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二语习得(SLA)是应用语言学的一个重要分支学科,且像语言学的其他分支一样,与心理学、认知心理学、教育学关系密切。20世纪80年代以来,语言教学的重点从教师转向学习者,学习者个体因素对SLA造成的影响也愈加受到重视。研究者们不再只注重对学习者理性认知功能的研究,而开始重视对学习者非理性情感因素如动机、态度、焦虑等的研究。本文试图通过对SLA中学习者人格因素和学习成果之间相互作用与影响的评析和研究,探讨充分利用二者之间的关系对二语教学的启示意义,提出完善二语教学的可行性策略。
Second language acquisition (SLA) is an important branch of applied linguistics and, like other branches of linguistics, is closely related to psychology, cognitive psychology and pedagogy. Since the 1980s, the focus of language teaching has shifted from teachers to learners. The impact of individual learners on SLAs has also been paid more attention. Instead of focusing solely on the study of learners’ rational cognitive function, researchers begin to pay more attention to the study of learner’s irrational emotional factors such as motivation, attitude, anxiety and so on. This paper tries to explore the implications of using the relationship between the two factors in SLA and the feasibility of improving the second language teaching through the analysis and study of the interaction and influence between learners’ personality and learning outcomes in SLA .