I
A Study on Teaching Strategies for Introvert English Learners
in Chinese Elementary School
Approved: Date: May 24, 2017
II
A Study on Teaching Strategies for Introvert English Learners
in Chinese Elementary School
A Seminar Paper
Presented to
The Graduate Faculty
University of Wisconsin-Platteville
In Partial Fulfillment
Of the Requirement for the Degree
Master of Science in Education
English Education
By
LiangWen
2017
III
ACKNOWLEDGEMENTS
At the point of finishing this paper, I owe a debt of gratitude to many people who
have been crucially help to my completing this article. First and foremost, I would
like to express my deepest appreciation to my advisor, Professor Dan Leitch, who has
been generous with his time and has provided eminently helpful advice on everything
from the methodological design to the writing process. He has always inspired me and
motivated me to do my best work. Were it not for him, I could not have completed my
paper. I would also like to offer my sincerest thanks to all my professors and teachers
in University of Wisconsin-Platteville(UWP) over the past two years and the Graduate
Faculty. I also feel grateful for my dear classmates. I have benefited much from
discussions with them and received their warm support. Moreover, my heartfelt
appreciation goes to Dr. Justine Chien, for her priceless suggestions and her feedback
during the writing. Also, I would like to thank Prof. Hu for her constant
encouragement. Special gratitude is also extended to International Education College
of South-central University For Nationalities. Furthermore, I have been helped and
encouraged by many friends in ways both small and large. There are several
professors and classmates whom I would like to single out for special thanks:
Prof.Teresa Burns, Prof.Kara Candito, Gao Xuejun and Xiao Binbin. They always
provided great support to help me come across the pressure and anxiety of paper
writing. In addition, I owe much to my parents for always believing in me and
encouraging me to achieve my goals. Their whole-hearted supports have been
invaluable in helping me to focus on my academic pursuits. Finally, I would like to
dedicate this article to my advisor and my family.
IV
Abstract
By analyzing the relationship of introverted, extroverted and English language
learning, nonintellectual factors on English language learning proficiency, second
language performance the effectiveness of teachers and language teaching strategies
might be improved; particular at the primary school level. Primary school is an
important developmental stage for pupils and a starting point in which one starts to
study English. Therefore, primary school teachers need higher skills and knowledge
in the area of human development than junior middle school, senior middle school,
and even university level instructors. English teachers should realize the influence of
a good personality for improving English communicative competence at primary
school and should be based the promotion of an individual’s all-round development
and, through all means and ways, help students establish a correct worldview, develop
good personalities and healthy body and mind, enhance qualities and gradually realize
human modernization.
Key words: introvert; primary school; English language; teaching strategies
V
TABLE OF CONTENTS
APPROVAL PAGE i
TITLE PAGE ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
TABLE OF CONTENTS v
CHAPTER
I. INTRODUCTION 1
Statement of the Problem
Definitions of Terms
Purpose and Significance of the Study
Methodology
II. REVIEW OF LITERATURE 5
Introduction
Introversion and Extroversion
Two hypothesis
Gifted learners and Personality
Nonintellectual Factors on English Language Learning Proficiency
Second Language Performance
The effective of Teachers and Language Teaching Strategies
III. CONCLUSIONS AND RECOMMENDATIONS 18
REFERENCES
1
Chapter I
INTRODUCTION
Statement of the Problem
Nowadays, to some extent, the trend of research on English teaching in China
Mainland has been shifted from the way of Hierarchical Teaching pattern to that of
Classified Teaching pattern. Hierarchical Teaching states that teaching should be
based on learners’ different academic levels. This kind of teaching mainly focuses on
mastery of subjects, such as math and English proficiency. Proponents of Hierarchical
Teaching believe it could inspire the top learners whom have good personality
because it works to arouse learners’ interest and enthusiasm. However,what about the
learners who do not have good academic performance or who have personality
problems?
What might be the consequence of giving a special status to any particular
teaching strategy? For some students, this might contribute to the habit of arrogance.
On the other hand, other students might develop to the lack of confidence and mental
anxiety.
