Question

个体差异因素与第二语言习得 翻译一

急用，希望大家帮忙，翻译力求通顺。没有大的语法和拼写等错误。
共5篇翻译稿，这是第一稿。

学习者作为学习的主体, 在外语学习中, 即在第二语言习得过程中(尤其是在中国) 表现出很大的个体差异。按照众多学者的共识, 这些个体差异因素包括以下几方面: 1) 对如何学习外语所持的看法和观点; 2) 精神和心理状态; 3) 性格因素; 4) 语言能力倾向; 5) 学习动机; 6) 认知风格; 7)年龄因素。我们在这里主要研究探讨的是后五项个体差异因素。我们做这样选择的原因是学生对第二语言习得的看法及其精神、心理状态固然对第二语言习得会产生直接影响, 但它们本身却在很大程度上受到后五项一般因素( general factors) 的影响( Ellis ,1999) 。因此我们在这里主要研究探讨的是后五项个体差异因素。

一、性格因素与第二语言习得
许多人认为第二语言习得者习得成功与否与他们的性格特点有很大关系。在性格因素中诸如自尊心( self - esteem ) 、抑制( inhibition ) 、焦虑(anxiety) 、冒险精神( risk - taking) 及内外倾向(introversion - extroversion) 等会对第二语言习得有一定的影响, 它们使学习速度以及最终外语水平产生差异。事实上情况并非完全如此, 以研究较多的外向型性格和内向型性格为例, 我们做如下的分析:近年的研究越来越表明性格外向的学习者在掌握基本的人际交流技能方面具有优势。原因是外向型性格使学习者有更多的参与语言实践机会, 语言入的总量上要远远大于内向型性格学习者; 而性格内向的学习者在发展语言认知能力方面有很大的优势。对于这方面的原因目前尚有争议。有人认为和他们在读写方面花的时间更多有关而有人则认为这类学习者可能更善于利用其性格特点, 对有限的输入可以进行更深入细致的形式分析, 或解释为性格内向的学习者可能在语法、翻译、阅读理解方面钻研更加深入。总体而言, 外向性格的学生在掌握人际交往中所需的基本语言技能方面占有一定的优势, 在课内外口头交际活动中表现得更为积极主动, 但在对语言结构的掌握及听力、理解能力、笔头表达等方面, 内外向性格的人并无明显差异。

Answer 1

As the main body of learners studying in foreign language learning, in other words in the second language acquisition process (especially in China) showed a great deal of individual differences. According to the consensus of many scholars, these individual differences factors include the following: 1) how to learn foreign languages by the views and perspectives; 2) mental and psychological state; 3) personality factors; 4) Language Aptitude; 5) motivation to learn; 6) Cognitive Style; 7) the age factor. We are here mainly study is individual differences after five factors. We do this because the students choose the second language acquisition and the views of the spirit, psychological state is the second language acquisition will have a direct impact on, but they have to a large extent by their own after five general factors (general factors ) the impact of (Ellis, 1999). Consequently, we are here is the main study individual differences after five factors.

