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近年来,外语研究者们一直被一个棘手的问题所困扰:为什么外语学者在外界学习环境基本一致的前提下,其学习结果却不尽相同?为了解决这疑问,研究者们开始着重研究个体学习者差异,尤其重视学习者的性格特点的研究,此外,有观点指出:在交流过程中,学习者对外语各项技能的应用的时间比例分别为:写作占9%,阅读占16%,口语表达占30%,听力占45%(剑桥大学语言研究机构1993),从这个数据中我们可以看出现代社会对外语学习考察的重点已经开始转移到听和说两项技能上,因此,提高听说能力水平开始成为成为学习外语的重中之重。而在外语课堂上听力的确为外语教学的重点和难点。继而影响教学进度和学生学习能力的提高。本篇论文将从学习者性格特点差异方面剖析其对听力学习的影响。
In recent years, foreign language researchers have been plagued by a troublesome question: Why do foreign scholars make different learning outcomes when their learning environment is basically the same? In order to solve this problem, researchers began to study individual learning In addition, some opinions point out that in the communication process, the time proportion of learners’ applying foreign language skills are as follows: writing 9%, reading 16%, speaking The expression of 30%, hearing 45% (University of Cambridge Language Research Institute 1993), from this data we can see that the focus of modern society on foreign language study has begun to shift to the listening and speaking skills, therefore, to improve listening To say that proficiency begins to become a top priority in learning a foreign language. Listening in foreign language classroom is indeed the focus and difficulty of foreign language teaching. Which in turn affects the progress of teaching and the improvement of students’ learning ability. This essay will analyze its impact on listening comprehension from the perspective of differences in learners’ personality traits.