Most Chinese recognize that the unintended consequence of The National
College Entrance Examination in China Mainland is a focus on getting good results
on paper rather than communicating with others. Besides, every single senior high
school in China, especially those in rural and remote areas, stress that the students
who have good English academic performance on the exam will attend a more
prestigious university. Due to this reason, some struggling learners are ignored.
2
Definition of Terms
Introvert is a person who is more interested in his own thoughts and feelings than in
things outside himself,and is often shy and unwilling to speak or join in activities
with others. Yang Zhang (2008). The Role of Personality in Second Language
Acquisition and www.ccsenet.org/journal.html(Vol.4,No.5). Asian Social Science.
Gifted and talented children are also like the other children in many ways. Some are
healthy and well-coordinated,whereas others are not. Some are extremely popular
and well liked, but others are not. Some are well adjusted ; others are
not.Kirk,S.A.,Gallagher,I.I.,Coleman,M.R.,&Anastasiow,N.J(2009).Educating
exceptional children(12th ed.).Belmont,CA.
Personality is the relatively stable organization of a person’s individual dispositions,
arising from the interaction between biological drives and the social and physical
environment. The term usually refers chiefly to the affective-cognitive traits,
sentiments, attitudes, complexes and unconscious, interests and ideals, which
determine man’s characteristic or distinctive behavior. Eysenck,Amold &Meili(1975).
Encyclopaedia of Psychology (P.21).
Purpose and Significance of the Study
The Song Dynasty educator Zhu Xi once said, "Confucius teaches his students in
accordance with their aptitude." The true meaning is: the educators strive to treat
pupils as individuals and to help them to achieve their full potential. However, that is
3
problem of educating someone according to his natural.
Many relative studies on this topic have been done around the world. For now, it
is a common recognition in English teaching circle in China that the teachers should
recognize the significant role of learners’ personality plays in learning. They should
take students’ personality into consideration in the process of teaching. To make their
instruction more successful they should adjust the teaching activities and select
suitable materials according to student’s personality.
However, by collating the relevant literature, we can see that there are still many
deficiencies. Based on the analysis above, the paper’s aim is to study English teaching
strategies for introverted English learners, especially in elementary schools in China
Mainland.
Methodology
This part will explain in detail why the author chose library research. This paper
mainly discusses teaching strategies for introvert English learners. Requirements
regarding the cultivation of good personality as it relates to teaching policies and
teachers will also be discussed.
Character is a kind of inertial thinking mode formed in a certain environment. It
is based on a certain genetic factors, developing and consolidated through education,
the environment, and the practice of subjective efforts. Therefore, it can be said that
personality has both stability and plasticity. Stability, that is, it has a certain pattern of
personality; Plasticity; that is, personality, can be cultivated or artificially changed.
4
School is an important place for student character formation and training. Besides,
foreign language learning as part of school education, should bear the important task
of cultivating students’ good character. With the growth of age, personality is
constantly enhanced; the character for their behavior is growing. Eventually, the
behavior will gradually form a habit. Character is also increasingly stable. Thus, the
idea that a students’ development as a whole person cannot be really accurate. Library
research suggests that primary school is an important stage for the development of
personality. Furthermore, child development is influenced by rich childhood
experiences. Subsequently, we can analyze and summarize information from many
experts, linguists, educationists and the present author’s teaching practice and
observation.
5
Chapter II
REVIEW OF LITERATURE
Ⅰ. Introduction
In this chapter, the previous studies on personality and Language Teaching
Strategies will be reviewed. Those studies discussed the factors that affect the
development of teaching strategies. Such as the studies on introversion and
extroversion and Language Teaching Strategies.
However, there are few examples of this kind of research in China Mainland,
especially in elementary school. Therefore, this article will continue to improve,
supplement and mature relating researches.
Ⅱ. Introversion and Extroversion
Research on character appeared very early. From a psychological point of view, it
can be divided into two personalities; that is, inward and outward. The famous British
psychologist HJ. Eysenck had a very in-depth study of a person's character. Eysenck’s
careful analysis of the factors summarized into three basic dimensions: namely
①export-oriented; ② emotional stability; ③ spiritual quality. But what Eysenck called
"introvert person" are those who are very susceptible to a particular stimulus signals
and react, thus forming the reaction behavior of this nature (including anxiety and
depression, etc.) of people; and "Outbound character” who is not easy because they
are stimulated by a particular signals and react, Consequently, their character is very
lively. Here is the contrast between from two distinct aspects to help the reader grasp
the personality, both inward and outward.
