A Brief Analysis on the Roles of Nonintelligence Factors in College English Study.docx

A Brief Analysis on the Roles of Nonintelligence Factors in College English Study.docx

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ABriefAnalysisontheRolesofNonintelligenceFactorsinCollegeEnglishStudy

ABriefAnalysisontheRolesofNon-intelligenceFactorsinCollegeEnglishStudy

非智力因素对英语学习的影响

Abstract

Asearlyastwentiethcentury,withthedevelopmentofconceptofintelligenceandpsychologicaltests,theconceptofnon-intelligencefactorsemerged.Alexander,theAmericanpsychologist,cameupwiththeconceptofnonintellectualfactorsfirstlyinhisessayIntelligence:

Theconcreteandtheabstract.Thenin1950nonintellectualfactorswereformallyputforwardbythefamousAmericanpsychometricalWechsler.Psychologicalresearchshowsthatlearningaforeignlanguageistheprocessoflearners（intrinsicfactor）andlearningenvironment（externalcause）,andtheinternalfactorsincludetwoaspects:

intellectualandnonintellectualfactors,andthenonintellectualfactorsplayanimportantroleinthestudy.

ThispaperisdiscussingtherolesofsuchnonintellectualfactorsduringtheEnglishstudyinthecollege.Itdevelopswiththelearningsituationofthelearningofcollegestudents,alongwiththeyearsofexperienceandobservationaboutstudents’Englishstudyandsometheoriesthatarekeystomyresearchontheroleofnonintellectualfactorsduringthestudy.Mypaperwillintroducethemainsixnonintellectualfactors,howtheyplaytheroleinthestudy,andendwithmypersonalconclusionthatweshouldadvocatethestudents,theteachers,thecollegeandevenMinistryofEducationtopaymuchmoreattentiontothedevelopmentofstudent’snonintellectualfactors.

Keywords:

nonintellectualfactors;roles;collegeEnglishstudy.

ABriefAnalysisontheRolesofNonintellectualFactorsinCollegeEnglishStudy

Outline

ThesisStatement:

ThisessaytakesexamplesandresearchestotelltheroleofnonintellectualfactorsinthecollegeEnglishstudyandthenpointsoutthatthenonintellectualfactorsplayaveryimportantroleinthecollegeEnglishstudy.

I．Introduction

II.RolesofNonintellectualFactorsinCollegeEnglishStudy.

A.Interest

B.Motivation

C.Emotion

D.Volition

E.Beliefs

F.Character

III.Conclusion

ABriefAnalysisontheRolesofNonintellectualFactorsinCollegeEnglishStudy

Ⅰ.Introduction

ItiswellknownthattheEnglishlanguagehasbecomeauniversallanguageandisfarmorewidespreadthananyotherone.Itisthelanguageusedforinternationalcommunicationtradeandcommercewhichmakesitasaveryimportantandindispensabletoolinthisageofglobalization.

Nowadays,theeconomyoftheworldisincreasing,andtheconnectionofeachcountryisenhanced,thustheworldisbecomingsmallerandsmaller.Englishasacommonlanguageamongtheworldisnecessaryforus,andChina’saccessiontotheWorldTradeOrganizationaswellasthe2008BeijingOlympicsshowedtheimportanceofEnglishabilityforourChinesepeople.Thus,thereareanincreasingnumberofpeopletolearnEnglish,andcollegesalsoabsorbmoreandmorestudentstolearnEnglish.However,thesituationofthecollegeEnglishstudyingisnotsosatisfied.ForsomeofthecollegestudentschoseEnglishashismajorunderhisparents’willing,butnothismind.Orsomeofthemdon’tknowthewaytostudy,anddon’tpaytheattentiontononintellectualfactorsduringthestudy.

Mayresearchesshowedthatsomeone’ssuccessisdecidedbynonintellectualfactorsat80%,however,theintellectualfactorscountsonly20%.Andoneofthefamousscientistssaidthatintheprogressoftheworlditisnotthetalentthatpullstheworld,buthowweusethetalent.Thosewordspointedoutthattheimportanceofnonintellectualfactorsintheprogressoftheworld.Likewise,nonintellectualfactorsalsoplayaveryimportantroleinthecollegeEnglishstudy,andtheyarethekeyelementstogetsuccessinstudies.

Languagestudyingisacomplicatedprogressofpsychologicalacknowledgementandskillslearning,especiallytheEnglishlearningwhichisenslavedmanyfactors.Andthepsychologyresearchshowsthatlearningaforeignlanguagehavetwoaspectsthelearners（internal）andthelearningenvironment（external）,andtheinternalelementsincludeintellectualandnonintellectualfactors.Generallyspeaking,therearetwowaystodefinenonintellectualfactors.Thegeneralizednonintellectualfactorreferstotheallpsychologicalfactors,andinanarrowway,thenonintellectualfactorsincludeInterest,Motivation,Emotion,Volition,Beliefs,andCharacter.InthenextpartIwillintroduceeachofthem,andanalyzehowtheyplaytheroleinthecollegeEnglishstudying.

