A Brief Study Of The Influence Of Non-Intelligence Factors On College English Learning

Since the bloom of the research in second language acquisition in the 1960's, increasing attention has been paid to language learners. In reality, different learners achieve different levels of proficiency in the target language, which arouses extensive concern. What factors have an influence on second language acquisition? What measures may college English teachers take to facilitate students'English learning in non-key universities? The focus of this thesis lies in these two questions. The thesis aims at exploring the role of individual differences, such as motivation, learning strategies, and personality, in the second language acquisition and putting forward effective ways to stimulate students'English learning. Chomsky's Universal Grammar, language transfer, and Krashen's five hypotheses were reviewed in the thesis as theoretical bases for the proposal of personal perspectives. To collect adequate information for further discussion, three surveys were conducted about students'current learning situations, in motivation, learning strategies and personality. The results showed that students'motivation of learning English was mainly instrumental, most students were unconscious of learning strategies, especially the metacognitive ones, and most students, though extroverted, were not risk-taking enough. According to the surveys, corresponding suggestions were proposed to motivate students, to help students find proper strategies and cultivate favorable personality for English learning.