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1、PERSONALITYFACTORSTOTHESUCCESSINTRODUCTIONResearchshowsthatexternal,intrinsicandpersonalfactorsarethethreeaspectsthatinfluenceforeignlanguagelearning.Personalfactorinvolvesage,language,aptitude,cognitivestyleandmotivation,amongwhichlanguageaptitudeplaysan
2、importantroleinforeignlanguagelearning.Achievementsinresearchcannotexplainwhichpersonalfactorsareofalmostimportancetosuccessfullanguagelearning.Tounderstandthedifferencesexistedinthequalityofforeignlanguagestudy,oneshouldconsiderotherfactorsconcerninglear
3、nersandsocietiesandtheinteractionsbetweenthem.Generallybelievedthatforeignlanguagelearninginpersonalityfactorsrelatedtoforeignlanguagelearnerstothefollowingaspects:1)howtolearnforeignlanguagesfortheviewsandopinionsheld;2)mentalandpsychologicalstate;3)Thea
4、gefactor;4)languageaptitude;5)recognizedknowthestyle;6)motivationtolearn;7)personalityfactors.However,thispaperwillmainlysummarizedanddiscussedthegreaterimpactsonforeignlanguagelearning,butalsonowmoreemphasisonforeignlanguagestudyandresearchinthegeneralfa
5、ctors.FROMTHEIMPACTOFTHEAGEFACTORSincethe1970s,Krashen,alanguageexpertoftheUnitedStates,representedalotofforeignlanguageeducationexpertsandscholars,didalotresearchontheimpactofageonforeignlanguagelearning.Butdifferentpeoplehavedifferentviewstotheresult.Cu
6、rrentlytendtohavethefollowingconsensus:1)Theaspectoflearningspeed:becauseofthelevelofintellectualdevelopment,knowledge,socialexperienceandlanguageabilitiesofadultsareoccupyalargeradvantage,learningspeedoftheadults,especiallyinthespeedofgrammarlearning,can
7、bemuchfasterthanchildren.Butwiththegradualaccumulationandtheinfluenceoflanguage,childrenwilleventuallycatchonevencatchupwithadults.Childrenwillshowagreateradvantageofforeignlanguagelearninginthenaturallanguageenvironment.Butthechildrenwillbeslowerthanadul
8、tswhenlearntheformallanguageintheclassroomonlybecauseoftherestrictsofcontextandthelevelofintellectualdevelopmentconditions.2)Innon-formallearningconditions,onlychildrencanachievethesamelevelwiththenativespeaker'ston
