1.1 Research background
With the rise and development of Second Language Acquisition (SLA) research inthe last four or five decades，英语论文题目，studies on foreign language teaching in the field of appliedlinguistics have consequentially become diversified and multi-faceted. Scholars realizethat just focusing on the teaching method can not draw on the latest achievements in therelevant fields, nor can it cover all the various factors concerned (Stem, 1983).Researchers who devote themselves to foreign language teaching researches graduallybegin to change their research perspectives and shift their research focus from the“object，’ in the teaching to the “subject，，，namely, from teachers，teaching to students'learning, from language teaching methods to learners themselves. Following that，learners' individual characteristics and their influence on learners' foreign languagelearning attract more and more applied linguists' attention and become a research hotspotof language teaching. It is under such circumstances that the concept of individual learnerdifferences (IDs) was introduced in foreign language teaching research and arousedresearchers' interest and attention.All the people who are engaged in teaching must have encountered and been madeperplexed by a phenomenon: under the same learning environment, a group of students,taught by the same teacher with the same teaching methods，yet present quite differentlearning results in the end. During the time when I had my teaching practice in XiantaoSenior High School，英语论文网站，I found this particular phenomenon is especially evident and seriousin the teaching of English, because students' English achievements often differenormously and reflect severe polarization.
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1.2 Purpose and significance of the research
At present, our domestic researchers who are interested in students' individualdifferences often confine their studies to the relationship between a certain learner factorand English teaching and learning. They seldom take learners' individual differences as awhole to discuss which of them are the most influential in students' language learningand can become very contributive to the improvement of the teaching quality if utilizedproperly. Furthermore, researches concerning this aspect usually tend to lay emphasis ontheoretical exploration or the tertiary level, while few of them are empirical studiesaimed at senior high school English Education. For this reason, this thesis attempts to conduct a research from the perspective of high school English teaching on the majorindividual differences affecting students' English learning and examine their correlationswith students' English learning achievements，so as to provide some useful pedagogicalimplications for high school English teaching.All in all，this thesis has two research purposes: first，to make inquiries about themost influential individual differences in high school English education and discuss whateffects they have on student's learning; second, to examine the correlations betweenthese individual differences and students' English learning achievements via statisticalanalyses.This study is conducive to high school English education. For one thing, it can helphigh school English teachers to further understand the importance of students' individualdifferences in English teaching and thus adjust their teaching methods in accordance withstudents' different characterist
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