刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2019-05-17 来源:校园英语杂志社

    作者:阚淑娟 宫慧英
      【Abstract】English learning has been popular in China for years. And the phenomenon is obvious that with the same teacher, students’ results are quite different. Apparently, the differences are due to students’ intelligence, but non-intellectual factors also play an important role that cannot be underestimated. This paper gives a detailed analysis on the impacts of non-intellectual factors in college English teaching, reveals the existing problems and comes up with corresponding strategies.
      【Key words】non-intellectual factors; English teaching
      【作者簡介】阚淑娟(1985-),女,,汉族,山东高唐人,青岛黄海学院通识教育学院副教授,硕士,研究方向:英语教学与翻译;宫慧英,青岛黄海学院。
      Non-intellectual factors play an important role in bringing out one’s intelligence. These factors are not only important in building a good learning habit and cultivating the self-learning ability, but also essential in developing students’ personality. Non-intellectual factors include learning habit, motivation, interest, emotion, attitude, personality, etc. All these factors contribute to successful learning outcome.
      Ⅰ. What are non-intellectual factors?
      The notion non-intellectual factor was proposed by the American psychologist W.P.Alexander. Since then, many scholars both home and abroad come up with their own definitions. In the broad sense, non-intellectual factors refer to all factors affecting study apart from intellectual factors, while in the narrow sense, the factors refer to the five psychological factors, namely motivation, interest, emotion, will and personality.
      Ⅱ. The influence of the five factors
      2.1 Motivation
      As the power source of English study, the role of motivation cannot be ignored. All human beings’ learning behaviors are generated by motivation, which is essential for cognitive study. Usually, there are two kinds of motivation for English study: comprehensive motivation and instrumental motivation. The former refers to English learners’ special expectation in taking part in the language study activities; while the latter refers to studying for special purposes such as passing English exams, studying abroad or applying for further education. In college English teaching, there are always many students who are lack of motivation and have negative attitudes towards study. We can say that studying attitude is bonded with motivation. Therefore, teachers should plan practical contents and set up periodical goals in order to help students enjoy the achievements after they fulfill the goals. Thus, English study is no longer stress but fun for students. They will be actively involved in study with a positive attitude.