On Formative Factors Of Good Chinese Learners Of English In Vocational College——a Case Study

In China, English as a foreign language has been taught and learned by almost all the students of different ages and grades. Some even started to learn it when they were in kindergartens. However, only a small number of students can finally reach the required level. Notwithstanding, we have to admit that there are also some good language learners, who can learn English more quickly, easily, and effectively than others. In order to find out the formative factors of those good learners of English and help those poor learners of English to achieve similar performance, the author studied three relatively good learners of English from three different classes of non-English majors in Xiaoshan School of Science and Technology of Zhejiang Ocean University.The author first set the criteria of the good learners of English in this study:high marks in written examination, but poor performance in oral English; good performance both in written examinations and in oral English; having an impressive oral English but poor performance in written examinations. Then the author selected three good learners of English as the research subjects according to the three respective criteria by analyzing the examination results and observing their performance in class. After that, interviews were carried out to them respectively twice focusing on the individual difference (internal factors) as well as surroundings (external factors). Finally, the respective formative factors of the three good learners of English are found and concluded by analyzing the results of the interviews and observing the performance of them in class. They were summarized up as:internal factors:1) personality,2) motivations and interest,3) learning belief,4) learning strategy,5) learning habits; external factors:1) instructors and teaching methods,2) Time factors or great efforts.It is worth while to study and analyze the formative factors of them. Only by doing so, can we find out the English learning approaches which can help poor learners of English to achieve better performance. Finally, some pedagogical implications are offered...