非智力因素对中学生英语口语学习的影响(3)
Until now, the study of non-intellective factors has made a lot of theory achievements, for example, people have been aware of the effect of non-intellective factors on oral-English learning and realized the importance of updating the traditional education idea. But from the view of the shift of theory into practice, it is far from goal and still on the exploring and attempting. Therefore, as a teacher, I should propose to combine those theories with my class and try my best to put them into practice to improve students’ interaction ability. At the same time, I will pay more attention to train the students’ consciousness of cooperation and competition in practical activities establishing the self-respect and self-confidence of student and explore some other useful methods to develop students’ non-intellective factors which benefit students’ oral-English learning.
II. About Non-intellective Factors
2.1 The definition of non-intellective factors
Non-intellectual factor is a relatively comprehensive concept, in broad sense; it includes all factors except Intelligence Quotient (IQ). While, in narrow sense, the non-intellective factors refers to the feeling, purpose, interest, character, need, motivation, ambition and faith, which have no direct relations with knowledge. All these non-intellective factors have great influences on the development of students’ study. For example, a middle school student who has a high IQ may not make great achievement if his non-intellective factors have not been developed well. On the other hand, a student with well-developed non-intellective factors and normal IQ may get success in his study. So the non-intellective factors can help students develop their potential ability and bring their intelligence up better.
2.2 The characteristics of non-intellective factors
2.2.1 The implicit characteristic
In the process of learning oral-English, what the role non-intellective factors plays is always questioned and explored in the practical teaching by the scholars, who hold their different ideas and cannot make consensuses with each other. While, with more and more deep study in non-intellective factors, people can position the non-intellective factors in the oral-English class rightly.
From the view of teaching and humanity, some scholars think the importance of non-intellective factors outstand intelligence in the class, it is more recessive and just in the position of unseen and untouched, so we cannot check and evaluate it, besides indispensable in teaching.
Obviously, willingness is the root of assuring study, emotion is the assistant of successful study, and interest is the best teacher of stimulating student study.
2.2.2 Supplementary and associated with each other
From the view of the propriety, oral English class is distinct with classes of listening, reading and writing, the differences lies on flexibility and creativity. In the teaching process, interaction between teacher and students or among students can express several of aspects of non-intellective factors. Interest, motivation and need are obviously expressed in the short time, while the expression of willingness and character should be in a long time.
Therefore, non-intellective factors can be positioned the function of supplementary, dependent and associated. Firstly, students conquer the boring of oral English practice through willingness and emotion, then they become eager to learn how to speak English relying on interest, the most important is improving students’ ability, including developing a well language habit and a creative thought besides acquiring knowledge. Comparing to knowledge, thought is live, and it will create a bigger environment for studying, it is irreplaceable for the applying shifting and practicing of oral-English.
2.3 The function of non-intellective factors
2.3.1 Motivation function
Non-intellective factors are the driving force in learning oral English for middle school students and the active psychology factor of studying. Non-intellective factors can promote middle school students’ intelligence develops healthily. That active learning, right attitude, vigorous eagerness for knowledge, concentrate attention and strong self-control all contribute to improving students’ studying and developing their intelligence.
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