本文選題：個(gè)體差異　切入點(diǎn)：分析　出處：《太原理工大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：個(gè)體差異一直是二語(yǔ)習(xí)得領(lǐng)域的熱點(diǎn)問題,越來越多的研究表明學(xué)習(xí)者個(gè)體差異在二語(yǔ)習(xí)得過程中起著至關(guān)重要的作用,已經(jīng)成為二語(yǔ)習(xí)得研究及模式構(gòu)建中不可缺少的一部分。中國(guó)的個(gè)體差異研究始于80年代中期,90年代中期特別是2000年以來,個(gè)體差異實(shí)證研究在研究范圍與方法上蓬勃發(fā)展。 個(gè)體因其不同而成為獨(dú)特的個(gè)人。個(gè)體因素賦予學(xué)習(xí)第二語(yǔ)言的每個(gè)學(xué)習(xí)者帶有其特質(zhì)的方法。個(gè)體差異影響學(xué)習(xí)者二語(yǔ)的習(xí)得速度及最終成功。二語(yǔ)學(xué)習(xí)者個(gè)體差異的核心因素--動(dòng)機(jī)、策略、學(xué)習(xí)風(fēng)格、個(gè)性和智力等因素闡釋了每個(gè)學(xué)習(xí)者在學(xué)習(xí)過程中不同階段的行為特點(diǎn)。 國(guó)內(nèi)外對(duì)個(gè)體差異研究不少,每篇論文的側(cè)重點(diǎn)不同,國(guó)內(nèi)研究集中于某幾個(gè)方面,不太注重各個(gè)因素之間的結(jié)合,有些研究只是調(diào)查的對(duì)象不同,其實(shí)是對(duì)同一課題的重復(fù)研究。因而相似的框架下的研究所得出的結(jié)論也趨于一致。 本文通過CNKI檢索2000--2011年刊登在國(guó)內(nèi)十種外語(yǔ)類核心期刊上個(gè)體差異的實(shí)證研究文章218篇,對(duì)國(guó)內(nèi)研究現(xiàn)狀進(jìn)行更系統(tǒng)、更寬廣、更綜合的分析、總結(jié)。 基于Dornyei二語(yǔ)習(xí)得動(dòng)機(jī)三層框架,本文主要從學(xué)習(xí)者層面對(duì)外語(yǔ)學(xué)習(xí)動(dòng)機(jī)實(shí)證研究進(jìn)行綜述。這一層面的文章主要圍繞減輕焦慮感,正確歸因,建立自我效能感來增強(qiáng)學(xué)習(xí)者語(yǔ)言自信心與成就感。學(xué)習(xí)者外顯的二語(yǔ)能力實(shí)證研究不多,而對(duì)焦慮這一因素的研究在近兩年的研究呈現(xiàn)上升趨勢(shì)。對(duì)與學(xué)生接觸最多的學(xué)習(xí)情境層面的各個(gè)環(huán)節(jié),在實(shí)證研究方面需要深入剖析。 策略實(shí)證研究方面國(guó)內(nèi)學(xué)者多結(jié)合聽、說、讀、寫、詞匯基本技能進(jìn)行研究。聽說讀寫策略的實(shí)證研究發(fā)展均衡,相對(duì)而言,詞匯策略的研究多一些。有些研究者從元認(rèn)知、認(rèn)知和情感策略角度對(duì)學(xué)習(xí)者進(jìn)行考察。元認(rèn)知策略研究融入到了基本技能策略中。作為單個(gè)因素和多因素的研究,學(xué)者多從調(diào)查和培訓(xùn)兩個(gè)角度出發(fā)。在今后的研究中,學(xué)者對(duì)個(gè)體學(xué)習(xí)者的認(rèn)知過程和情感變化需要更為細(xì)致的研究。 總體看來學(xué)習(xí)風(fēng)格、個(gè)性和智力因素的實(shí)證研究相對(duì)缺乏。學(xué)習(xí)風(fēng)格的研究中以場(chǎng)獨(dú)立和場(chǎng)依存的研究為主,并且剖析不夠深入,缺乏動(dòng)態(tài)研究。典型的個(gè)體差異因素,個(gè)性和智力因素相對(duì)受冷落。對(duì)個(gè)性的研究中大多提及外向型和內(nèi)向型學(xué)習(xí)者。而智力因素也只是作為綜合研究中縱多因素之一被考察。 本文仍有其局限性,作者對(duì)期刊文章內(nèi)容進(jìn)行歸類分析,在特定的框架中對(duì)文章進(jìn)行總結(jié),但對(duì)研究方法缺少系統(tǒng)整理歸納。此外,文章沒有涉及學(xué)能這一重要個(gè)體因素。對(duì)于個(gè)體差異各要素之間的關(guān)系觀察不夠突出。 個(gè)體差異處于變化之中,需要多學(xué)科結(jié)合進(jìn)行研究,不僅是外語(yǔ)內(nèi)部學(xué)科相結(jié)合,而且還應(yīng)與心理學(xué)、教育學(xué)以及神經(jīng)學(xué)等學(xué)科進(jìn)行合作,使得研究方法多樣化。此外,國(guó)內(nèi)個(gè)體差異的研究缺乏涉及各個(gè)年齡層次、深入的個(gè)案跟蹤性研究。研究對(duì)成績(jī)的即時(shí)評(píng)判不利于對(duì)學(xué)生的整個(gè)學(xué)習(xí)過程進(jìn)行綜合全面的考察。希望更多學(xué)者致力于個(gè)體差異的研究,找到符合中國(guó)學(xué)生學(xué)習(xí)外語(yǔ)具體可行的途徑。
[Abstract]:Individual differences has been a hot issue in the field of two language acquisition, more and more studies show that individual differences of learners plays a vital role in the two language acquisition process, has become an indispensable part in the construction of the two language acquisition and mode. Individual differences of the China began in the mid 80s, mid 90s, especially since 2000. An empirical study of individual differences in the scope of the study and methods of vigorous development.
The individual to become a unique individual. Because of the different methods of individual factors to learning a second language learners with each character. The individual differences influence the learners' two language acquisition rate and the final success. The core factors: motivation, individual differences of the two language learning strategy, learning style, personality and intelligence factors explained each learner in the different stages of the learning process and behavior characteristics.
