內(nèi)向與外向性格對(duì)英語(yǔ)學(xué)習(xí)的影響畢業(yè)論文

1、【標(biāo)題】?jī)?nèi)向與外向性格對(duì)英語(yǔ)學(xué)習(xí)的影響【作者】?jī)?nèi)向與外向性格對(duì)英語(yǔ)學(xué)習(xí)的影響【關(guān)鍵詞】?jī)?nèi)向；外向；性格；影響；英語(yǔ)學(xué)習(xí)【指導(dǎo)老師】王露【專業(yè)】英語(yǔ)【正文】Ⅰ.IntroductionABackgroundWiththepopularizationofEnglishcommunicativeskillstheresearchonlearner’sindividualdifferencearedrawingmemepeople’satten

2、tionundoubtedlypersonalitybecomesoneoftheimptantbutnotestimatedfacts.SwisspsychologistCarlGustavJungdividedpersonalityintointroversionextroversionaccdingtotheinternalexternalenvironmentofone’sacter.PsychologistSongGuangw

3、en(1994)oncepointedouttheimptanceofthepersonalityhesaid:“personalityisthemostimptantfactsamongthenonintelligencefactswhichcanmakeupfaperson’sabilityalsogoodpersonalityistheindispensablefacttoachievesuccess.”1somepsycholo

4、gistsinChinathinkthattheextrovertedareactivesociableadaptablegenerousineveryrespectbutsomeoftheextrovertedarerashromintheirwk.theintrovertedtheythinkareselfcenteredcautiousthoughtfulbuttheyareuncommunicativeindifferentis

5、olated.MeanwhilethesefeaturesofintrovertextrovertacterhavedrawnmanyEnglishteachers’attentiontheyrelatedstudents’Englishstudyingtotheirpersonality.TeachersregardstudentswhohavegoodEnglishskillsasconfidentoutgoingearnestin

6、studying.WhiletheyviewstudentswhoseEnglisharenotgoodastiintroverted.Thoughtheabovementionedcomesfromtheactualobservancesoflifeteachingtherestillexiststwoabsoluteopinions.Becausetheextrovertedhavethebigadvantageinthebasic

7、internationalcommunicationskillsRodEllis(1994)thinktheextrovertedhavemeopptunitiestogainlanguageinfmationtherefetheyhavepriityinlearningEnglish.2anotherviewisthattheintrovertedaregoodatthecognitiveacademiclanguageability

8、theyspendmuchtimeinreadingwritingsotheyareeasytosuccessintheacademictherefetheyhavetheadvantageinlearningEnglish.Differentpeoplehavedifferentviewsaboutwhichacterisconductivetothestudyoflanguage.whateverthenewwdsthenewsen

9、tencestructures.Theyareveryconfidentsothattheyarenotafraidofmakingmistakes.Iftheydomakesomemistakestheycancrectthemwithoutdepressionshynessgettingangryaftertheteacher’scriticismpointingoutthemistakes.Buttheintrovertedpeo

10、pleprefertobequitetheyarealwayscautiousconsideratewhilestudyingdoingtheirwksoon.Theintroversivestudentsusuallykeepsilentinclass.Theyarenotactiveconfidentbraveenough.Theyoftendarenottoanswertheteacher’squestionparticipate

11、indiscussionbecausetheyaresoshysohesitatingafraidofmakinganymistakeswhichmaymakethemfallintoanembarrassingsituationbelaughedatbytheirclassmates.Furthermetheyarenotwelladaptedtothenewatmospheretheirreactionisratherslowtha

12、ntheextrovertedtheyshowalittleinterestinsociallife.AccdingtoJung’sviewhethoughtthatdistinguishingtheintrovertedextrovertedisbasedontheconcentrationtheintrovertedpaymeattentiontotheirinternalwldbuttheextrovertedattachimpt

13、ancetotheirexternalsituation.AsfarasI’mconcernedthetwoactersarenotcompletelyopposite.Onthecontrarytheyareasuccessivebodytobeexactedfromtheyliketocommunicateadventureactivatetotheyprefertobequitehatetodealwithsurroundingp

14、eopleloathetoshowoffthemselvesEysenckChan(1982)madeafurtherdefinitionofthetwoacters.Theyholdthatextrovertedpeopleliketoattendallkindsofpartiesmeetnewacquaintancessotheyareofsocialtypemeovertheyarehumousinlanguageactivein

15、sociallifehavetheirownwaysofdoingthings.Whileintrovertedpeopleprefertoreadingbooksratherthankeepingintouchwithotherstheyareinclinedtoliveapeacefullifesotheyhaveafewfriendsexceptfewintimateparingwiththeintrovertedwhodonot

16、liketocommunicatewithothersEllisbelievesthattheextrovertedareactiveineveryaspect.Theynotonlylovetorunariskbutalsoliketomakefriendstheyarefullofvitality.5B.ThedefinitionofintrovertextrovertacterfromdomesticscholarWuBo(199

17、7)suggeststhattheintrovertextrovertacterdirectlyinfluenceEnglishlearning.6Theextroversionisalwaysactiveopengenerouscommunicativeinsociallifetheyhavequickmind.Theydonotcareaboutwhatotherscommentonthemtheyaremepronetoadapt