刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2020-10-01 来源:校园英语杂志社

      Students are one of the most important elements in the teaching process. As the teaching object, they absorb knowledge from the teacher. Only after they digest the knowledge and turn it as their own, the teacher’s instructions can be considered successful. However, there are many factors that affect their learning, such as age, motivation and learning strategies. These factors of learners not only bring various influences on the way of teacher’s instruction but also learner’s learning. When people are researching these factors, the individual differences among students should taken into account. This paper focuses on two factors, age and anxiety. In the first section, it can be seen that different ages of language classroom have various ways of language learning and their achievement are quite different. Part two mainly introduces the anxiety feeling of the learner and how it influences the process and outcomes of second language learning in the classroom.
      Age makes the difference. In the research of second language acquisition, the study of the relationship between learner’s age and language achievement is usually essential and unavoidable. Students who learn the second language at an early age are called early beginner, on the opposite, late beginner. The language learning process in younger learner’s classroom and the one in older learner’s classroom are quite different. Younger learners learn language in a more implicit and unconscious way, they obtain the language by receiving massive input and memorizing it (Nikolov and Djigunovic, 2006). On the contrary, older learners rely more on explicit learning that requires them to identify language rules and understand declarative explanations. In this process, cognition plays an important role. The cognitive ability of the older learners is better than young learners, and this cognitive maturity enables them to learn, accept and absorb the declarative knowledge easier and faster. Krashen, Long and Scarcella (1982) agreed that the efficiency and learning rate of the older learners are both higher than younger learners. Ellis (1985) rated three groups of learners with the second language acquisition rate, the fastest group is children between the ages of 12 and 15, then are the children over the age of 15, the last and slowest group is 6-10. Munoz (2010) also declared in her research that the efficiency of older learners is greater than the younger learners in a short period. As a result, older students are more accustomed to the classroom environment and it is more conducive to their study, however,, the younger students need to pay more efforts.