6
Tropism represents the ideas of Swiss psychologist Carl Jung (1971). In his book,
the character is divided into two categories. For the extrovert oriented person, mental
activity tends to be concerned about external things, they are cheerful, lively,
passionate, decisive, independent, and especially very fond of communicating with
people. Introverted people, on the other hand, prefer internal mental activity, tend to
do quiet rigorous projects, are thoughtful, and slow to react. However, it is not easy
for them to adapt to the external environment. Furthermore, they prefer only a very
narrow mode of communication. Consequently, their character may seem very
eccentric to others. According to Jung's theories, the main basis for the division
between extroverts and introverts is the "point of attention." In general, introverts are
more concerned about their own inner world and do not pay attention to the external
environment and interpersonal relationships. In contrast, outgoing persons will pay
more attention to the external world and the inner world to them it is not so important.
Yang Zhang (2008) considers an introvert as a person who is more interested in his
own thoughts and feelings than in things outside himself and is often shy and
unwilling to speak or join in activities with others. However, inward and outward
not fully independent and, on the contrary, everyone has both an inward and outward
contradiction base upon an organic combination: from those with a love to
communicate with people, to those who love adventure and energetic activities, to
those who are withdrawn and do not like communicate, and those who do not enjoy
adventure.
As Eysenck and Chan (1982) pointed out, the outgoing person is a social type,
7
more adept at dealing with different people, with many friends. They seek stimulation
and novelty, a good joke, and they are very energetic; introverts person appears very
quiet, tend not to communicate, only has a very few friends, with only a few close
friends. Ellis (2000; 467-527) noted similar characteristics.
From above, students’ introverted and extroverted personality and second
language acquisition are closely related. Typically, extroverts have a careless,
straightforward character. They are likely to be generous, forthright, like to
communicate with people, passionate, have very good skills interpersonal skills,
relatively unconcerned with other people's views about themselves; introverts, on the
other hand, are more likely to appear self-centered, have deep, stable characters, do
things carefully, display careful thinking, but may also appear unresponsive, lack
confidence with conversation, have difficulty to adapting to the outside world, and
tend to be sensitive to the judgement of others.
Ⅲ. Two Hypothesis
There are two widely accepted theoretical models about learning language in
general and second language acquisition in particular: the Basic Interpersonal
Communicative Skills (BICS) and the Cognitive Academic Language Ability
(Ellis,1994).
The first hypothesis is that extroverted learners already have the ability to master
basic interpersonal communication skills because their innate social ability.
Subsequently, in second language exchanges, they have more opportunities for
contact, language input and achieve greater the success. This relationship has been
8
verified in research exploring the relationship between a strong character and nature
and the success of foreign language communication. For example, The admission
criteria of the University of the United States further examine the comprehensive soft
power and potential of the students,students with personality, creativity, strong
leadership and good communication skills will have an advantage.
The second hypothesis is that introverted learners have more advantages in the
development of language cognition. Studies have shown that due to the inward
orientation these learners spend more time reading and consequently get better grades.
Compared with the first hypothesis, the second hypothesis has less support in the
research base. Students of this kind in China have gained international fame in various
academic contests and most graduate from school with high-tech scores. However,
when applying for American universities or employment, they are often rejected.
The first hypothesis seems more appealing. Perhaps the outgoing personality has
more advantages in second language acquisition? If so, how should we interpret
introverted or extrovert student achievement in English is the area of assessment? Or,
we are not sure whether developing a good personality to promote comprehensive
language ability of English is the best way, especially introvert learners. As shown in
the figure 1:
Figure 1. The mutual adjustment on English learning advantages of different
Introvert Extrovert
Reading
Writing
...
Speak
Listening
... Regulator
9
personalities
Note:Developing a good personality to improve students ’ integrated abilities because
of the particularity of English. It requires us to take the essence to the dregs, break the
bottleneck gain much long-term development.
