1、中學(xué)生心理因素對(duì)其英語(yǔ)學(xué)習(xí)影響的研究the influenceof middle-school learners psychologyon english learningabstract: in middle school, english teaching is a hard work involving numerous and diverse activities. that whether it can achieve a good result or not depends on a series of involving factors giving proper play to

2、 its effect. and the inside factors play a decisive role, in which learners psychological factor (here mainly refers to motivation, personality, attitude, anxiety and self-esteem) is included. learner psychology is a key factor to english learning and teaching. so the study of the influence of middl

3、e-school learners psychology on english learning makes great sense to both learning efficiently for students and teaching flexibly for teachers. the paper is intended to deal with learners psychology, mainly including motivation, personality, attitude, anxiety and self-esteem, and the influence of t

4、hese five psychological factors on english learning as well as the enlightenment for english teaching.key words: middle-school learners psychology; influence; english learning; english teaching; teaching enlightenment摘 要: 中學(xué)中的英語(yǔ)教學(xué)是一項(xiàng)繁復(fù)多雜的活動(dòng),教學(xué)效果的好壞取決于參與該活動(dòng)的一系列要素是否發(fā)揮了應(yīng)有的作用,其中內(nèi)部因素占決定性的地位,學(xué)者的心理因素(文中主要指

5、動(dòng)機(jī)、個(gè)性、態(tài)度、焦慮及自尊)就是內(nèi)部因素之一。學(xué)者心理因素是影響英語(yǔ)學(xué)習(xí)和教學(xué)的重要因素。所以,研究中學(xué)生心理對(duì)其英語(yǔ)學(xué)習(xí)的影響對(duì)學(xué)生有效學(xué)習(xí)和教師靈活教學(xué)具有重要意義。本文就中學(xué)生心理,主要包括動(dòng)機(jī)、個(gè)性、態(tài)度、焦慮及自尊，同時(shí)就這五個(gè)心理因素對(duì)英語(yǔ)學(xué)習(xí)的影響進(jìn)行討論,并就它們對(duì)外語(yǔ)教學(xué)的啟示進(jìn)行探討。關(guān)鍵詞:中學(xué)生心理； 影響； 英語(yǔ)學(xué)習(xí)； 英語(yǔ)教學(xué)； 教學(xué)啟示contentsi.backgroundofthethesis.1ii.necessityofputtingforwardtheargument .2a.tomeettheneedsof“suitingteachingtothea

6、ptitudeofthestudents” 2b.tohelpthestudentsexpandcognitivelearningandpositivepsychology.2c. to satisfy the needs of perfecting teaching strategies and enhance teaching efficiency.2d. therequirementofcurrentsituation.3iii. basisoftheories .3a. theprincipleof“suitingteachingtotheaptitudeofthestudents”

7、3b. theoryof“filterhypothesis” .4c. theoriesbasedonlambert,ellisandotherresearchers.4d.empathicunderstandingtheory.4. learner psychological factors and their influence on english learning.5a. motivation.51. instrumental motivation.52. integrative motivation.63. resultative motivation.64. intrinsic m

8、otivation.6b. personality.7 c. attitude.7 d. anxiety.8 e. self-esteem.9.enlightenmenttoenglishteaching.9.conclusion.11works cited.12.backgroundofthethesisthere are a lot of inside factors influencing the second language acquisition, one of which is the learners individual differences, including cogn

9、itive style, learning strategies and psychological factors which are considered to at large influence learners cognitive style and their learning strategies, proposed by psychologists. however, in practice, the action of learner psychology on english teaching is seemingly ignored to a great extent.

10、one thing we should admit is that nowadays new methods of english teaching have been booming. yet another one we should also inevitably admit is that whatever teaching type is adapted or whatever the text context is, there are always existing two types of learners: one type of the two makes a lot im

11、provement quickly while the other one is at a relative low speed to make improvement, even giving up english learning on half way or leaving english poor all the time. the latter may be in a greater proposition to the front.why did this problem happen? mei dengming argued “there is some lack of engl

12、ish teaching. one lack is that the aim of english teaching still mainly focuses on vocabulary and grammar; the second is lack of practice in interactive ability of listening and speaking; another one is lack of satisfying learners needs, especially their psychological needs” (mei 58). as we can see,

13、 to know and recognize learner psychology could be a guideline of teaching. in our times, it emphasizes people-oriented, and in teaching, it enhances students foremost, so it is important for a teacher to adapt proper teaching style according to his students psychology, which presents a way of human

14、ity teaching. this point, however, is always ignored in teaching practice by a greater number of teachers, particularly by the ones in high school, who imposes their teaching style on the students since their teaching aim is to foster high sort gainers in the entrance examination of university.there

