Abstract: With the rapid development of society and the urgent requirement of the people who can use a foreign language as fluently as their mother language, English, as an essential tool for communication, plays an important role. Over the past years, a number of researchers have conducted studies on the factors which may affect the English learning. Among them, personality is an important factor which has close connection with English learning and this factor, as many existing researches indicate, is very likely to have some impact on their learning outcome—including whether there are positive or negative roles in the oral performance of language learners. This paper presents the situation of English learning and oral English learning as well as the personality factors that affect the second language acquisition on the basis of studies made by R. B. Cattell and other psychologists. In addiction, this paper tries to make a brief analysis on the relationship between the personality factors and the oral English learning. At the end of the paper, the author puts forward some suggestions for the oral English learning and teaching.
Key words: second language acquisition; personality factors; language learners; oral English learning

摘 要：随着社会的快速发展和对能说一口流利如母语的外语的人才的迫切需求，英语作为一门重要的交流工具占有重要的地位。在过去的数年中，学者做了大量的研究来研究影响英语学习的因素。其中个性因素是与英语学习有密切联系的因素，许多现有研究表明，其对学习成果很有可能有一些影响——包括是否对语言学习者的口语表现有积极或消极的影响。本文根据卡特尔和其他心理学家的研究，呈现了英语学习和口语学习的情况，以及影响二语习得的个性因素。在这种情况下，分析个性因素和英语口语学习的关系很重要。最后，作者对英语口语学习和教学提出了一些建议。
关键字：二语习得；个性因素；语言学习者；英语口语学习

Nowadays, with so many people being interested in learning English, the factors that might influence their learning effectiveness become more important for learners of oral English—including whether there are any relationships between English oral performance of Chinese students studying English and their personality factors. As we know, many factors influence the second language learning process. Yet one of the most important elements for SLA research to explain is the great individual variability second language learners obtain in their respective second languages, therefore, it is essential for language teachers and learners to know more about the influence of personality on SLA.
Various studies have investigated the relation between personality variables and second language acquisition (e.g. Moody, 1988; MacIntyre & Charos, 1996; Dewaele & Furnham, 1999). A number of previous studies have linked the psychological constructs of personality to oral performance. This study tries to explain the influence of personality on second language acquisition by investigating the relationship between personality characteristics of students and their oral performance in SLA.