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yei, 2005: 3) However, the IDs researches in secondlanguage studies began in the 1960s especially in terms of language aptitude andlanguage learning motivation which directly point to the mental study orpsychological researches on language learners.(2005: 6) Before the 1960s, secondlanguage researches abroad were devoted to language teaching rather than students*learning (Larsen-Freeman & Long 1991 ： 5)，at that time, the relationship betweenteaching and learning was as simple as a cause-and-effect one, that is to say, if theteaching methods were effective，the learning result of students ought to be at a highlevel. But at home, SLA studies began quite later than abroad，before 1989，mostresearches focused on from the perspective of "teaching" (Li Cha, 2012). In the late1960s and early 1970s, there emerged a diversion of focus from teaching process toacquisition process (Block, 2003). Since then students' position in SLA study becamemore and more popular. A celebrated scholar Selinker (1972： 213) even claimed thatIDs study should be the core of SLA study. More and more researches marked outlearner IDs study because of its vitality in student second language acquisition processand its weight in constructing a systematic and complete SLA study.
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2.2 Studies on ID at home and abroad
Researches on the situation and development of IDs in SLA are mainly conductedin two dimensions, one is to focus IDs study in a major period of time, the other is todivide IDs researches into different categories like research content, research method,and research tendency. For the sake of showing readers a more clear layout of IDsstudies at home and abroad, I adopted the latter method as well as for my own pReference.At the very beginning, SLA scholars showed great interest in learner's cognitiveprocess, but due to inadequate knowledge and poor-conditioned equipments, theytransferred their focus onto learner IDs. At first, IDs research was only a branch ofpsychology, as SLA study was further developed, it stretched out to various spheres.Till now, there is still no consistent agreement on the content of IDs. In their research,Li Cha and Sui Mingcai (2012: 48) made a list of IDs content from the past researches，which included language aptitude, age, motivation, anxiety, multiple intelligence,memory， cognitive style (field-independent/ field-dependent, form-focused/meaning-focused, analytic/ wholist), learner strategy, attitude, attribution tendency,gender, gender role, introversion/extroversion, attention, awareness, basic auditoryability, lateralization of hemisphere, self-esteem, self-efficacy, ambiguity tolerance,spirit of adventure, non-verbal reasoning ability, language experiences, mother tonguelevel, willingness to communicate, conceptual level, abstract thinking ability, and soon. These study subjects involve in various dimensions, not only psychologicalfactors such as cognition, affection and personality, but also other dimensions likepsychological structure, nervous system, individual experiences, and socialrelationship. Certainly, not all will be included into one research. Studies abroadmajorly focus on language aptitude, age, motivation, memory and anxiety, while athome, motivation, strategy and anxiety studies have been prevailing.
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Chapter 3 Research Design and Methodology.......... 21
3.1 Research subjects........ 21
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