Ⅳ. Gifted Learners and Personality
Kirk,S.A.,Gallagher,I.I.,Coleman,M.R.,&Anastasiow,N.J (2009) noted that gifted
and talented children are also like the other children in many ways, some are healthy
and well-coordinated whereas others are not; some are extremely popular and well
liked, but others are not; some are well adjusted; others are not.
Giftedness appears to be more than just academic. For example, some children
may be gifted in leadership, music, or athletics. Similarly, is a gifted child always
good student? Sometimes the opposite is true. Gifted children may get bored in the
classroom, and this can lead to distraction, truancy and even arrogance. Besides, they
are not necessarily suitable for English language learning or get good English
academic performance. In addition, their high TOEFL and GRE scores do not
necessarily reflect good communicative abilities in areas such as public presentations.
Also, recent research has shown that the success of second language learning is due to
not only to cognitive factors but also to the affective, motivational, personality and
demographic factors of the learners (Carell, Prince & Astika, 1996). Since studies
have shown that extroverts acquire a second language better than introverts, it seems
also important for second language learners to develop outgoing personality traits.
That is to say, try to be somewhat of an extrovert while learning a foreign language.
10
Philosophically speaking, individuality is one thing and personality is another. A
soul is born an individual, but without a personality. Personality is built after one is
born. What the soul has brought along is hands and legs and face, but not personality;
this is made here on earth. Some hereditary factors that contribute to personality
development do so but some potential environmental influences that help to shape
personality. It is entirely commendable to devote some thought and effort to the
improvement of your personality that can help you to learn second language better”
(Yan Zhang,2008).
Then, what is the personality?There is a very detailed and clear definition that
personality is the relatively stable organization of a person’s individual dispositions,
arising from the interaction between biological drives and the social and physical
environment. The term usually refers chiefly to the affective-cognitive traits,
sentiments, attitudes, complexes and unconscious, interests and ideals, which
determine man’s characteristic or distinctive behavior (Eysenck,Amold &Meili,1975).
Salvador Maddi (2006) define personality as “a stable set of internal characteristics
and tendencies that determines the psychological behavior of people” (Maddi, 2006).
That is to say, personality is also a dynamic organization and plays a major factor
contributing to success or failure in foreign language learning as well. However, how
can educators make sure that the personality can be nurtured and shaped in a right
way? What is the most developmentally appropriate approach?
In summary, The research literature suggests that personality traits could be one
of the most crucial and challenging factors which have affected SLA. Therefore,
11
teachers should help students develop good personality traits that will contribute to
improving learners' second language learning efficiency. Particularly, the literature
supports the idea that primary school is a crucial stage for the development of
personality. From above mentioned, the reader may consider Figure 2 as representing
the function of personality (see Figure 2)
Figure 2: The Function of Personality
Note:Individualistic means that everyone has his own unique personality; Relative
stability, because character is of plasticity, bad character can be optimized and
remedie; Functionality represents sanguine personality help students positively into
language activities while undesirable can affect a child's healthy growth; the
development of personality from birth, growth, maturity to recession or even to death,
it is the integration of the naturalness and sociality of human beings.
Ⅴ. Nonintellectual Factors on English Language Learning Proficiency
Studies of effects of nonintellectual factors on English language have been widely
researched. In present day psychology circles, Weshler’s concept of nonintellectual
factors, published by the American Journal of Psychology in 1950, is still influential.
In China, Yan (1984) had unique definition to describe and summarize this concept of
nonintellectual factors. He pointed out this concept has broad sense and narrow sense.
The concept in the broad sense is defined as all psychological factors except for
intelligence factors. In the narrow sense, it should refer to motivation, interest,
Personality
Individualistic
Relative stability
Functionality Naturalness
and sociality
12
sensibility, purpose, characteristics, and so on. According to Yan, nonintellectual
factors on English language learning also include motivation, interest, sensibility,
purpose, characteristics, and so on. In other words, non-intelligence factors do
influence language learning. Therefore, learning motivation appears to be the internal
driving force of learning. In other words, positive interest in learning leads to a
positive learning attitude. Subsequently, the will to learn is to overcome the
difficulties in the process of learning and ultimately the guarantee to achieve the goal.
Emotion is the driving force of learning motivation, learning interest and learning
interest. In addition, personality is reflected in the activities of motivation, interest,
emotion, and will (see Figure 3).
