提高教师意识的作用性格类型英语口语学习绿色和牛津大学（1995年）指出，英语教师应该知道的，一定的英语学习者应采取适当的英语学习策略在英语学习策略。当然，也有很多情感因素作用英语口语学习策略，如动机，态度，人格类型，学习策略，学习风格，性别等上使用。
Chapter 1 Introduction引言
1.1 Background of the present study当前探讨的背景
回顾上个世纪，一切都没有改变这么多的教学措施。此外，在过去的几十年中，越来越多的语言探讨者和教育工作者已经取得了很大的努力学习语言教学措施，以提高学生的语言学习能力Reviewing the last century，英语论文，nothing has changed so much as the teachingapproaches. Also, in the past few decades, more and more language researchers andeducators have made great efforts to study language teaching approaches in order toimprove learners' ability of learning language. However, there are not satisfying results.The mainly popular teaching approaches are: Grammar Translation Approach, DirectApproach, The Audio-lingual Method (MLA), Oral-situation Approach，CognitiveApproach, Community Language Learning (CLL), The Silent Way，英语论文范文，Total PhysicalResponse (TPR)，The Natural Approach and so on. Although there are various teachingapproaches, no single approach has been proved to be effective or important for alllearners all the time. It has been realized by the language researchers and educators thatthe success of the foreign/second language learning did not only rest with the teachingapproach, but also the way learners use to leam. That is to say, the learners themselvesnot teachers play an important part in language learning. Therefore, the researchers inlanguage learning started to shift their attentions how to teach for teachers to howto leam for learners. Of course，researchers in language learning devoted their time andenergy to studying learner variables, such as age, personality, motivation，cognitivestyle, language aptitude and learning strategies. (Ellis, 1994)Over the last two decades, the study of learning strategies became the hot focus offoreign or second language teaching and learning. And a great progress has been madein this area. As a main aspect of the study of language strategies, the relationshipbetween language strategies and learning outcomes has gotten more attention language researchers and teachers and has been widely studied. The studies have mainlyfocused on the following five aspects: 1) learning strategies adopted by successfullearners ； 2) the differences in strategies using between successful learners andunsuccessful learners; 3) the relationship between learning strategies and foreignlanguage results; 4) the factors that influence the learners' choice of learning strategies;5) strategy training and its effectiveness on language learning.Personality factor can, to some extent, influence the language learning outcome.However, it has not received more attention the researchers, though the researchershave known its important role in foreign or second language learning. Ellis (1994)pointed out “in the eyes of many language teachers, the personality of their studentsconstitutes a major factor contributing to their success or failure in language learning."And also the importance of the personality was proved in Griffiths' survey. Of course，atthat time, some researchers have done some researches to investigate the relationshipbetween personality and language learning outcome. However, the findings areinclusive. Because of this, the researchers turn to explore the influence of personalitytypes on the choice of learning strategies. Many researchers have proved that individualpersonality type affects the choice of learning strategies, such as Er |
