Lymphatic tend to be self-content and kind. They can be very accepting and affectionate. They may be very receptive and shy and often prefer stability to uncertainty and change. They are very consistent, relaxed, rational, curious, and observant, making them good administrators and diplomats. [7]
Ⅲ. Temperament Cause Diversity
3.1 Different Types of Students’ Different Performance
3.1.1 Sanguine Temperament
The students of Sanguine temperament, they are vivid and have the ability to deal with people, with quick mind and being easy to accept new things. For these features, they are active in the class, and want to be appreciated by teacher. But the point they should overcome is their instability.
3.1.2 Choleric Temperament
The students whose temperament is choleric are passionate and energetic and quick temper, etc. For example, this type of students can’t wait the teachers complete their question and always put up their hands. If the students are asked to share their opinion, they are pretty happy. On the contrary, they will be depress if don’t catch the teacher’s attention.
3.1.3 Lymphatic temperament
Then, the students with lymphatic temperament have obvious introversion and low expiatory. They are lack of fervency, they will never be as a volunteer, if they are demanded to represent themselves, and they also can do it well.
3.1.4 Melancholic temperament
Melancholic temperament makes the students quietly quiet. They appear to be self-abased and sentimental. In class, they almost don’t open their mouse even if others always help them.
3.2 Different Motivation、Personality 、Learning Strategies.
3.2.1 Motivation
Motivation，defined as the impetus to create and sustain intentions and goal -seeking acts，determines the extent of the learner's active involvement and attitudes toward learning. In other word，it is an inner drive，impulse，emotion，or desire that moves one to a particular action. [8]Motivation is an important factor in second language achievement. For this reason it is important to identify both the type and combination of motivation that assist in the successful acquisition of a second language. At the same time it is necessary to view motivation as one of a number of variables in an intricate model of interrelated individual and situational factors which are unique to each language leaner. Individual students are different in personality, which influences language learning.
3.2.2 Personality
Personality is one of the affective factors that are equally important for explaining different success among second language learners. Various Personality traits have been thought to facilitate or inhibit second language learning: self-esteem，extroversion，introversion, reaction to anxiety， risk-taking，sensitivity to rejection，empathy, inhibition and tolerance of ambiguity. [9]
3.2.3 Learning strategy
And also the learner strategies are very important, too. People who have good strategies are more successful than those who have not.
3.3 Examples of Temperament
Last year, I got my par time job in my old school－－Guang Ze middle school. In the process of my teacher’s lifetime, I found an interesting phenomenon which some students were willing to share their opinions with us, but the others were not. Then I have a survey in my class, they are 44 students whose temperament is choleric temperament、sanguine temperament、lymphatic temperament、melancholic temperament respectively. They have different responses in class. The students with choleric temperament、sanguine temperament are active in class, they are always as volunteers. However, melancholic temperament’s students are quiet in class; they are unwilling to express themselves; the students with lymphatic temperament have obvious introversion and low expiatory.
Then I hold a survey on a small scale, there are six members in my dormitory. One of us is choleric temperament, she is very active and very talkative, and she does well in oral English; another two are lymphatic temperament whose hobby are reading and writing, their advantage are silence and patience, so they immersed themselves in work. As a result, they are excellent in reading and writing.
IV. The Reasons Why This Problem Exists
There are a lot of problems which are waiting for us to figure out. In our education, maybe the diversity of temperament is neglected by our educators. Educators seldom pay attention to the student’s characters. For example, when teachers have a class, they always ask better excellent to answer the question and don’t process the class according to their temperament.
