英语师范生毕业论文.docx
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英语师范生毕业论文.docx
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英语师范生毕业论文
本科毕业论文〔设计〕
题目:
TheInfluenceofPersonalityDiversityonEnglishLearning
——TakingtheSeniorStudentsofKaiLiUniversityMajoringinEnglishforExample
学院:
外国语学院
2012年4月22日
TheInfluenceofPersonalityDiversityonEnglishLearning
——TakingtheSeniorStudentsofKaiLiUniversityMajoringinEnglishforExample
Abstract:
Withthepopularizationofforeignlanguagemunicativeteachingmethods,thediversityexistsinthelearners.Therearemanyfactorsinforeignlanguagelearning,whichinfluenceonlanguagelearning.However,non-intelligencefactorsplayanimportantroleinEnglishlearningaswell.Thenon-intelligencefactorsthateffectlanguagelearningincludegender,age,interests,personality,willpower,motivationandsoforth.Amongthem,personalityonforeignlanguagelearningisthemostinfluential.
Thispaperpresentsapreliminaryexplorationintotheinfluenceofpersonalityonseveralprofessionalskillsbysearchinginto120Englishlearners.TheresultshowsthatthepersonalityhaslittleeffectsonthelearningoftheintegratedEnglish.However,theextrovertedstudentsaregoodatspokenEnglishandEnglishwriting,whiletheintrovertedstudentsaregoodatreadingprehension,EnglishgrammarandEnglishlistening.
Keywords:
personalitydiversity,introversion,extroversion,professionalskillofEnglish,influence
Contents
1.Introduction...........................................................................................1
1.1TheBackgroundofResearch....................................................1
1.2TheAimsofResearch...............................................................3
2.LiteratureReview...................................................................................3
2.1TheDefinitionofPersonality..................................................3
2.2TheDefinitionofExtroversionandIntroversion.....................4
3.TheProcessofStudyandStatistics........................................................6
3.1TheSignificanceofResearch..................................................6
3.2TheSubjectofResearch................................................6
3.3TheMethodofResearch...........................................................6
4.TheAnalysisoftheData........................................................................7
4.1TheStatisticsandAnalysisofextrovertedpersonalityandintrovertedpersonalitybymeansofquestionnaire............................7
4.2TheStatisticsandAnalysisofResultsofSeveralProfessionalSkills…………………………………………………………….........7
4.3TheAnalysisoftheData.........................................................9
5.Conclusion............................................................................................9
Acknowledgement..................................................................................13
References...............................................................................................14
Appendix……………...……………………………………………...…15
1.Introduction
Withthedevelopmentofeconomicglobalization,Englishhasbeeapulsorybasiccourseformanyuniversitystudentsinourcountry.ItnotonlyasksthatstudentscanspeakEnglishrightlyonthebasicofmasteringgrammarknowledge,butalsospeakfluentlyatdifferenttime,placesandoccasions.Manyresearchershasmadesomesurveysontheinfluenceoflanguagelearners’personalityonEnglishlearning,andhavegivenmanysuggestionsonhowtoteachstudentsinaccordancewithdifferentpersonalitystudents.Buttheyseldomgivesomeadvicefromtheviewpointoflearners.SotheauthorprobespreliminaryintotheinfluenceextentofpersonalityonEnglishgrammar,Englishlistening,spokenEnglish,EnglishwritingandintegratedEnglishbysearchinginto120Englishlearners.Thispaperaimstoresearchtheinfluenceofpersonalityonseveralprofessionalskills,whichincludeEnglishgrammar,Englishlistening,readingprehension,spokenEnglish,EnglishwritingandtheintegratedEnglish,andgivessomeusefulsuggestionsfromthepointofviewoflanguagelearnersandteachers.