Ⅱ.RoleofNonintellectualFactorsinCollegeEnglishStudy

A.Interest

Interestisafeelingoremotionthatcausesattentiontofocusonanobjectoraneventoraprocess.Incontemporarypsychologyofinterest,thetermisusedasageneralconceptthatmayencompassothermorespecificpsychologicalterms,suchascuriosityandtoamuchlesserdegreesurprise.

Personalinterestistheindividualwiththespecificthing,activityandartificialobject,thepositiveandsometimestendentious,selectiveattitudeandemotions.

Interestisnotonlyforthesurfaceofathing.Itoccurswhenyouobtaintheknowledgeorgetemotionalsatisfactoryafterparticipatingsomeactivities.Andinterestisnotonlyreferredtoone’sacknowledge,butalsolinkedhisemotions.Ifheevendoesn’tknowthething,hecertainlywon’thaveemotiontoit,neverthelesstheinteresttoit.Onthecontrary,ifheknowsitwell,thenhewillhaveagreatemotiontoit,thenitwillarousehisgreatinterest.Finally,hewillshowhiswillingnessaswellashispleasurewhenhedoesit.Besides,interestwillshowitsinvisiblepowertohelphimtogetmorefromit.

Einsteinoncesaid:

“Interestisthebestteacher.”

OneofthefamousAmericanpsychologistspointedoutthatinhisIntheprogressofEducationthebestmotivationistheinterestinit,andtheinteresttowhatyouarelearningwillhelpyoulearninginitiative,thusimproveyourefficiencyofworkorstudy.

However,inthecollege,amountofstudentsarenotwillingtostudyEnglish,becausetheywereforcedbytheirparentsorteachers,andevenhavelittleinterestinEnglish.Althoughtheyarestillstudyintheclassroom,rememberingwordsanddoingpractices,theirmindisnotwillinganditjustworklikeadull.Sothereisnodoubtthattheycan’tstudywell.

Havingcultivatedstudents’interestoflearningEnglish,thestudentswillnotfeelthatlearningisaburdeniftheyareinterestedinstudying.Theywillputtheirheartsintolearningactively.ArousingtheinterestofthestudentsisthekeytolearnEnglishwell.Learninginterestcanpromotethestudentstothrowthemselvesintostudyingenthusiastically.Italsocanenrichthestudents’knowledge,openthestudents’mindandmakeupforaweaknessofintelligentdevelopment.

SinceinterestissoimportantinEnglishstudyforcollegestudents,howcouldwemakestudentsbeinginterestedinEnglishlearning?

Generallywecanspreadthepossibilityofthisaimbythefollowingmethods.

Firstly,weshouldchangeourtraditionalperceptionaboutEnglishteachingandlearningandbringtherealbalanceofteachingandlearningintoclasses.Intheconventionalteachingmodel,allthestudentsinacollegesharethesameteachingplanandteachingprocess,thestudentsareresponsibleforlearningEnglishwell,andtheteachersonlyconcentrateonhowtoteachingwell.Thus,theteachingsectionandthelearningsectionareseparatedintotwoindependentpartswithoutindividualizationandpertinence.Asaresult,mostofthestudentscannotlearneverylessonstepbystep,lacksofrealcommunicationandrequirementsexchangingwiththeirteachers,andareforcedtomoveontonewlessons.ThenlessandlessstudentsareinterestedinEnglishlearningbecausetheyconfrontmanydifficultiesinEnglishlearningwithoutconcern,theyfallbehindoftheteachingplananteachingprocessoftheircollege,andfinallylosefaithinEnglishlearning.NowonderthereisevennochangeintheirEnglishlevelafterseveralyearsofcollegeEnglishstudyintheiruniversity.Tomakethingsworse,alargenumberofcollegegraduatesonlycanspeakoutseveralsimpleEnglishwordssuchashello,go,goodafterawholedecadeofEnglishlearningfrommiddleschooltouniversity.IamafraidthattheconventionalEnglishteachinginoureducationsystemisonethemaximumfailureofeducationinhistory.

Theonlywaytoswitchthissituationistochange.Ononehandkeepingthebalanceofteachingandlearning,concerningtheindividualizationandpertinenceofteachingplanandteachingprocess,andensuringthatallstudentshaveasolidfoundationaretheprioritiesincollegeEnglishteaching.OntheotherhandthestudentsalsoshouldspeakouttheirideasandneedswhenevertheyconfrontdifficultiesandproblemsinEnglishstudy.ThuseverystudenthasasolidfoundationoftheEnglishknowledgeandskillstheyhavelearntwhichmakesthemeasiertolearnnewlessons.ThenstudentswillbeveryinterestedinEnglishlearningandtheirstudyofEnglishbecomesapositivecycle.

Secondly,wecanchangetheteachingpatterntoincreasetheinterestsofstudentsinEnglishlearning.Inaconventionalclass,theteacherspeaksandthestudentsjustlistenandtakenotes.Asallknown,languagelearningistotallydifferentfromotherknowledgelearning;itneedsmorepracticethanunderstandingandthinking.Therefore,thecreativeEnglishclassshouldbeaninteractiveclassinwhichthemainroleofteachersistoleadthestudentstopracticeandthatthestudentsplaythemainroleinthewholeclass.Thisnewteachingpatternwillbringmutualbenefitstoteachersandst