The domestic and foreign research on individual differences, each of which is different, the domestic research focus on certain aspects, don't pay too much attention to the combination of various factors, some research is investigation object is different, is actually repeated studies on the same topic. So the study of the frame similar under the conclusion is consistent.
In this paper, we searched 218 articles on individual differences published in ten core journals of foreign languages in CNKI in. We made a more systematic, broader and comprehensive analysis of the current domestic research situation.
Dornyei two language acquisition motivation framework based on the three layer, this paper mainly from the learners in foreign language learning motivation of empirical research are reviewed. This article mainly focuses on the level of anxiety, establish correct attribution, self-efficacy to reinforcement learning language self-confidence and sense of achievement. Not much research on two language learners an explicit however, research on the factors of anxiety showed a rising trend in nearly two years of study. To contact most with the students learning situation level of each link, in the empirical research need further analysis.
Empirical research on Strategy of domestic scholars with listening, reading, writing, vocabulary, basic skills of listening speaking reading and writing strategies. The empirical research of balanced development, relatively speaking, the research of vocabulary strategies more. Some researchers from metacognitive, cognitive and affective strategies perspective of learners. Research on metacognitive strategies into the basic skills and strategies. As the research of single and multiple factors, many scholars from the research and training of two angles. In future studies, scholars on the individual learning cognitive process and emotional changes are need to be studied in more detail.
Overall learning style, the relative lack of empirical research on the personality and intelligence factors. The study of learning style in the studies of field independence and field dependence mainly, and the analysis is not deep enough, the lack of dynamic research. Individual factors typical, personality and intelligence factors is relatively cold. Most of the mentioned personality of extroversion and introversion learners. And intellectual factors just as comprehensive study of longitudinal multi factor is one of the study.
This paper still has its limitations, the author of the journal articles are classified and analyzed, in particular in the framework of the summary of the article, but the lack of systematic research methods were summarized. In addition, the article did not involve learning the important individual factors. To observe the relationship between the elements of individual differences is not obvious.
Individual differences in changing, the need for a multidisciplinary combination of language, is not only the internal subject combination, but also with psychology, cooperation education and neuroscience, the diversification of research methods. In addition, the lack of domestic research of individual differences relates to all ages, follow up study in-depth case research on instant evaluation. The performance is not conducive to the learning process of students' study comprehensively. Hope more researchers committed to individual differences, find ways to China students to learn a foreign language specific and feasible.

【學(xué)位授予單位】：太原理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H09

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