一患整、Motivation for learning 學習動機
In second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres.
1.Communicative need for a second language
The primary motive for learning a language is that it provides a means of comunication. A person is therfore most likely to be drawn towards learning a second language if he perceives a clear communicative need for it.
把學英語當做交際工具的人贸弥，更容易學好英語枪芒。他們有學習英語的強烈需求回还，這種強烈的交際需求會驅使著他們學得更多宏所，也學得更快幽七。
2.Attitudes towards the second language community
When a learner is favourably disposed towards the speakers of the language he is learning, there are two reasons why hie motivation is likely to benefit.
First,the learner with more favourable attitudes will wish for more intensive contact with second language community.?
The first reason concerned mainly the?purpose?of learning a second language , the second concerns its?nature.
There is a close link between the way we speak and the way we perceive our identity and our world. When we try to adopt new speech patterns,we are to some extent giving up markers of our identity in order to adopt those of another cultural group.
One of the factors influencing how we experience the process is our attitude towardes the foreign culture itself.?
If this attitude is negative, there may be strong internal barriers against learning, and if learning has to take place because of external compulsion, it may proceed only to the minimum level required by these external demands.
對于英語的態(tài)度折柠，會影響英語學習的效果。如果對英語學習的態(tài)度是負面的带膜，這種態(tài)度就會影響吩谦，你的英語學習。相反膝藕，如果對英語學習的態(tài)度是正面的健康的式廷，這將會促進英語學習。
3.Integrative and instrumental motivation
A learner with integrative motivation has a genuine interest in the second language community. He wants to learn their language in order to communicate with them more satisfactorily and to gain closer contact with them and their culture.
A learner with instrumental motivation is more interested in how the second language can be a useful instrument towards furthering other goals, such as gaining a necessary qualification or improving employment prospects.
融入性動機和工具性東西芭挽。融入性動機的學生滑废，學習的目的是希望融入西方社會，與外國人多交流袜爪，多了解其文化蠕趁。而工具性的動機是，把學好外語當做一種手段辛馆，通過學習它俺陋，來實現(xiàn)各種目的，如升學昙篙，就業(yè)等腊状。相應的擁有融入性動機的學生學得也更好。
二苔可、Opportunities for learning 學習機會
1缴挖、Emotional climate of learning situations
In an environment where learners feel anxious or insecure, there are likely to be psychological barriers to communication. Also, if?anxiety?rises above a certain level, it is an obstacle to the learning process.?
Unfortunately, the two kinds of situation where second language learning tasks place most often—the classroom and the second language community—can easily generate situations where learners feel overanxious.
情感因素影響一個人的學習。研究表明焚辅，在學習一門語言的時候映屋，焦慮更少的同學比焦慮多的同學苟鸯，有更多的學習機會。因為焦慮少的同學棚点，無論在課上還是課下早处，都會積極的進行交流表達，遇見錯誤也會更加及時迅速的改正乙濒。
2陕赃、The nature of the linguistic input
Now,it is often proposed that the ideal input for acquiring a second language is similar to the received by the children: comprehensible, relevant to their immediate interests, not too complex but not strictly graded, either.?
Exposed to this kind of input, the learner’s natural acqusition mechanisms can operate, picking out the structures for which they are ready at any given time.
暴露在可理解性輸入中的同學會學得更快更好。不是說你學得東西越高深颁股，越好就會學得更好么库，因為一旦材料高過于你的水平，你所進行的語言輸入甘有，就不是語言輸入诉儒，而是噪音的輸入。
三亏掀、Ability to learn? 學習能力
1忱反、Cognitive factors 認知因素
There is a link between general intelligence(IQ) and second language lerning ability.
智商和語言學習能力是有關系的。智商高的同學一般會比智商低的同學學得好滤愕。就像你們班第一名的學生温算，她的英文水平，也不會差间影。
Language aptitude
The ability to identity and remember sounds
The ability to memorise words
The ability to recognise how words function grammatically in sentence
The ability to induce grammatical rules from language examples
2注竿、Personality 性格
It is often suggested that an extrovert person is especially well suited to second language learning.
For exanple, they may become involved in more social interaction, attract more attention from their teachers,and be less inhabited when asked to display their proficiency. They may perform more confidently in communication situations,whchever language they are using.
外向的人比內(nèi)向的人學的更好。因為他們更愿意參與社交互動魂贬，更易吸引教師注意巩割，對于展示自己的英語不會覺得不好意識。
3付燥、Age 年齡
For many peopel, it is almost axiomatic that children can learn a second language better than adults. The most commmon explanation for these observations is that there is a“critical period”,during which the brain is flexible and language learning can occur naturally and easily宣谈。
小孩比成人學習語言會更快，所以錯過關鍵期键科，會很影響一個人的英語學習的闻丑。
四、Active learning strategies 積極的學習策略
Successful language learner employ a wide variety of strategies which demonstrate their active involement in learning. For example, when the teacher puts a question to another student, they often think out their own answer and compare it with the answer accepted by the teacher. When learning or producing dialogues,they make efforts to identify with their foreign language roles and to pay close sttention to the meaning of the language they are using.
成功的英語學習者會使用多種學習策略來幫助自己學習萝嘁。而一般的學習者可能只使用一兩種方法梆掸。如，比人聽到老師提問牙言，別人會在心里認真比較一下，自己的答案和老師所要的答案有哪些差距怪得，有哪些值得改進的地方咱枉，而你想到的只是“幸虧老師提問的不是我”卑硫。
動機的差異影響學習效果。學習的機會會影響學習效果蚕断。學習的能力會影響學習效果欢伏。甚至學習策略也會影響學習效果。所以亿乳，影響學習的因素有很多硝拧，單一的評價標準并不科學。