15、fore, english teaching should mainly be a process of students learning but not be the teaching procedures which should play a role of guiding, helping learners to satisfy their needs, including the need of language, culture and especially psychology. but at present, a lot of teachers havent put the

16、needs urged by the students in the first place, especially psychological need which is almost ignored. thus, the learners cannot achieve their emotional need and this of course cannot inspire their interest of learning either, which as a result has caused anxiety and shyness that would restrain the

17、students from extending their learning potential as well as enhancing the learning effective. so the paper is intended to deal with learners psychology, mainly including motivation, personality, attitude, anxiety and self-esteem, and the influence of these five psychological factors on english learn

18、ing as well as the enlightenment for english teaching.necessityofputtingforwardtheargumentthere are four points which are regarded as the necessity of raising the argument as following:a.tomeettheneedsof“suitingteachingtotheaptitudeofthestudents”it is probably for every student to be a man of great

19、promise and to improve the students quality is an unshakable duty for a teacher, who cannot neglect learners differences and never leave the poor students lagging behind others. teaching from the point of learner psychology is the basic and key way to know how the learners learn and then can be awar

20、e of what the real needs urged by the students are. this shows that the study on learner psychology and its influence on english learning is favorable to make teaching be tailored for the students.b.tohelpthestudentsexpandcognitivelearningandpositivepsychologyparts of the students are not good at en

21、glish. if their psychological needs are paid no or little attention, the teaching efficiency will be bound to be affected. realizing how learner psychology influences learning procedure can help the teacher adroitly guide psychological strategies of matching teaching methods to inspire the poor stud

22、ents to grow self-confident. in another words, the study on the influence of learner psychology on english learning is conductive to help the students expand cognitive learning and positive psychology. in this way, it also helps the students find a profitable learning strategy fitting them.c. to sat

23、isfy the needs of perfecting teaching strategies and enhance teaching efficiencyto pay close attention to learner psychology and its influence on english learning adroitly guides teaching action according to individual differences, which suits teaching to the aptitude of students and rationally arra

24、nges teaching work and teaching aim. thus it enables all learners who are at various gap accomplish learning task; therefore, it will not only help poor students overcome the sense of inferior but also accelerate the promotion of outstanding learners. and the aim for raising teaching efficiency woul

25、d be achieved.d. therequirementofcurrentsituation.nowadays, it is a society that advocates a doctrine of students-oriented that requires teachers should well satisfy learners needs, especially psychological needs. in consideration of the fact that psychology is important for language learning, its n

26、ecessary for students as well as teachers to known well the influence of learner psychology on english learning and this is of course a question for the study urged by current requirement.evidently, to study and learn learners psychology and the psychological factors which influence their second lan

27、guage acquisition will benefit both learners and teachers.basisoftheoriesfrom 1970s, many scholars began to realize that whether a learner could learn english well or not was to see whether the inside factors worked efficiently or not rather than mainly make study on teaching methods and the text co

28、ntext which should be attributive to the outside factors. so the central study of foreign language education has been tremendously changed and turned the study from how the teachers teach to how the students learn.a.theprincipleof“suitingteachingtotheaptitudeofthestudents”confucius, the well-known e

29、ducationist and ideologist in ancient time of china, advocated that “teachers should suit their teaching to students”. confucius thought reflects a doctrine of “students-oriented” which requires the teacher should know well leaners needs. another educator zhu xi (zhu; cited in dai 129) proposed “ada

30、pting a proper style to educate learners and to develop them according to their own restrain.” in addition, kalorea, an american scholar, held his idea like this: almost all of the learners can achieve a designed aim as long as enough time or chance and proper learning situation are provided with (k

31、alorea 1999; cited in lui 119-21). therefore, “suiting teaching to the aptitude of the students” can be comprehended as: teachers in teaching should take care of learners psychology.b.theoryof“filterhypothesis”krashen (1985) in 1982 presented his famous hypothesis called “filter hypothesis” which is

32、 used to favor his theory-psychology factors play a leverage effect-that means the side effect of filter will increase if the learners are lack of motivation and self-confidence or the learners are over afraid of failure; however, this function will decrease when a learner can control himself to rel

33、ease his stress or when take an active part in group work.it is thus clear that learner psychology plays an essential role in language learning. effective learning should be built on effective combination between teachers and students. so studying on psychology influencing learning process is of val

34、ue to english teaching.c.theoriesbasedonlambert,ellisandotherresearchersa great number of linguists and researchers such as lambert, burstall, and gardner etc. have done a series of study which have proved that a great number of psychological factors will impress influence on ones learning outcome i

35、n the procedure of second language acquisition. ellis also counts that “psychological factors at some degree even determine ones english level being higher or lower than others” (ellis 2000, 249). furthermore, other researchers in the field of second language acquisition study have testified that “t

