英語(yǔ)學(xué)習中的非智力因素

畢業(yè)論文

Non-intelligence Factors in English Learning
Abstract

Many people ascribe the successful learning on the learner’s high intelligence, such as the agile thought, the keen observation, the rich imagination and creation, the strong memory and attention, etc. It is true that those intelligence factors play an important role in the success of learning. But, in real teaching case, we often face with such problem, that on the similar level of intelligence and other conditions, some students are active learners, and some are inactive acceptor. So some students are successful in learning, while others failed. Why? Psychological study indicates that foreign language learning is a process in which learners (inner factor) and learning environments (outer factor) interact with each other. For learners, besides intelligence factors and their owned knowledge and abilities, non-intelligence factors play a conditioned role in whether they can succeed or not. This thesis expounds on some English learning methods from non-intelligence factors—motivation, interest, and affect, with the purpose of developing the learners non-intelligence to a greater extent and feel the pleasure in their English learning.

Key Words: non-intelligence factors; English learning; English teaching

摘  要

人們常把學(xué)習成功的原因歸于學(xué)習者過(guò)人的智力。如敏捷的思維力、敏銳的觀(guān)察、豐富的想象力和創(chuàng )造力、以及較強的記憶力和注意力等。毋庸置疑這些智力因素對學(xué)習的成功起了很重要的作用。但在教學(xué)實(shí)踐中.往往會(huì )出現這樣的問(wèn)題.即在智力水平和其他條件相等的情況下，有些學(xué)生的學(xué)習熱情、求知欲和學(xué)習效果大相徑庭。他們有的是求知的主動(dòng)追求者，有的卻是被動(dòng)的、反應性的接受者，結果有的成了學(xué)習的成功者，有的卻成了失敗者。這是為什么呢？心理學(xué)研究表明，外語(yǔ)學(xué)習是學(xué)習者(內因)與學(xué)習環(huán)境(外因)共同作用的過(guò)程.在學(xué)習者方面，學(xué)習成功與否除受智力因素和本人已有知識能力制約外，非智力因素起著(zhù)很大的制約作用。本文主要從動(dòng)機、興趣、情感3個(gè)方面論述學(xué)習英語(yǔ)的1些方法,力圖最大限度地開(kāi)發(fā)學(xué)習者的非智力因素,使其在輕松愉快的英語(yǔ)學(xué)習中,嘗到成功的喜悅。

關(guān)鍵詞：非智力因素、英語(yǔ)學(xué)習、英語(yǔ)教學(xué)

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