Figure 3: The Possibilities for Positive and Negative Force of Non-intelligence
Additionally, from above mentioned factors, the reader might note that
motivation may be classified into two aspects: one is the learners’ internal factors, the
other is their related external factors. The internal factors contain physical factor and
psychological factors. The external factors include some language educational
Abandon ←No ← →Yes→Learn
Abandon ←No← →Yes→Learn
Abandon ←No← →Yes→Learn
Abandon ←No← →Yes→Learn
Fail Success
Motivation
Interest
Emotion
Will
13
policies, social system, school education and family aspects. In terms of its function,
ShenDeli (1997) argues that nonintellectual factors have four functions, motive force,
maintenance, compensation and pattern. For example, the interest is to train the first
motive force in the language learning. When facing a new language, not everyone has
interest if he has interest he may have motivation or or may not. Most of us think
English as second language, is difficult to learn. But this frustration is not because you
are not smart enough, or the language is difficult, it is something that many people
have to conquer with a stong will, adjust and maintain. These are relating with
nonintellectual factors.
But the consensus of most people is that positive non-intelligence factors can
facilitate foreign language learning while negative ones hind and chill interest in it
just like unrealistic beliefs or misconceptions about language learning can impede
learning process. For example, paying attention to the results of exam but ignoring
students’ nonintellectual factors, may harm English language learning in China.
Furthermore, under the influence of examination-oriented education and GAOKAO
(or College Entrance Examination), the curriculum does not scientifically develop or
evaluate the holistic personalities of the students. Consequently, student teacher
relationships become strained. At present, English teaching in primary and secondary
schools in China require profound reforms and innovations.
How should schools and educators improve nonintellectual factors of students
during English language teaching and learning? Ren Bin (2006) suggested several
ways to begin. Start on the work of motivation; build to deep feeling that the students
14
want to learn; harmonize the relationship between teachers and students to develop
the enthusiasm and interest of SLL; adopt flexible teaching strategies to activate their
mind of SLL; create and adjust dynamically the guidance of teaching or learning
approach to help students find proper learning strategies.
Ⅵ. Second Language Performance
International English Language Testing System (or IELTS), we know its test
including the four main areas of language proficiency: Listening, Reading, Writing
and Speaking. However, not every candidate can get an average of six points. In
Krashen’s (1985) view, there are two independent systems of second language
performance: “the acquired system” and “the learned system” Krashen (1985) noted,
“the acquired system” or “acquisition” is the product of the subconscious process very
similar to the process children undergo when they acquire their first language. It
required meaningful interaction in the target language-natural communication in
which speaker are concentrated not in the form of their utterances, but in the
communicative act; “The learned system” or “the learning” is about the product of
formal instruction (or second language teaching and learning) and it comprises a
process which results in conscious knowledge “about” the language, for example the
knowledge of grammar rules. Therefore, the main difference is subconscious and
conscious. We know that IELTS is used for overseas study and immigration purposes,
mainly, for non-native speakers, their reasons for learning English is conscious. In
other words, their second language performance is “The learned system” or “the
learning”, as shown below in figure 4:
15
The learnd system----Apples
The acquired system-------------
Figure 4:Performance
Note: There are obvious distinctions on second language performance between “the
learned system” and “the acquired system”. When seeing or hearing apples, the first
that comes to the former ’s mind is the word, but the latter is the picture of apples.
So, at which age should begin toward second language teaching and learning?
The answer is certainly not to begin as adults.
Ⅶ.The effective of Teachers and Language Teaching Strategies
Many factors affecting foreign language learning are mentioned in the seminar
paper .But in order to improve the above mentioned,what strategies can we do now
use in English language teaching?which fit? which is not suitable? what are the
guiding principles of English Teaching in primary schools? what are the differences
between adults and children in English language teaching?
