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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
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