阅读焦虑对大学生英语阅读效果影响实证得研究.pdfVIP

Chapter One Introduction Chapter One Introduction 1.1 Purpose of the thesis Langua ge learning is not a simple process but a complicated one, which involves many factors, such as teachers, teaching materials and learners. Before the 1980s, people believed that the success of second language acquisition directly depend s on the way that teachers teach, so researchers have presented various kinds of teaching methodology. However, language learning is still not what have been expected, so, the attention began to change. Since the 1980s, the focus of second language acquisition has shifted from “how to teach”to “how to learn”, people began to realize that the success of second language acquisition largely depends on the learner itself. In this case, those factors that influence learners’acquisition of second language and individual learner differences (IDs) are regarded as the focus of discussion. Teachers and researchers have come to know that learner factors play a key role in the learning process. In the last 20 years, a lot of research on IDs including cognitive, affective and biological characteristics has been conducted. In the 1980s, brain scientists began to recognize that cognition research explains only a part of how the mind works, only that part related to reasoning and thinking. “Minds without emotions are not really minds at all.”(Joseph LeDoux 1996: 25). With the development of humanistic psychology, affective factors are generally considered to be the very important factors that affect the effect of language learning. Stern (1999:385) argued “…cognitive factors are not the only ones that matter in second langua