Principle of Language Learning Teaching（第五版）.pdf

168 CHAPTER 6 Personality Factors in one culture (say, the United States) may appear as introversion is, in another culture (say, Japan), respect and politeness. Nevertheless , on a practical level, the facili­ tating or interfering effects of certain language teaching practices that invoke extro­ version need to be carefully considered. How effective are techniques that incorporate drama , pantomime, humor, role plays, and overt personality exposure? A teacher needs to beware of trying to create in a student more so-called extro­ version than is really necessary. We need to be sensitive to cultural norms, to a stu­ dents willingness to speak out in class, and to optimal points between extreme extroversion and introversion that may vary from student to student. MOTIVATION Motivation is yet another affective variable to consider, but one that is so central and with research foundations that are so pervasive that it deserves a separate category here. Undoubtedly the most frequently used catch-all term for explaining the suc­ cess or failure of virtually any complex task, motivation is a star player in the cast of characters assigned to second language learning scenarios around the world . Such assumptions are of course not erroneous, for countless studies and experiments in human learning have shown that motivation is a key to learning in general (Weiner, 1986; Deci, 1975; Maslow, 1970). In the field of second language acquisition, in par­ ticular, the subject of motivation has garnered plenty of attention (see Dbrnyei, 2005, 2001a, 2001b , 1998; Dbrnyei Skehan, 2003 ; Dbrnyei Schmidt, 2001; Spolsky, 2000; Gardner Lambert, 1972). But broad claims can gloss over a de