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some other researchers support the environmental determinism.In their opinion, postnatal growing surroundings and acquired experience are thedominant factors which contribute to the formation of individual differences (GuoXiuyan, 2005).
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3. Research Methodology ..........  11
3.1 Research design.......... 11
3.2 Subjects.......... 11
3.2.1 Participants in the interview.......... 12
3.2.2 Participants in the questionnaire survey.......... 12
3.3 Instruments ..........  13
3.3.1 Group interview.......... 13
3.3.2 Questionnaire ..........14
3.3.3 2012 Fall English Final Exam..........   14
3.4 Procedures of data collection and analysis..........   15
4. Research Results and Analysis ..........17
4-1 Three major individual differences ..........17
4.2 Correlation between major IDs and English achievements.......... 26
5. Conclusion.......... 41
5.1 Major findings.......... 41
5.2 Teaching implications ..........  42
5.2.1 Motivation and English teaching ..........42
5.2.3 Learning attitude and English teaching.......... 43
5.2.4 Learning strategies and English teaching..........     44
5.3 Suggestion for further study.......... 45

4. Research Results and Analysis

4.1 Three major individual differences
According to the results of the group interview with Grade 3 English teachers inXiantao High School, among all the given adjustable individual learner factors,motivation, attitude, and strategies are most frequently identified as having a great effecton high school students' English learning (see Table 4.1) . Consequently, these threefactors were taken as the research focus in this thesis on the relationships between IDsand high school students' English learning. Many SLA scholars have tried to identify and classify L2 learners' motivation.Among them, Gardner and Lambert are the most influential. Their study on motivation insecond language learning is considered to be the best known and historically significant.According to Gardner and Lambert (1972), the motivational factors influencing secondlanguage learning success can be classified into two types: “integrative motivation” and"instrumental motivation". Integrative motivation refers to the desire of L2 learners tointegrate themselves within the culture of the target language group, to identifythemselves with and become a part of that society. Learners with integrative motivationusually have a real interest in the language itself. They wish to communicate with thenative people of the target language, to participate in social activities organized by thosepeople and even become members of them. Instrumental motivation defines a motive toacquire the language as a means for attaining instrumental goals. Learners withinstrumental motivation usually learn the language for particular purposes, such asfurthering a career, reading technical material，translation and the like.
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Conclusion

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