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    3.1 Personality ...........24-26
    3.2 Motivation and Interest........... 26-30
    3.3 Learning strategies........... 30-35
Chapter Four Some Useful Methods to Facilitate English...........35-42
    4.1 Methods of cultivating favorable personality........... 35-37
    4.2 Methods of motivating student's learning ........... 37-40
4.3 Methods of helping students find proper........... 40-42

Conclusion

Since the heat for the study of English as a second language arises in thesecond half of the twentieth century, there appears a discipline on the systematic studyof how students learning a second language. After the China's entering into WTO, thevocational education in China has emerged for several decades and has a rapid andsystematic growth in the context of the national education. In China, it began in the1980s with the establishment of many "vocational colleges". In the year of 1996，thegovermnent formally issued the Law on Vocational Education, and the Ministry ofEducation worked out a report called A Paper on the Current Situation of HigherVocational Education and its Proposal. In 2004, in order to distinguish highervocational education from general higher education at the short-cycle level, the MOEpublished an advisory list of higher vocational education specialties that include 532specialties in 19 major occupational categories. Because of the rapid developing of theeconomic in China，more and more qualified vocational talent people are needed today,in order to catch up with the step of the world, to make the students fit for the society'sneed after graduating, it is definitely necessary to improve vocational English learningand delves the methods on vocational English learning.
Communication in different counties has been increased frequent with thedevelopment and popularization of personal computers and the globalization of theworld. It becomes necessary and important to know some knowledge about secondlanguage acquisition. The ‘second language acquisition’ at first glance seemstransparent, but it needs deep careful explanation. There are some fundamentalconcepts which I have mentioned in the thesis. First, the Second Language Acquisitionis except one's mother tongue in this context and it can refer to any language that is'second' language. The academic discipline of second-language acquisition is asub-discipline of applied linguistics. It is broad-based and relatively new. As well asthe various branches of linguistics, second-language acquisition is also closely relatedto psychology, cognitive psychology, and education. So English learning in some degree refers to Second Language acquisition.There are two factors external environment and internal factors which haveinfluences on second language acquisition. In the thesis, I divide external factors intosocial factors and input. Social factors have a major impact on second languageacquisition but probably do not influence it directly. Their effect is mediated by anumber of variables like learner attitudes. And they determine the learningopportunities which individual learners experience. Social factors include age, socialclass, and ethnic identity, etc. Comprehensible input is also considered as a majorcausative factor in second language acquisition.
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