1, personality factors and Second Language Acquisition
Many people believe that the Acquisition of Second Language Acquisition, the success or otherwise of their character and have great relations. In personality factors such as self-esteem (self - esteem), inhibition (inhibition), anxiety (anxiety), the spirit of adventure (risk - taking) and the internal and external orientation (introversion - extroversion), second language acquisition will have a certain impact, They make learning speed and the ultimate level of a foreign language differences. In fact the situation is not entirely the case, to study more inward-looking and outward-looking character and personality as an example, we make the following analysis: recent studies show that more and more outward-looking character of learners in mastering basic skills of interpersonal communication has advantages . Reason is that export-oriented character of the learners have more opportunities to participate in language practice, all language on the total amount of inward-looking character is much larger than learners, and to the character of the language learners in the development of cognitive ability has tremendous advantages . In this regard are the reasons for the current controversy. Some people think that in reading and writing and they spent more time and some people think that these learners may be good at taking advantage of its character, can be limited input in the form of more in-depth and meticulous analysis, or interpretation of the character to the learners may be grammar and translation, reading comprehension more in-depth study. Overall, the outgoing personality of students in the master interpersonal contacts the basic language skills required occupy certain advantages, oral communication in the classroom and outside activities in a more proactive performance, but in the grasp of the language and structure of the hearing, understanding , written expression and so on, to the character of the people inside and outside there is no significant difference. - Business (Electronic Commerce), the basic content is to use modern advanced electronic technology to engage in various commercial activities. E-commerce is not a new thing, but until the mid-1990s, the information technology as a breakthrough, the vigorous development of the Internet and the growing integration of the world economy, the rapid development of e-commerce only, and the traditional way of business activities increasingly far-reaching implications. With the passage of time, governments and the business sector gradually With such a consensus, and e-commerce is not just a means to improve trade, its traditional trade in all its aspects, even the broad terms of the whole economic activities, social life and that have a revolutionary impact. A country or an enterprise, the development of electronic commerce degree is directly related to their future competitiveness in the global economy status. E-commerce enterprises on how to carry out under the conditions of international trade, will not only help promote e-commerce in China in the field of theoretical research, but also in practice, as well as large, medium and small enterprises, especially the traditional cross-border business and provides the theoretical basis and the reference value. At the same time believe that as China's economy continues to develop, there will be more on this rapid development.学习者作为学习的主体, 在外语学习中, 即在第二语言习得过程中(尤其是在中国) 表现出很大的个体差异。按照众多学者的共识, 这些个体差异因素包括以下几方面: 1) 对如何学习外语所持的看法和观点; 2) 精神和心理状态; 3) 性格因素; 4) 语言能力倾向; 5) 学习动机; 6) 认知风格; 7)年龄因素。我们在这里主要研究探讨的是后五项个体差异因素。我们做这样选择的原因是学生对第二语言习得的看法及其精神、心理状态固然对第二语言习得会产生直接影响, 但它们本身却在很大程度上受到后五项一般因素( general factors) 的影响( Ellis ,1999) 。因此我们在这里主要研究探讨的是后五项个体差异因素。

一、性格因素与第二语言习得
许多人认为第二语言习得者习得成功与否与他们的性格特点有很大关系。在性格因素中诸如自尊心( self - esteem ) 、抑制( inhibition ) 、焦虑(anxiety) 、冒险精神( risk - taking) 及内外倾向(introversion - extroversion) 等会对第二语言习得有一定的影响, 它们使学习速度以及最终外语水平产生差异。事实上情况并非完全如此, 以研究较多的外向型性格和内向型性格为例, 我们做如下的分析:近年的研究越来越表明性格外向的学习者在掌握基本的人际交流技能方面具有优势。原因是外向型性格使学习者有更多的参与语言实践机会, 语言入的总量上要远远大于内向型性格学习者; 而性格内向的学习者在发展语言认知能力方面有很大的优势。对于这方面的原因目前尚有争议。有人认为和他们在读写方面花的时间更多有关而有人则认为这类学习者可能更善于利用其性格特点, 对有限的输入可以进行更深入细致的形式分析, 或解释为性格内向的学习者可能在语法、翻译、阅读理解方面钻研更加深入。总体而言, 外向性格的学生在掌握人际交往中所需的基本语言技能方面占有一定的优势, 在课内外口头交际活动中表现得更为积极主动, 但在对语言结构的掌握及听力、理解能力、笔头表达等方面, 内外向性格的人并无明显差异。

Answer 2

As the main body of learners studying in foreign language learning, in other words in the second language acquisition process (especially in China) showed a great deal of individual differences. According to the consensus of many scholars, these individual differences factors include the following: 1) how to learn foreign languages by the views and perspectives; 2) mental and psychological state; 3) personality factors; 4) Language Aptitude; 5) motivation to learn; 6) Cognitive Style; 7) the age factor. We are here mainly study is individual differences after five factors. We do this because the students choose the second language acquisition and the views of the spirit, psychological state is the second language acquisition will have a direct impact on, but they have to a large extent by their own after five general factors (general factors ) the impact of (Ellis, 1999). Consequently, we are here is the main study individual differences after five factors.

