Chapter One Introduction
1.1 Background of the Study
随着认知心理学在外语教学领域的蓬勃发展，在该领域的教学措施发生了很大的变化，在20世纪60年代。教师为中心的传统工商业模式已转移到以学生为中心的模式。伴随着这一点，也从语文教学的重点，尤其是外语教学，教师的教学措施和过程的探讨学习者的学习过程的独家探讨。在教学实践中，许多教师可能会发现，即使在相同的指令的情况下，学习者可处理不同的能力，议程和态度，同样的学习任务。这种现象支持一般的说法，他们在学习过程中的个体是不同的。许多探讨人员都好奇的原因，这样的异同来。不少探讨因此被一些语言学习者的原因是成功的，而另一些人在相同的情况下，并没有受到同样的学习和教学情况进行调查。个体异同的探讨铲球的变量，这可能会作用学习者的第二语言学习的过程。在一般情况下，外国语言教室设有一个学习者特征变化的基础上，每个学员的年龄，认知和性向等复杂的酿造许多语言学家和探讨者认为个体异同认为至少有一个的变量，可以用来占学习者之间的第二语言熟练程度的异同。埃利斯（1990）也认为，第二语言习得，学习者个体异同，有很大的作用与学习者的战略相结合。学习过程和机制等元素一起，个体异同可能解释了如何将输入转化为摄入量和摄入量是如何融入自己的内部语言系统。With the thriving of cognitive psychology in the field of foreign language teaching，great changes have happened in the field of teaching methodology in the 1960s. Thetraditional teacher-centered modes have shifted to student-centered modes. Along with this，the focus of language teaching, especially the foreign language teaching, has also shiftedfrom the exclusive study of teachers' teaching approach and process to the study oflearners' learning process. In the teaching practice, many teachers may find that even underthe same instruction circumstance, learners may deal with the same learning task withdifferent abilities, agendas and attitudes. This phenomenon lends support to the generalstatement that individuals are different in their learning process. Many researchers arecurious about the reasons why such differences come about. Quite a number of studies havetherefore been conducted to investigate the reasons why some language learners aresuccessful while some others in the same circumstances are not under the same learningand teaching circumstance.The study of individual differences tackles the variables which may affect thelearners' second language learning process. In general, foreign language classroom featuresa complex brew of learner characteristics which varies on the basis of each learner's age,cognition and aptitude，etc. Many linguists and researchers hold the view that individualdifferences are at least one of the variables that can be used to account for the differences insecond language proficiency levels among learners. Ellis (1990) also believes thatindividual learner differences, combined with learner strategies have great effects onsecond language acquisition. Together with learning process and mechanisms and otherelements, individual differences may explain how input transforms into intake and howintake is blended into one's internal language system.
运用语言学领域内，学习者的异同提出了3种问题。史蒂文·麦克唐纳（2017）总结如下，英语论文范文，第一个是描述性的问题，英语论文网站，如何最好地探讨和表征学习者和成就的联系，这些异同或学习成果之间的异同，第二个是非理论性的问题，如何来解释这些在第二语言学习理论的个体异同;Within the field of applied linguistics，learner differences have raised three kinds ofissues. Steven McDonough (2017) summarizes as follow; the first one is the descriptivequestion，how best to research and characterize the differences between learners and the relationship of those differences to achievement or learning outcomes; the second one is atheoretical question, how to explain these individual differences within second languagelearning theory; and the last one is a practical problem, that is how to design instructionthat best utilizes each learners' unique advantages, without disadvantaging the otherlearners，.Cognitive style is considered as one of the most important factors which may affect thelearners' academic performance as well as their overall language learning. According toCarolina (1998), the earliest research into cognitive styles is conduct
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