1.1TheBackgroundofResearch
Atpresent,theviewsofstudyingtheimportanceofteachingmethodsgraduallyturnfromobjectiveonestosubjectiveones,thatistosay,theresearchofteachingmethodshaschangedfocusfromteacherstolearners.Intheprocessofteaching,afactcanbefoundthatthedifferentlearnersinthesameteachingcircumstancesmayeintobeingtotallydifferentteachingeffects.Thus,itisnothardtofindthedifferencesamongthelearners.Thesefactorswhichinfluenceforeignlanguagelearningarebeingincreasinglyimportant.Non-intelligencefactorsplayanessentialroleinEnglishlearning.Thenon-intelligencefactorsthateffectpeople’learningincludegender,age,interests,personality,willpower,motivationandsoon.Amongthem,personalityonforeignlanguagelearningisthemostinfluencial.Abouttheimportanceofthepersonality,Song(1994)thinksthatpersonalityisthemostimportantfactorinnon-intelligencefactors.Itisthenecessarytomakeuptheabilityshortage,whichcanbeunderstoodthatgoodpersonalityistheessentialconditionintheprocessofgetting
careersuccess.Undertheconditionofequalabilityoftheleaners,andpeoplewhoareconfidentanddiligenthavecreativespirit,strongperseverance,andmustmakegreatprogressintheircareersuccess,However,peoplewhoarelazy,inferiorandhideboundwillbedestinedtofailintheircareer.Peoplewhohavemonabilitybuthavelargelypersonalitydiversitymayhavegreatsuccess,whilethepeoplewithstrongabilitybuthavethelittlepersonalitydiversitymayhavelesssuccess.SothereisnodoubtthatdeepstudywhichtheinfluencespersonalityfactorsonEnglishlearningresultsisverysignificant.Asmatteroffact,asWang(1990)haspointedoutthatteachershadtookthepersonalitycharacteristicofstudentswithforeignlanguagelinked.Thestudentswhodowellinforeignlanguagelearningusuallythinkthattheyareconfidentandoptimistic,responsibleandmature.Butthestudentswhoarenotgoodatforeignlanguagelearningusuallythinkthattheyaretimid,careless,introverted,nervousandshortofconfidence.Buttheimpressionisonlytofromtheteachingobservation.Asforwhethertheyareright,itwillneedtoconfirmbymeansofsevereexperiment.ChastianinquiredintoeightystudentsofspeakingFrench,seventytwostudentsofspeakingGermanandseventysevenstudentsofspeakingSpanish,findingthattheopenextentofpersonalityofstudentsisnotablesignificantlyrelevanttotheresultofGermanandSpanish(Wang,1990).Strong,bymeansoftheinvestigationonthirteenchildrenofspeakingSpanish,findsthatextrovertedpersonalityishelpfultocultivatethedevelopmentofthenaturalmunicationlanguageofchildren(Rod.Ellis,1994).Butmanyexperimentsdonotfindtheconnection,someofthemevengetcontraryresult.Smart,withhisfellowworkers,looksintotherelationshipbetweenthegradesofforeignlanguageandthesocialextent.Theydidanexperiment,whichtakestheuniversitystudentsasthesubjectoftest.Theresultsoflearningaredividedintothreegroupsonthebasisofhighgrades,centralgradesandlowgrads.Thestudyresultsshowthattheresultofenjoyingmunicatingisnothigh.RodEllis(1994)alsooncetalkedaboutthatBush,bymeansoftheinvestigationbetweentheyoungstersinJapanandtwoadultsgroupsEnglishlearners,foundthattherewasnocloseconnectionbetweentheextroverted
personalityandintrovertedpersonalityandbasicinternationalmunicationskillsandcognitiveacademiclanguageability.
1.2TheAimsofResearch
IntheprocessofEnglishlearning,avarietyofindividualfactorsusuallyinteractwitheachother.Thepersonalityfactorsofstudentsandothers’factors,suchascognitivestyle,emotionaltraits,age,learningmotivationandattitude,intelligenceandsoon,wouldhaveinfluenceonEnglishlearning(Zhang,1992).Theaimsoftheresearchistounderstandwhetherpersonalityhaseffectsonseveralprofessionalskills,includingEnglishgrammar,Englishwriting,Englishlistening,readingprehension,spokenEnglishandtheintegratedEnglish,findingoutthequestionsthatextrovertedstudentsandintrovertedstudentshaveinEnglishlearning.
2.LiteratureReview
Thispartpresentstherelatedtheoreticresearchesonpersonality.Itismadeoftwoparts.Thefirstpartisthetheoriesrelatedtopersonality,whichincludessomedifferentresearchers’definitionsaboutthepersonalityfromdifferentpoints.Thesecondpartdealswiththerelationshipbetweenextroversionorintroversionandforeignlanguageproficiency,whichisposedofsomedifferentstatementsaboutextroversionorintroversionofdifferentresearchersfromdifferentpoints.
2.1TheDefinitionofPersonality
Thepersonalityfactorsareveryimportantfactorsthatinfluencelearners’Englishlearning.Manypsycho-linguistspaymoreattentionontherelationshipbetweenpersonalityandEnglishlearning.
Personalityistherelativelystablebutcertainvariablethepsychologicalcharacteristicwhichapersonperformanceathisattitudetowardstherealityandthebehaviormeans〔Song,1994〕.C.G.Jung,thepsychologyinSwitzerland,thinksthattheactivitiesofLibidoinpeople’lifearethebasisofallbehaviorchanges,thus,thepersonalityisdividedintoextroversionandintroversionbyC.G.JunginaccordancewithwhattheactivitiestendenciesofLibidoinpeople’lifeareinclinedtoexternalenvironmentorinternalenvironment.Sotheconceptofextroversionandintroversion
werefirstlyintroducedintothefieldoflearningbyC.G.
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