1, personality factors and Second Language Acquisition
Many people believe that the Acquisition of Second Language Acquisition, the success or otherwise of their character and have great relations. In personality factors such as self-esteem (self - esteem), inhibition (inhibition), anxiety (anxiety), the spirit of adventure (risk - taking) and the internal and external orientation (introversion - extroversion), second language acquisition will have a certain impact, They make learning speed and the ultimate level of a foreign language differences. In fact the situation is not entirely the case, to study more inward-looking and outward-looking character and personality as an example, we make the following analysis: recent studies show that more and more outward-looking character of learners in mastering basic skills of interpersonal communication has advantages . Reason is that export-oriented character of the learners have more opportunities to participate in language practice, all language on the total amount of inward-looking character is much larger than learners, and to the character of the language learners in the development of cognitive ability has tremendous advantages . In this regard are the reasons for the current controversy. Some people think that in reading and writing and they spent more time and some people think that these learners may be good at taking advantage of its character, can be limited input in the form of more in-depth and meticulous analysis, or interpretation of the character to the learners may be grammar and translation, reading comprehension more in-depth study. Overall, the outgoing personality of students in the master interpersonal contacts the basic language skills required occupy certain advantages, oral communication in the classroom and outside activities in a more proactive performance, but in the grasp of the language and structure of the hearing, understanding , written expression and so on, to the character of the people inside and outside there was no apparent difference

Answer 3

Learner, as the subject of study, during learning foreign---in the course of the second language acquisition (especially in China), enbody great individual differences.According to most schoolars’ consensus, these individual differences include several aspects as follows: 1.the outlook and perspective on how to study foreign languages; 2.spirit and mental condition; 3.personality; 4.language capacity tendency; 5.study motives; 6.cognitive style; 7.age. We mainly research and explore the latter five individual difference elements here. The reason that we choose this is that the students’ thoughts, spirit and mental conditions to second language acquisition admittedly have direct influence to it, but they theirselves were influenced by the latter five general factors to great degree(Ellis,1999). Therefore, we cheifly talk about the latter five.

1.Personality and second language acquisition
A number of people argue that the second language acquisitioners’ success or not has great relation with their personal traits. Personality essentials, for example, self-esteem, inhibition,anxiety, risk-taking and introverstion-extroversion and so forth, will influence second language acquisition, and they make learning speed and terminal foreign language level cause disparities. Actually the situation isnot like this exactly, taking the extroversion and introversion often seen in researches as example, we paraphrase that: the study of recent years show that extroverted learners possess dominances in mastering basic interpersonal communication skills. The reason is that extroverted learners have more opportunities to take part in language practice, and their total of language is far and away from introverted learners; whereas introverted learners have great advantages on developing language cognitive capacity. The cause concerning it is under debate now. Someone believe it has something to do with the time they spend on reading and writing, yet someone think that this classification of learners may make better use of their characters, analyzing formly limited input more deeply and precisely, or explain introverted learners explore the grammars, translation and reading comprehension more penetratingly. Above all, the extroverted students dominate in controlling basic language capacity of interpersonal communication , and performance more active and initiative in class or out of class communication activities, but in the other hand, they donot have obvious difference with introverted people, in language structure mastery and listening, understanding, writing expression and so on.

Answer 4

As the main body of learners studying in foreign language learning, in other words in the second language acquisition process (especially in China) showed a great deal of individual differences. According to the consensus of many scholars, these individual differences factors include the following: 1) how to learn foreign languages by the views and perspectives; 2) mental and psychological state; 3) personality factors; 4) Language Aptitude; 5) motivation to learn; 6) Cognitive Style; 7) the age factor. We are here mainly study is individual differences after five factors. We do this because the students choose the second language acquisition and the views of the spirit, psychological state is the second language acquisition will have a direct impact on, but they have to a large extent by their own after five general factors (general factors ) the impact of (Ellis, 1999). Consequently, we are here is the main study individual differences after five factors.

Answer 5

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