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摘 要长期以来，在中学英语教学中教师一直强调让学生掌握语言内部结构，注重词汇、短语、语法等知识的学习，忽视了非智力因素对学生的影响，造成英语课堂气氛沉闷，学生学习积极性不高。针对当前中学英语的教学现状，本文旨在探讨非智力因素在中学英语教学中的重要性和必要性。文章首先介绍了非智力因素的定义及其功能，其次重点分析了非智力因素对中学生英语学习的影响，最后呼吁广大中学英语教师在英语教学中合理地运用非智力因素,为培养高素质的英语人才打下良好的基础。28768
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毕业论文关键词：非智力因素；中学生；英语学习策略
Abstract For a long time, teachers always put stress on letting students master the inner structure of language in English teaching of middle schools, such as words, phrases and grammars instead of the effect of non-intelligence factors on English learning. Therefore, English class seems so dull, and students lose their interest in learning. According to the current situation of English teaching in middle schools, this paper aims at exploring the significance and necessity of carrying out the non-intelligence factors in English teaching of middle school. Firstly, the definition and the functions of non-intelligence factors are introduced. And the effect of non-intelligence factors in English learning of middle school students is presented. At last, the paper appeals for middle school English teachers to utilize non-intelligence factors reasonably in the teaching process, which could lay a sound foundation for fostering excellent English talents.
Key words：non-intelligence factors; middle school student; English learning strategies
The Study of the Effect of Non-intelligence Factors on Middle School Students’ English Learning
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. An Overview of Non-intelligence Factors 2
2.1 Research Background of the Nonintellectual Factors 2
2.2 The Definition and Function of Non-intelligence Factors 3
III. The Influence of Non-intelligence Factors on English Learning 4
3.1 Motivation 5
3.2 Interest 6
3.3 Volition 6
3.4 Emotions 7
3.5 Personality 8
IV. The Strategies of Applying Non-intelligence Factors into English Teaching in Middle Schools 9
4.1 Cultivating Students’ Interest 9
4.2 Respecting Inpidual Character 11
4.3 Activating Learning Motivation 12
V. Conclusion 15
Bibliography 16
Acknowledgments 17
I. Introduction
It is widely believed that non-intelligence factors have a significant impact on English acquisition for our middle school students. For instance, students who have strong interest in English gain better results than those who don’t. However, the status of English learning is not satisfactory. In our English classes, most of students tend to be absent-minded. The class atmosphere is so tedious that many students are not active to discuss with each other, and even not to interact with English teacher in English about a certain text question, which turns out those students gradually lose their interest in and enthusiasm for English learning. And some of students study English without definite plans and effective methods. Thus the ambiguous language learning motivation produces a pretty negative influence on their English studying way.
Many researches show that language learning is a complex process of achieving psychological cognition, knowledge and skills, especially in foreign language learning which is subject to many factors. According to psychology foreign language learning is the interaction between learners (internal) and learning environment (external).