中学生的性格特点对英语学习的影响_英语论文

The Impact of Personalities on Middle School Students’ English Learning

摘要

在初中阶段，英语、数学及语文科目各占130分，三门学科所占分值非常大，而其中的英语学科，不仅所占分值大，而且有两种考试形式，既有笔试又有人机对话。所以对于初中生来说，根据自身的性格特点去找到正确的英语学习方法是非常重要的。英语学习和性格之间有着不可分割的关系，然而在我们目前的班级教学中，因为班级规模的原因，教师往往会忽视学生的个体差异性，不能很好的去利用学生不同的性格特点，因而会导致学生在英语中的听说读写部分产生一定的差别。针对这一现象，本文会利用问卷的形式去进行调查研究，问卷包括性格测试问卷及初中生英语学习调查问卷，问卷的目的主要是将学生的性格特点和听说读写部分的成绩联系起来。两种问卷数量一共100份，发放给中学生填写，然后进行数据统计与分析。本文会以学习心理学及第二语言习得方面的理论为指导，最后会提出个性化教学，即针对不同性格去实施的教学方法和策略, 希望在初中英语教学中起到帮助的作用。

关键词：英语学习；性格；教学方法和策略

Abstract

In middle schools, English, Math and Chinese all have a score of 130. They account for a large proportion of score. Especially for English, besides a large proportion of score, it has two kinds examination forms- written examination and the man-machine dialogue exam. Therefore, it is very important for middle school students to find the suitable learning strategy according to their own personality. There is an inseparable relationship between English learning and personality. However, in our current class teaching, teachers tend to ignore the individual differences of students and cannot make good use of students’ personality characteristics due to class size, which can lead to some differences in students’ listening, speaking, reading and writing. Aiming at this phenomenon, a survey is conducted about the relationship between personality and English learning, for which two versions of questionnaires are designed. One is on personality; the other is on English learning. A total number of two questionnaires is 100. They were distributed to the middle school students in middle school. The data will be collected and analyzed. This paper is guided by the theory of learning psychology and second language acquisition. Individualized education will be proposed in the end, which means teaching methods and strategies are implemented for different personalities. It is expected to play a role in English teaching. 

Key words：English learning; personality; teaching methods and strategies

Contents

1. Introduction 1

2. Literature Interview 3

2.1 Previous Study on Learners’ Personality 3

2.2 Previous Study on Middle School Students’ English Learning 4

2.3 English Teaching Methods 6

2.3.1 Situational Method 6

2.3.2 Audio-lingual Method 6

2.3.3 Task-based Language Teaching Approach 6

3. A Survey to Primary School Pupils’ Personality and Academic Achievements 7

3.1 Subjects, Method and Questionnaire 7

3.2 Research Results 7

3.2.1 Classification of Students’ Personality 7

3.2.2 Data Analysis 8

3.2.3 Discussion 10

4. Personality and Individualized Teaching 11

4.1 The Concept of Individualized Teaching 11

4.2 The Relationship between Personality and Individualized Teaching 11

4.3 Strategies for Students with Different Personalities in Individualized Teaching 12

5. Implications and Suggestions 13

5.1 Focusing on Learners’ Personality 13

5.2 Encouraging Interactive Teaching 14

5.3 Providing More Learning Strategies 14

6. Conclusion 14

References 16

Appendix 1 17

Appendix 2 18