英语翻译These dimensions are many and various.Affective factors such as learners’ personalities can influence the degree of anxiety they experience and their preparedness to take risks in learning and using an L2.Learners’ preferred ways of l

英语翻译These dimensions are many and various.Affective factors such as learners’ personalities can influence the degree of anxiety they experience and their preparedness to take risks in learning and using an L2.Learners’ preferred ways of l
英语翻译
These dimensions are many and various.Affective factors such as learners’ personalities can influence the degree of anxiety they experience and their preparedness to take risks in learning and using an L2.Learners’ preferred ways of learning (their ‘learning styles’) many influence their overall orientation to the learning task and the kind of input (for example,spoken or written) they find it easiest to work with.We will focus on two of the major dimensions here —language aptitude and motivation—and also explore how differences in learning strategies can affect development.
Research involving language aptitude has focused on whether and to what extent language aptitude is related to success in L2 learning.There is strong evidence that it is.Learners who score higher on language aptitude tests typically learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores.Furthermore,research has shown that this is so whether the measure of L2 proficiency is some kind of formal language test or a measure of more communicative language use.
Most of the research on the relationship between language aptitude and L2 proficiency took place in the 1950s and 1960s and,therefore,predates the birth of SLA.From an SLA perspective the key question is:How does language aptitude relate to the processes of interlanguage development?One interesting possibility is that different components of language aptitude may be implicated in different stages of processing.Phonemic coding ability would seem relevant to the processing.Phonemic coding ability would seem relevant to the processing of input,grammatical sensitivity and inductive language learning ability to the central processing stages involving interlanguage construction,and memory to the storage and access of language.However,such a proposal,while interesting,remains speculative.

英语翻译These dimensions are many and various.Affective factors such as learners’ personalities can influence the degree of anxiety they experience and their preparedness to take risks in learning and using an L2.Learners’ preferred ways of l
这些维度是许多和各种各样的.他们体验和他们的准备冒在学会和使用L2的险的感动因素例如学习者的个性可能影响程度忧虑.学习者的好方法学会(他们的学会方式)的`许多影响他们的整体取向对学习的任务,并且这输入(例如,讲话或书面)他们发现最容易工作与.我们将集中于二主要维度这里-语言才能和刺激和也探索在学习策略上的区别怎么可能影响发展.
介入语言才能的研究是否注重了,并且语言才能在何种程度上与在L2学会的成功有关.有有力的证据它是.在语言能力测验典型地计分更高的学习者比得到低比分的学习者迅速地学会并且达到更高的水平L2熟练.此外,研究表示,这如此是L2熟练措施是否是规范语言测试或更加直言的语言用途措施.
大多数对关系的研究语言才能和L2熟练之间在20世纪50年代和20世纪60年代发生了,并且,因此,把SLA日期填早诞生.从SLA方面关键问题是：语言才能怎么与中间语言发展的过程关连?一种有趣的可能性是语言才能不同的组分也许被牵连用不同的阶段处理.音位的编制程序能力将似乎相关与处理.音位的编制程序能力将似乎相关与处理输入、语法敏感性和引人语言学习能力与介入中间语言建筑的中央处理阶段和记忆对语言存贮和通入.然而,这样提案,当有趣时,依然是投机.