英语论文非智力因素对英语学习的影响.docx
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英语论文非智力因素对英语学习的影响
非智力因素对英语学习的影响
ABriefAnalysisontheRolesofNon-intelligenceFactorsinCollegeEnglishStudy
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.Thisnewteachingpatternwillbringmutualbenefitstoteachersandstudents.Theteacherswillhavemoreenergyandtimetostimulate