英語學習中的非智力因素
畢業
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
人們常把學習成功的原因歸于學習者過人的智力。如敏捷的思維力、敏銳的觀察、豐富的想象力和創造力、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習的成功起了很重要的作用。但在教學實踐中.往往會出現這樣的問題.即在智力水平和其他條件相等的情況下，有些學生的學習熱情、求知欲和學習效果大相徑庭。他們有的是求知的主動追求者，有的卻是被動的、反應性的接受者，結果有的成了學習的成功者，有的卻成了失敗者。這是為什么呢？心理學研究表明，外語學習是學習者(內因)與學習環境(外因)共同作用的過程.在學習者方面，學習成功與否除受智力因素和本人已有知識能力制約外，非智力因素起著很大的制約作用。本文主要從動機、興趣、情感3個方面論述學習英語的1些方法,力圖最大限度地開發學習者的非智力因素,使其在輕松愉快的英語學習中,嘗到成功的喜悅。
關鍵詞：非智力因素、英語學習、英語教學
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