36、here existsindispensable necessary connectionbetween psychology and the achievement of language learning” (diane 172-75).all these have shed light not only on how vital the learner psychology is for learning success but also on how valuable it is for a teacher to know well, from the perspective of l

37、earner psychology, how the learners study.d.empathicunderstandingtheoryrogers counted new relationship between the teacher and students must be provided with three key elements, one of which is empathic understanding. it requests that the teacher knows the situation of students inner world, life env

38、ironment, experience through their growing up as well as their personality (rogers; cited in dai and ren 79-80). in other words, teachers should understand students thought and their psychology by standing on the opposite side. rogers also thinks humans cognition is always going with certain psychol

39、ogy. “ones creative ability cannot meet its development and achievement when the psychology is constrained” (dai 102).from what rogers has considered, we can see that only when learners inner world receives respect and understanding can the learners enthusiasm be stirred up and self-confidence be st

40、rengthened. psychological factors and their influence on english learninglearner psychological factors that are related to english learning here mainly refer to motivation, personality, attitude, anxiety and self-esteem.a. motivationmotivation has been widely accepted by both psychologists and resea

41、rchers as one of the key factors that influence both rate and success of second or foreign language learning. motivation provides a primary impetus to initiate learning second language, later becomes a driving force to sustain the long and often tedious learning process. it plays a role in how much

42、effort the learner makes, what attitude one holds and what emotions he maintains. besides, learning motivation gives rise to individual differences among learners. the motivation for learning is so decisive that it could decide what one will learn for, how much effort one will make, and what emotion

43、 he will sustain, all of which bring about individual differences and finally cause score variance among students. rod ellis (1994) has divided the learning motivation into the following four types:1. instrumental motivationinstrumental motivation refers to the motivation to acquire a language as me

44、ans for attaining instrumental goals such as furthering a career, reading technical material, passing through tests, translation and so forth. this type of motivation, in china, is regarded as a chief factor to mainly determine whether one is successful or fail in english learning.2. integrative mot

45、ivationan integrative motivation is employed when learners wish to integrate themselves within the culture of the second language group, to identify themselves and become a part of that society. a language learner would embrace a positive attitude to try hard to learn the language of a country, if h

46、e, for instance, takes a great interest in the culture of this nation and thirsts for both its historic culture and social knowledge; whereas he would contain a negative attitude, and put himself into a passive learning position which certainly cannot produce satisfying result.3. resultative motivat

47、ionthe resultative motivation is one that can result in success in language learning, yet it may also be the outcome of foreign language learning. in other words, learners achievement of language learning in some degree is going to arouse greater motivation for learning.4. intrinsic motivation the m

48、otivation is intrinsic whenever students interest and enjoyment are generated by the experience of learning, and the reason for performing the activity lies in the activity itself. intrinsic motivation is likely to lead to deep learning and relates to long term success. the motivation is strongly in

49、fluenced by the social context in which learning is taking place. one agreement is reached that motivation is a powerful factor in second language acquisition. motivation is a complex multifaceted construct; it is one of the key psychological factors in second language learning and is affected by ma

50、ny intrinsic and extrinsic factors. besides, motivation and success in l2 learning have a circular cause and effect relationship, which means motivation causes and is caused by success (skehan 1989; cited in li 209). moreover, motivation affects the rate of sla rather than the route. learning motiva

51、tion, a driving force for learning activity, is provided with three functions: first, to initiate individual activities; second, to put activities under the guidance of motivation into a certain aim; third, to maintain, enhance or prevent, and weaken the strength of activities. from the above, it sh

52、ows that motivation and effort, energy, also time one takes in english study are directly related. that is to say motivation influences how much effort, energy, or time one would like to take in english learning.b. personalityfrom the perspective of psychology, personality sometimes is divided into

53、extrovert and introvert. people once thought that extrovert learners were more outstanding than those of introvert, because people held that there would be more chance for the extrovert to put english into practice. however, the fact is not always true, which has been proved by related researchers.

54、recent empirical researches on the relationships between personality and language learning strategies have identified significant relationships between them. the result significantly indicates that the extrovert use affective strategies and visualization strategies more often than the introvert; how

55、ever, the introvert claim to use attempting and conveying meaning strategies more often. actually, a lot of researchers have proved that individual personality affects ones choice of learning strategies. but people cannot define which type of personality is good or bad. the most important thing is t

56、o make good use of merits of ones type and avoid the deficiencies. the best learners seem to be able to maximize the benefits from the strategies associated with their preferences and also access to some that are associated with non-preferred precede. c. attitudeattitude, along with motivation and p

57、ersonality, is regarded as a significant factor which contributes to decide the level of l2 proficiency. brown (brown 1983; cited in li 211) uses the term “attitudes” to refer to the set of beliefs that the learner holds towards members of the target language group and also toward his own culture. stern (stern 1984; c