninglearnerspatternsofrelationshipstospecialgroupsandinvolvingIDsandbymanipulatingtheirL2learningoccurlearningexperiencesinspeciallyselectedgroupsoflearnersTypesofIDresearchAspectsofSLAinfluencedbyindividuallearnerfactorsTherearetwobasicpossibilitiesregardingwhichaspectsofSLAisaffectedbyindividuallearnerfactors.Oneisthatdifferencesinage,learningstyle,aptitide,motivation,andpersonalityresultindifferencesintheroutealongwhichlearnerspassinSLA.TheotheristhatthesefactorsinfluencedonlytherateandultimatesuccessofSLA.TherearestarkdisagreementsabouttheroleofindividualdifferencesinSLA.AsFillmore(1979),pointsout,ontheonehandindividualdifferencesareseenasanall-importantfactor,whileontheothertheyaretreatedasrelativelyinsignificant.Researchwhichhasconcentratedonaccountingfordifferencesintheproficiencylevelsoflearnershastendedtoemphasizetheimportanceofindividuallearnerfactors.ResearchwhichhastriedtoexaminetheprocessofSLAhastendedtoplaydowntheirimportance.ProbleminidentificationandclassificationoflearnerfactorsTheidentificationandclassificationofthedifferentindividualfactorshasprovedtobeproblematic.Themaindifficultyisthatitisnotpossibletoobservedirectlyqualitiessuchasaptitude,motivation,oranxiety.Thesearemerelylablesforclustersofbehavioursand,notsurprisingly,differentresearchershaveusedtheselablestodiscribedifferentsetsofbehaviouraltraits.Asaresult,itisnoteasytocompareandevaluatetheresultsoftheirinvestigations.Eachfactorisnotaunitaryconstructbutacomplexoffeatureswhicharemanifestinarangeofoverlappingbehaviours.Differentclassifications“affective,cognitiveandsocialfactors”(Tuckeretal.1976)“affectiveandabilityfactors”(Chastain1975)“attitudinal/motivationalcharacteristics”(Gardneretal.1979)IndividuallearnervariablesPersonalfactors:groupdynamicsattitudestotheteacherandcoursematerialslearningtechniquesGeneralfactors:ageaptitudecognitivestylemotivationpersonalityPersonalandgeneralfactorshavesocial,cognitive,andaffectiveaspects.SocialaspectsareexternaltothelearnerandconcerntherelationshipbetweenthelearnerandthenativespeakersoftheL2andalsobetweenthelearnerandotherspeakersofhisownlanguage.Cognitiveandaffectiveaspectsareinternaltothelearner.Cognitivefactorsconcernthenatureoftheproblem-solvingstrategiesusedbythelearner,whileaffectivefactorsconcerntheemotionalresponsesarousedbytheattemptstolearnaL2.Thesecondsolutiontothemethodologicalproblemistousequestionnairesandinterviewswithindividuallearners.TherearedifficultiesincollectinginformationaboutindividualresponsestoSLAinthisway.Oneisthatsubjectstendtosaywhattheythinktheresearcherwantstohear,orindulgei