本科毕业设计（论文）The Influence of Affective Factors on English Learning for Senior High School Students

ContentsTOC\o"1-2"\h\u24731Abstract I1032摘要 II5623Introduction 1172741GeneralDescriptionofAffectiveFactors 4187361.1TheConceptofAffect 494081.2AffectiveFactors 5178332TheInfluenceofAffectiveFactorsonEnglishLearningforSeniorHighSchoolStudents 1269342.1TheCharacteristicsofEnglishLearninginSeniorHighSchoolStudents 12147262.2SignificantRoleofAffectiveFactors 12277742.3TheInfluenceofAffectiveFactorsonEnglishLearningEfficiency 14106053TheCultivationofPositiveAffects 17120423.1ApproachestoReinforceMotivationandInterest 17284493.2MethodstoOvercomeAnxiety 18270163.3MeanstoIncreaseSelf-confidence 195163.4TheEstablishmentofaHarmoniousRelationshipbetweenTeachersandStudents 202153.5MakingFullUseofCharacterAdvantages 21161663.6CreatingaGoodLearningEnvironment 2228195Conclusion 231892Bibliography 2523850Acknowledgments 27AbstractIntoday’ssociety,theconceptofeducationisconstantlyevolvinganddeveloping.Sincethe1960s,theemotionalelementoflanguagelearninghasbecomemoreprominentinthegrowinginfluenceofhumanism.Educatorsareaccustomedtointroducinghumanefactorsintotheirdailyteaching.However,itcontinuestobeacommonproblemthattheaffectivefactorsareneglectedornotsolvedproperlyinseniorhighschoolEnglishlearninginChina.LearningEnglishisnotanenjoyablethingformanypeople.Thisacquisitionprocessisrelatedtoavarietyoffactors.Mostofthemaredullandintricate.Therefore,themaingoalsformostseniorhighschoolstudentstolearnEnglishhavebecometopasstheexamination-orientedexamssmoothly.Theyareunwillingtocommunicatewitheachother.Theirinterestandconfidencehavegraduallybeenlost.Andthegoalofcooperativelearningcannotbeachievedinthissubject.Affectivefactorsplayacriticalroleinseniorhighschoolstudents’Englishlearning.Somenon-objectivefactors,suchasself-evaluationandlearningmotivationoflanguagelearnersgreatlyaffecttheirabilitytomasterandusealanguage.Intheprocessoflanguagelearning,thesesubjectivefactorsareregardedasaffectivefactors.NegativeaffectivefactorsofseniorhighschoolstudentsinEnglishlearningwillweakenthelearningabilityofstudents,whicharenotconducivetotheimprovementoftheEnglishlevel.Ontheotherhand,positiveaffectivefactorscaneliminatethebarriersinEnglishlearningandhelpseniorhighschoolstudentslearnEnglish.Therefore,thisthesisaimstoexploretheimportantroleofaffectivefactorsinthestudyofmostseniorhighschoolstudentsinEnglish.PositiveaffectivefactorsarebeneficialtoEnglishlearning.Theycanalsoguideotheraspectsofseniorhighschoolstudentscorrectly.SeniorhighschoolstudentswillbebetteratlearningEnglish.Keywords:humanism;Englishlearning;positiveaffectivefactors;seniorhighschoolstudents;examination-orientedexams摘要当今社会，教育观念不断在变化和发展。自20世纪60年代以来，随着人文主义的影响越来越大，语言学习中的情感因素得到更多的关注，将人文因素引入教育中也成为教育工作者工作的常态。然而在中国高中英语学习中就一直存在着一个问题：英语学习是一个受许多复杂因素影响的习得过程，本身具有一定的枯燥性和复杂性，同时受学习资源的限制，高中生学习英语的目的逐渐变为完成应试化考试，学习英语的信心和兴趣逐渐丧失，学生们彼此间不愿意交流，完成不了合作学习的目标。情感因素对于高中生英语学习的影响不容小觑，非客观因素如学习者对自身学习情况的认知和学习英语的动机。它们在极大程度上影响了学习者掌握和运用语言的能力。在语言学习过程中，这些非客观因素被视为情感因素。高中生在英语学习中产生的消极的情感体验具有负面影响，削弱了学习者的学习能力，不利于英语水平的提高；反之，积极的情感因素有利于高中生的英语学习。它们还可以正确地指导高中生学习中的其他方面。因此，本文旨在探讨情感因素在大多数高中生英语学习中的重要作用，充分利用积极的情感因素对英语学习的影响，正确指导高中生的英语学习，提高他们的英语学习水平。