There are several definitions about teaching strategies. However, no matter what
they are. the teachers’ professional ability is paramount. Medley (1979) has identified
five successive conceptions of the effective teacher:①possessor of desirable personal
traits;②user of effective methods;③creator of a good classroom atmosphere;④master
of a repertoire of competencies;⑤professional decision-maker who has not only
mastered needed competencies but learned when to apply them and how to orchestrate
16
them. For example, Liu &Wang & Lin (2009) mentioned, classroom talk: the meaning
of this concept is diverse; including teacher talk, student talk, teacher-student
interaction, classroom chat and so on. Sinclair & Coulthard(1975)discovered through
the observation of primary school classroom, classroom communication, which can be
summed up in three steps:teachers’ initiating move, students' responding move and
teachers' feedback move. In China Mainland, there exists high anxiety in the current
English class and the subjects' anxieties are mainly communication anxiety and
classroom anxiety, especially at the primary level. Therefore, to some extent, it is true
that foreign language learning is more or less influenced by teachers' discourse. In
other words, introverted students (or students with self-abased mentality,
psychological problems), they are particularly affected by this. Furthermore, English
teachers have a dominating influence on the natural course of students’ language
learning.
Similarly, books and journals contain hundreds of language teaching strategies.
But the true meaning reflects teacher professional development as wholeness,
purposefulness, practicality and transcendence; each of which requires teachers have
specific methods and strategies. The list below summarizes some academic and
non-academic supportive teaching strategies for introverted learners.
Non-academic supportive teaching strategies:
1.Helping introvert learners build confidence;
2.Create a better atmosphere with extrovert learners both in the classroom and outside
the classroom;
17
3.Being an active facilitator, include motivation, cultivate learning interest, trust and
praise, teacher expectation, moderate competition;
4.Strengthening the communication between teachers ,introvert and extrovert learners;
5.Being a human with positive affects;
6.Making timely feedback and proper evaluate;
7.Developing colorful after-class activities;
8.Maintaining harmony of social, school and family.
Academic supportive teaching strategies:
1.Emphasizing the importance of language learning;
2.Being a artist in teaching;
3.Helping students find proper learning strategies;
4.Providing comprehensible input;
5.Advocating group cooperation.
From the above mentioned, the role of teachers is as follows (see Figure 5):
Figure 5: Various Roles of Foreign Language Teacher
Mentor Model
Consultant Artist
Parents Friend
.....
TEACHER
18
ChapterⅢ
CONCLUSIONS AND RECOMMENDATIONS
3.1 Findings of Research
The literature explored in this seminar paper suggest strategies yet also raises
questions. This article investigated①Students’ introverted and extroverted personality
and second language acquisition are closely related;②Developing a good personality
to promote language learning is the best way to promote achievement in introvert
learners;③How can educators make sure that the personality can be nurtured and
shaped in a right way. When is the best period? ④Can educators improve
nonintellectual factors of students during English language teaching and learning?⑤
What are the most effective strategies for educators to use in English language
teaching? Furthermore, what are the guiding principles of English Teaching in
primary schools? What are the differences between adults and children in English
language teaching? ⑥ What traits best describe the roles of teachers?
The main task of the study was to explore the role of personality development to
increase the success of introverted students in language learning in Chinese
Elementary Schools. Unfortunately, strategies are lacking in mainland China and the
educational atmosphere sometimes hinders the student’s individual development.
Developments over the lifetime is the pursuit of every individual and education is the
foundation of it. The children with a strong plastic and their good and bad behavior
relates to the whole prospect of society, so training the development in full side and
highly talented person must begin from the children. Primary English teaching as an
19
important part of Education and the growth of global communication network,which
plays an important role in future.
According to the literature review and some discussion, there are several findings:
First, the best stage of learning foreign language is childhood.
Second, listening and speaking are much more emphasized than reading and
writing in Chinese primary school's English program.
Third, the best way to teach is to “Influence personality with personality, shape
personality by personality".
Fourth, The main task of education is not only to train a student, but also the
cultivation of people. Especially the basic education stage, in other word,
Language communication can be regarded a mean to gain a great advantage for
their healthy growth and personal relationships, especially introvert learners. (see
Figure 6).
Figure 6: The Purpose of Education
3.2 Suggestions for Further Studies
This paper focuses on basic theories and strategies, then puts forward a bold proposal
to develop the student personality through cultivating a student’s 'linguistic
communicative competence” and the all-sided development of human in the long term.
The current study mainly focuses on the development of the personality in school
20
education at beginning level. Future researchers may examine the role of sex, age,
family, and today's education policies in China and among others.
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