关键词：人本主义；英语学习；积极情感因素；高中生；应试化考试IntroductionEnglishoccupiesakeypositionontheinternationalstage,whichiswidelyacceptedinthemodernworld.Andithasasignificantimpactonpeople’scommunication.Therefore,peoplehaveexploredmanywaystolearnEnglish.Affectivefactorsarewidelyregardedasconditionalbehaviorsinvariousaspectssuchasemotion,feelingorattitudeinthefieldsofappliedlinguisticsandsecondlanguageacquisition.Alotofpeoplearefocusingonemotionalchanges.Linguistsandscholarshavepublishednumeroustopicsandarticlestodebateit.Inthe1960s,westernhumanisticpsychologistsbelievedthataffectivefactorshadagreatinfluenceonforeignlanguagelearning.Itisjustanactivityoftheinternalphysiologyandpsychologyofthelearners.Meanwhile,itisalsoapowerfulbargainingchiptoincreasestudents’interestsinlearningEnglish.Maslow,Rogers,andothersputforwardthesamepointonforeignlanguagelearning.Atthesametime,itcanarousestudentstolearnEnglish.Inthe1980s,thetrendoflanguageteachingevolvedfromteacher-orientedtostudent-orientedlearninggradually.Theemphasisofteachingtransferredfromknowledgetransmissiontostiruptheconsciousnessofparticipationofstudentsandknowledgedevelopment.Inthiscontext,peoplenolongerignorethekeyroleofaffectivefactorsinlanguagelearning.TheaffectivefilterhypothesisproposedbyKrashenholdsthatlearners’psychologicalbarrierswillhindertheinputofunderstandableinformationREF_Ref31945\r\h[1].Learnershaveweakemotionalfilteringwithhighlearningmotivation,strongself-confidence,moderateanxiety,andextroversion.Bycontrast,theiraffectivefilteringisstrong.Sternbelievesthattheinfluenceofaffectivefactorsonlanguagelearningisnotlessthanthatofcognitivefactors,sometimesevenmorethancognitivefactorsREF_Ref911\r\h[2].Ellisbelievesthatemotionalstatesaredisease-proneandindividualistic,whichisachallengeforustostudytheroleofemotioninsecondlanguageacquisitionREF_Ref19117\r\h[3].Allkindsofaffectivefactorsthataffectlearningareintertwined.Soitisdifficulttoseparatethefunctionofacertainfactor.However,ChinaisacaseinforeignlanguagelearningenvironmentinwhichlearnersusuallyuseChineseinmostareasofsocietyandlife.Inrecentyears,therehavebeenmoreandmoreresearchesonaffectivefactorsinChina.Butthereislittleliteraturewhichhasstudiedtheinfluenceofaffectivefactorsonseniorhighschoolstudents’Englishlearning.Thereislittleevidencethatpeoplecanunderstandmotivationpatterns,includinganxietyandself-confidence.IntheEnglishlearningofChineseseniorhighschoolstudents,manystudentsareaffectedbycomplicatedandchangeableaffectivefactors.Withtheadvancementofcurriculumreform,teachingmethodsareconstantlyimproving.Thoseoldanduselessteachingmethodsaregraduallyabandoned.Teachersnotonlyteachknowledgebutalsocareabouttheemotionalchangesofstudents.Individualemotionalfactorsareincreasinglyvalued.Englishisakeysubjectforhighschoolstudents.LearningEnglishwellisveryimportantfortheaccumulationofstudents’culturalknowledgeandthedevelopmentofseniorhighschoollifeinthefuture.However,therearesomeemotionalfactorsthataffectstudents’learningstatebecauseofvariousreasonsfortheprocessoflearningEnglish.Atthesametime,Englishisasecondlanguageforseniorhighschoolstudents.Languagelearningdoesnothappenovernight.In2001,theMinistryofEducationissuedthe“NewEnglishCurriculumStandard”.Thestudent’smasteryofknowledgepointsandtheabilitytouseEnglishinpracticehavebecomeoneofthemostimportantgoalsinthesyllabus.Itneedstotrainstudentsfromallaspectsandangles.Suchaslearningstrategiesandattitudes.Differentemotionalfactorscanpromoteorhinderstudents’Englishlearning.Affectivefactorsincludenotonlyinterest,motivation,self-confidence,andotherfactorsthatplayanactiveroleinstudents’learning,butalsoincludeanxiety,depression,introversion,andothernegativeaffectivefactors.Inactualteaching,thefactisthatstudentswillshowdifferentemotionalattitudestowardsthelearningactivities,courses,andteachersofthewholeschool.Somestudentstakeanactivepartintheteachingactivitiesandcoursesintheschool,andtheygainalotofknowledge.Somestudentsareindifferenttoanythingthathappensaroundthem.Asmallnumberofstudentsevendislikelearning,whichleadstoafeelingofweariness.Byobservingstudents’emotionalstate,itisnothardtofindthatstudentswithpositiveemotionalstateshaveabetterlearningeffectthanstudentswithnegativeemotionalstates.Hence,thepositionofstudents’affectivefactorsintheoveralllearningsystemisself-evident.Basedontheabove,thisthesisaimstoexploretheinfluenceandenlightenmentofmotivation,anxiety,inhibition,andstudents’personalityforseniorhighschoolstudents’Englishlearningfromtheperspectiveofaffectivefactors.

1GeneralDescriptionofAffectiveFactorsInEnglishlearning,emotionislargelyregardedasanaspectofaffect,attitudeormoodthataffectsbehavior.ThereareavarietyofemotionalfactorsthatinfluenceEnglishlearning,suchasmotivation,confidence,cooperation,anxiety,inhibitionandsoon.LuJiameibelievesthatemotionsarecloselyrelatedtoeachotherREF_Ref20575\r\h[4].AlltheseareKrashen’s“affectivefilter”REF_Ref14761\r\h[1].Alotofstudieshavepointedoutthatlearners’emotionsandstatesdirectlyaffecttheirownlearningbehaviorsandresults.1.1TheConceptofAffectAffectisafunctionofthehumanbrain.Itisalearner’ssubjectivefeelingofathing.Thisfeelingcausestheinnerchangesoflearners.Theiremotionalperformanceislikeordisgusting.Affecthasaproudinfluenceonpersonalityandbehavioralmotivation.Affectisauniquehighlydevelopedpsychologicalphenomenonofhumanbeings.Emotionisthefeedbackandfeelingthathumanbeingsgivetoactualthings.Itisproducedbywhetherobjectivethingsmeettheneedsofindividuals.Positiveemotionsoftenpushsocietyforward.Onthecontrary,itwillbeanobstacletosocialprogressanddevelopment.Andithasanimportantsignificanceinpeople’sreallife.Healthyemotionisthenecessaryconditionforthehighdevelopmentofpeople’sspirituallife,whichhasthecharacteristicsofrationality,sociability,andmutability.Rationalityreferstopeople’saffectiveexperienceinintelligentactivities.Forexample,oncestudentshavenewdiscoveriesorsolvedproblemsinknowledge-seekingactivities,theywouldhaveajoyfulmoodtocarryoutthenextstep.Sociabilitymeansthatthequalityofthesocialenvironmentdirectlydeterminespeople’schoicesandpreferencesinmanyaspects.Itrestrictstheemotionalstatesofpeople.Mutabilityreferstothesituationorcontenttomakepeople’saffectschangeeasily.Affecthasthefunctionsofwit,motivation,regulation,infection,andempathy.Psychologicallyspeaking,intelligencefactorsarethesumofcognitiveabilities,whichconstitutetheoperatingsystemoflearningactivities.Suchasobservationandattention.Thedynamicsystemofcognitiveactivityconsistsofnon-intelligencefactors.Forexample,interestreferstothepsychologicaltendencyofstudentstoactivelyexplorevariousthingsonthebasisofcleargoals.Affectisanimportantaspectofstudents’psychologicalactivities.Thequalityofemotionandinteresthasagreatinfluenceonstudents’intellectualactivities.Deepinterestsandgoodemotionscanmakeintellectualactivitiesintoapositivestate.Theyareoftenthegoldenkeytostimulatingstudents’potential.Inclass,teachingstylesandmethodsofteacherswillalsoaffectthestudents’masteryofknowledge.Throughlanguage,tone,rhythm,andexpression,teacherscanarousestrongresonanceofstudents’affect,whichistheinfectiousfunctionofaffect.Studentswilltransfertheirlovefromteacherstothecurriculum,whichwillproducethepsychologicaleffectof“loveme,lovemydog”.Thisistheempathyfunctionoftheaffect.Affectivefactorswillaffectstudents’learningattitudes.Theymaypromotestudents’knowledgeandstimulatestudents’initiative.Theycanalsotriggertheirnegativelearningemotions.Thewesternscholar,Dickinsonbelievesthatemotionisthelearner’sattitudetowardsthetargetlanguageandtheuser,aswellasthelearner’semotionalresponse.Hesaysthatemotionisatermthatreferstothepurposeandemotionalaspectsofaperson’sreactiontosomethingREF_Ref10860\r\h[5].1.2AffectiveFactorsTheformationofaffectisdeterminedbymanyaffectivefactors.Thesefactorsincludeindividualfactorsandrelatedfactors.Individualfactorsmainlyrefertoself-cognitionandbehavioralcharacteristics.Relationshipfactorsrefertotheaffectivefactorsbetweenstudentsandteachers.Italsoreferstotheaffectivefactorsbetweenstudentsandstudents.Affectionisthepsychologicalattributeofaffectiveanimals.Specificallyspeaking,thereareprimarilythefollowingfivefactors:motivation,anxiety,inhibition,personality,andself-confidence.1.2.1MotivationMotivationisaveryimportantfactorinsecondlanguageacquisition.Differentscholarshavedifferentviewsonmotivation.DulaydefinesitasthedesireanddrivingforceforlearnerstolearnaforeignlanguageREF_Ref11229\r\h[6].Anditisakindofpsychologicalstateinwhichindividualsinitiateandmaintainactions.Gardnerbelievesthatmotivationisacombinationofperseveranceanddesires.Lambertbelievesthatmotivationisthesourceofforeignlanguagelearners’ability.Itcanstimulatetheirinterestinlearningandencouragethemtotakeactiontoachievetheirgoals.Itisalsoanoptimisticattitudethatcanpromotelanguagelearning.Thisdefinitioncontainsthefollowingmeanings:1)workhardtoachieveagoal;2)thedesiretolearn;3)satisfactiongainedinthelearningprocess.HealsopointsoutthatmotivationistheaffectionordesirethatdrivesapersontotakestepsREF_Ref30840\r\h[7].Thethree-levelclassificationproposedbyDornyeipointsoutthatthelanguagelevelincludesmotivationanddirectionREF_Ref11552\r\h[8].Thelearnerlevelreferstotheindividualcharacteristicsoflearnersinthelearningprocess.Thesituationallevelreferstosomefactorsrelatedtothecurriculumandteachers.Finally,“WilliamandBurdengiveamorecomprehensiveandsystematicdefinition:motivationisatypeofcognitiveandaffectivemotivation,whichurgeslearnerstotakeactionconsciouslyandmakephysicalandmentaleffortstoachieveacertaingoal”REF_Ref11699\r\h[9].Peoplehavedifferentmotivationsforthesamethingindifferentsituations.Therearefourtypesofmotivation.Itmainlyincludesintrinsicmotivationandextrinsicmotivation,integrativemotivation,andinstrumentalmotivation.Motivationcausedbyindividuals’internalfactorsiscalledintrinsicmotivation.Ifitiscausedbytheexternalenvironment,itiscalledextrinsicmotivation.Intrinsicmotivationreferstotheproblemsandtroublesthatstudentscansolvesmoothlyintheprocessoflearning.Itgivesthemasenseofsatisfactionandpride.Internalmotivationbelongstotheinternaldrivingforceofcognition,whichhasthecharacteristicsofdurablestability.Extrinsicmotivationistheopposite.Extrinsicmotivationreferstothebehaviorthatlearnerstaketoachievesomeinstrumentalpurposeratherthantheirowninterest.EllisbelievesthatintrinsicmotivationisgeneratedforobtaininganswersandintrinsicsatisfactionREF_Ref19117\r\h[3].Intrinsicmotivationisthemosteffectivewaytoenhancelearning.Intrinsicmotivationisrelatedtotheinnerdemandofhumanbeings.Anditisadesireforknowledge.Extrinsicmotivationcomesfromexternalinfluences.Suchas,seniorhighschoolstudents’desiretoberewarded,teachers’praise,andhighscores.Otherquestions,suchas“willhighschoolstudentsberewardedbytheirparentsiftheypasstheirexams”?Theyallrelatetoextrinsicmotivation.Externalmotivationhasagreatrelationshipwithteachers.Withouttheassistanceofteachers,studentscannotgetexternalmotivation.Therearemanyreasonsforextrinsicmotivation.Educationalpsychologistshavelistedthreemaintypes:1)learners’interest;2)externalrewardsgivenbyteachers;3)otherpeople’sattitudesandevaluations.Intrinsicmotivationcanhelpstudentstomakemorerationalchoiceswhentheyfacedifficulties.Extrinsicmotivationistomakestudentsgetthemaximumrewardwiththeleasteffort.Extrinsicmotivationistheindirectmotivationofstudents’learning,whileintrinsicmotivationisthelong-termmotivationoflearning.Whenstudents’learningmotivationisweak,teacherscantrytocultivatestudents’extrinsicmotivationfirstandthencultivatestudents’intrinsicmotivationslowly.Thestrengthoflearningmotivationisproportionaltotheleveloflearninginitiative.Learnerswith“instrumentalmotivation”hopetomeettheirneedsinacertainfieldbyusingthesecondlanguage.Itfocusesonthevalueandbenefitsoflearninganewlanguage.Suchaspromotionofprofessionaltitles,studyabroad,examinations,etc.Learnerswith“integrativemotivation”haveastrongpersonalinterestinthehistoricaldevelopmentandnationalcustomsofthelanguage.Theyhopetointegratethemselvesintoitsculturethroughlanguagelearning.ThestandardforseniorhighschoolcurriculumclearlyrequiresthatEnglishteachingshouldfocusoncultivatingstudents’culturalawareness.Schoolsshouldcombinetheactualsituationofstudentstotrainstudentsandimprovetheircomprehensivelearningability.Peoplewithinstrumentalmotivationemphasizerealvalueandmaterialrewards.InEnglishlearning,somestudentshaveintegrativemotivation.Somehaveinstrumentalmotivationandsomehavebothofthem.GardnerpointsoutthatstudentswithintegrativemotivationaremorelikelytosucceedandaremoreactiveinlearningREF_Ref31013\r\h[10]REF_Ref28704\r\h.Nomatterwhatkindofmotivation,itisakindofhelptolearners.Inpracticallearning,bothofthemcannotbeignored.Mostofthetime,studentsdonotholdasinglemotivation,butacombinationofthetwo.1.2.2AnxietyAnxietyisakindofaffectionthatstudentsaremoreapttohaveintheprocessoflearning.ArnoldbelievesthatanxietyisthebiggestobstacletolearningaforeignlanguageREF_Ref11960\r\h[11].Anxietyreferstotheindividualwhocannotachievethegoalorovercomedifficulties,resultinginalossofself-confidence.Astateoftensioninwhichanindividual’sownsenseoffailureandguiltmayincrease.Forexample,uneasiness,self-doubt,panic,tension,etc.Anxietymaybeatransientpsychologicalstateorapermanentpsychologicalcharacteristic.Forseniorhighschoolstudents,Englishisanunfamiliarlanguageforthem.WhentheycommunicatewithEnglish,studentsoftendoubttheirownpronunciation.Theideaisverydisadvantageous.TheyaremoreafraidtocommunicateinEnglishbecausetheymaybelaughedatbyotherstudents.InEnglishlearning,properanxietycanbemotivation.Butmanystudentsfaceasituationwheretheyaretooanxiousortoorelaxed.Excessiveanxietymaycausepsychologicalchangesinstudents.Whenstudentsarenotlearningwell,theywillrejectEnglishlearning.Bycontrast,studentswilllackmotivationtostudywhentheyaretoorelaxed.Therearefivetypesofanxiety.Firstofall,situationanxietycanbelinkedtoasituationandpersonalcharacter.Forexample,whenstudentsarerequiredtousesomeunfamiliarlanguageinpublic,theywillhavesituationanxiety.Asageneralrule,studentsexpectthisanxietytodecreaseovertime.Traitanxiety:ifthesamechallengecomesupagainandagain.Andthestudentsfeelanxiousmanytimes.Thistraitwillnotdisappearwithtimebutbecometraitanxiety.Traitanxietyhasanegativeeffectonlanguagelearning.Communicativeanxiety:itisanegativeemotionalexperience.Learnersareoverlyworriedandnervousaboutsocialsituationsandinterpersonalcontacts.Eveniftheirideasmayberich.Whentheyareunabletoexpresstheirownopinionsandunderstandothers’meaning,theywillhavetofearandanxiety.TheyareafraidtocommunicateinEnglishtardily.Negativeevaluationanxiety:learnersdonotknowthemselveswellenough.Sotheywillworryabouttheirimageinotherpeople’seyes.Theywillfocusmoreontheevaluationofothers.Testanxiety:schoolsandteachersneedtoteststudentsfrequentlytoassesstheirlanguagelevelaccordingtotherequirementsofthesyllabus.Asaresult,studentswillfeelanxiousabouttheperformanceandscoreofthetest,whichwillharmtheirstudyREF_Ref12065\r\h[12].Inaddition,thereisinhibitionanxietyandpromotionanxiety.Theformercanhinderlanguagelearning,andthelattercanpromotelanguagelearning.1.2.3Self-confidenceSelf-confidenceistheevaluationofstudents’self-efficacy.Itcanpromotestudentstodevelopinapositiveandcorrectdirection.Bothstudents’innerexperienceandexternalcommunicationaffecttheirself-confidence.Toalargeextent,self-confidenceaffectsstudents’expressivenesswhentheyparticipateincognitiveandemotionalactivities.IndividualswillencountermanydifficultiesinlearningEnglish.SeniorhighschoolstudentscannotmemorizenewEnglishvocabulary.Theycan’tusemorewordsorsentencestocommunicate.Inthiscase,thestudentsmayhaveapoortestgrade.Thesesetbackswillmakestudentsloseconfidence.Whenstudents’self-confidenceisprotected,theycankeepahighenthusiasmforlearning,daretoshowthemselvesinclass.AndthentheywilluseEnglishboldlyintheirstudiesandlives.Studentswithlowself-confidenceareoftentimidandshy,afraidtoshowthemselvesinfrontofothers.Therearetwoformsofself-confidencedemand.Oneistheneedforself-confidenceinfrontofothers,andtheotheristheneedtoberespectedandimprovetheirreputation.Inthesamelanguagelearningenvironment,studentswithoutstandingEnglishachievementsattracteveryone’sattentionandrespect,sotheycansatisfytheirself-esteem.TheycancommunicateandexpressthemselvesboldlyinEnglish.Theywillnotbeembarrassedbylanguagemistakes.Ontheotherhand,studentswithpoorEnglishperformanceareunabletogainsatisfactionandtheyloseself-confidenceinthisaspect.Asaresult,theymaylosemanyopportunitiesforpractice.Forseniorhighschoolstudentsinadolescence,theywillpaygreatattentiontohowtheirclassmatesandteachersviewthemduringthisperiod.Anyexpressionandbodylanguageofteachersmayhaveanimpactonstudents.Thus,teachersshouldcultivatestudents’self-confidenceandprotecttheirself-esteem.Theteachershouldgivetheirapplausefortheirexcellentworkandaffirmationintimetostudentswhohavemadeanyprogressintheirstudy,especiallythoseintrovertedstudents.Cognitiveactivitiesoflearningarethemosteffectivewayintheenvironmentwhereself-esteemisprotectedandencouraged.Theexperienceofsuccesscaninspirefurthersuccess.Similarly,theexperienceoffailurecangraduallyweakenstudents’confidence.1.2.4InhibitionEllisbelievesthatinhibitionispartofthemainaspectsofanindividual’spersonalityREF_Ref1962\r\h[3].Anditistheanxietyofanindividualwhotakespreventivemeasurestoprotecthimself.KrashenthinksthatinhibitionhasaveryimportanteffectontheemotionalstateoflearnersREF_Ref31945\r\h[1].Itwilloperatesolipsisminthemindoflearners.Thiskindofthinkingwillincreasethelearners’self-awarenessandincreasethedegreeofinhibition.Inclass,somestudentsareafraidtoanswerthequestionsincorrectly,sotheyarenotwillingtoanswertheteacher’squestions.Thisisakindofpsychologytoprotectoneselfandavoidmistakes.Somescholarshavesuggestedthatyounglearnerscanusetheirknowledgemoreeffectivelythanadolescentlearners.Becauseteenagershaveastrongersenseofself-protection.Theythinkalotabouttheconsequencesofthings.1.2.5PersonalityPersonalityisoneofthemostimportantaffectivefactors.Itcanaffecthighschoolstudents’Englishlearning.ItplaysanimportantroleinlearningEnglish.IntheprocessofEnglishlearning,differentpersonalitytraitsofstudentsalwaysaffecttheirlearningefficiency.AlpertandHarberdefinepersonalityasthecombinationofcharacter,behavior,andthoughtinanindividual’spsychologicalsystemREF_Ref12225\r\h[13].Eysenckpointsoutthatpersonalityisacollectionofhumantemperament,wisdom,andphysique,whichdeterminesthecharacteristicsofindividualsREF_Ref12342\r\h[14].Skehandividespersonalityintotwocategories:extroversionandintroversionREF_Ref12427\r\h[15].Thesetwocharactersaretheopposite.Basedonthetendencyofpersonalactivities,thepersonalityofpeoplewhotendtobeexternaliscalledextroversion.Andthepersonalityofpeoplewhotendtobeinternaliscalledintroversion.Onthewhole,theextrovertedstudentsarelively,confident,andsociable.TheyhavethecouragetoexplorenewthingsandtakeanactivepartinlearningEnglish.Theyarenotafraidofmakingmistakesinoralcommunicationindailylife.TheydaretospeakandpracticeEnglish.Ingeneral,extrovertedstudentshaveastrongabilityforlanguageexpressions.Infact,extroversionisanotherformofself-confidence.Tosomeextent,extroversionreferstostudents’internalneedforself-improvement,self-esteem,andothers’affirmation.Extrovertedstudentshaveastronginterestinpeopleandthingsaroundthem.Theyhavealotoffriends.Theyareinterestedinparties,talkativeandsoon.Itiseasyforthemtoseizeopportunitiesandmakedecisionsquickly.Introvertedstudentsareshy,quiet,andconservative