中學英語教學與非智力因素的發(fā)展

1、middle school english teaching and thedevelopment of non-intellectual factors中學英語教學與非智力因素的發(fā)展middle school english teaching and the development of non-intellectual factorscontentsabstract.1key words.1i. introduction.1ii. literature review.2iii. the key problem of research and the way of solution.3iv.

2、 extrinsic motivation.44.1. environment.54.2 attitude.54.3 teaching and learning.6v. intrinsic motivation65.1 attitude.65.2 self- confidence.75.3 learner interest. 8vi. tasks.96.1 task should be interesting and varied.106.2tasks should be relevant to the students real life.116.3tasks should be reali

3、stic.126.4authority.136.5anxiety.136.6evaluation.13vii. conclusion.14references.14摘要：非智力因素包含了，學生自身所處的環(huán)境，對待學習的態(tài)度，對待最終目標的自信，以及教師的任務(wù)，威信，憂慮，評價準則等等。這篇論文體現(xiàn)出潛在因素能夠影響到學生的誘導，外因或者內(nèi)因。它指出對學生的正確誘導對第二種語言(l2) 的習得是至關(guān)重要的。 非智力因素由環(huán)境, 態(tài)度, 自信, 任務(wù), 當局, 憂慮, 和評估體現(xiàn)出來。關(guān)鍵詞：非智力因素，外在誘導，內(nèi)在誘導abstract: non-intellectual factors are

4、 environment, attitude, self-confidence, task of students, and about the authority, anxiety, and evaluation of teachers, and so on. this article examines the potential factors that could positively affect students motivation, extrinsic or intrinsic. it points out that correct motivation is of vital

5、importance to second language (l2) learning .the non-intellectual factors are categorized as environment, attitude, self-confidence, task, authority, anxiety, and evaluation.key words: non-intellectual factors. extrinsic motivation. intrinsic motivation i. introductionenglish has been the most frequ

6、ently used language in the world with the evolution of history and gradually established itself as the international language in the world. english is used on a quarter of the earth as a main language. it is estimated that two thirds of letters are written in english, and half newspapers are publish

7、ed in english around the world. theres no doubt that english is the language in commerce, diplomacy, science and academic circle. learning english well can help you find more learning opportunities and enter a kingdom of knowledge, to which you have no access, otherwise.everybody is a human being on

8、ly physically when he was born. after he interacts with the world around him and adapts himself in the procedure of learning and practicing, he will be a human being socially. language study lies in the process of dwindlement of human beings nature and argumentation its sociality. so we need to know

9、 what is non-intellectual factors, it is sociality in learning english.a good mastery of english gives requirements to the intellectual factors and non-intellectual factors. intellectual factors and non-intellectual factors are considered to the main features as well as factors of english teaching.

10、more emphasizes on combining these two factors have been attractive for the researchers in this field.so scholars and educators at home and abroad have their special opinions about the non-intellectual factors in foreign language teaching, all of their ideas are important in this paper, guo yali is

11、one the most famous and influential educators in this field, in her books, she points outs that non-intellectual factors play an important role in english learning, especially motivation factors, which is one of the important factors in learning process and helps to determine the level of proficienc

12、y by different learners . amongst the many variables affecting foreign language learning, motivation plays a very important role. to be a successful learner, one must be strongly motivated and develop strong task motivation (yu ruixia, 2003). these ideas are important cues in paper, which will guide

13、 me to finish the paper. only that is not enough, that is why i also exert some useful information about this topic from internet, most of them will guide me to write the paper, at the same time, my conduct teacher also has some good advice on the paper. beside that, some prominent sources from the

14、respected writers of foreign countries also give much help to design my paper. the key points from the world and well known linguists and educators also strongly support my ideas. to make the sources of this paper rich and convincing, exchanging ideas about this topic with other classmates is necess

15、ary too.ii. literature reviewthis subject has been very attractive for all the language teachers all round the world, because the better understanding of non-intellectual factors can promote the learning efficiency. so many educators and scholars from different parts of the world exchange their idea

16、s about the role of non-intellectual factors and their functions with each other. how to make the present english teaching more successful than ever before is becoming the hottest topic among teachers. therefore, the study of this subject in foreign countries has been developing rapidly recently, es

17、pecially in some western countries have made much progress in this field. america is a typical example: many scholars of america have their mature thoughts and systematic equipment on the study of non-intellectual factors in english teaching and learning. they integrate their theory with teaching pr

18、actice, in their non-intellectual factors of experiment of in english teaching, the concept of motivation should be placed in first place, they mention that motivation is centered in teaching, if the students can understand both intellectual and non-intellectual factors in language learning, there w

19、ould be no difficulty in learning perfect english.the study of non-intellectual factors both in english learning and teaching in china also makes us comfortable. since china opened to the world in 1978, the process of english teaching is also very fast, there are two reasons, and one reason is that

20、the chinese ministry of education pays special attention to the english education in china. their purpose is to integrate english with the practice of chinas economy and make it stronger than before. the other reason is that more and more chinese realize the importance of non-intellectual factors in

21、 their daily study. at the same time, some chinese are very good at discovering intellectual factors and non-intellectual factors that affect the learning efficiency. and they take advantage of some beneficial factors and avoid the disadvantages. at last, educators find some important cues, such as

22、the study motivation, emotion, interest, and good habit of study and so on. because for this, some english learners succeed to do well in mastering english, and some famous educators and scholars have formed their unique ideas about this subject and made them world famous. gao yali is a best example

23、, and she emphasizes the importance of non-intellectual factors in english teaching. she points out, the potential factors that could positively affect students motivation, extrinsic or intrinsic. it points out that motivation is of vital importance to second language learning and both positively mo

24、tivated students and those who do not have extrinsic motivation can be strongly affected by what happens in the classroom.iii. the key problem of research and the way of solution“non-intellectual factors and intrinsic motivational strategies” are key words in this paper, how to present their importa

25、nce to all the readers and develop the awareness of non-intellectual factors, my way of solving that is to tell the readers the importance of non-intellectual factors and show enough information about the study of both intellectual factors and non-intellectual factors. to make the readers know that

26、we need such practice in learning english and enable ourselves by putting all sorts of factors in english learning to practice.my way of solving this problem is that showing the following factors i have collected from many books. so i will introduce the ways to this problem, which will guide us to r

27、ealize the importance of non-intellectual factors in english learning. iv. extrinsic motivationan extrinsic motivation, which is concerned with factors outside the classroom, is demonstrated when a student item. a has been suggested by canadian researchers gardner and lambert, in terms of the learne

28、rs overall goal or orientation , extrinsic motivation can be classified into two types: integrative motivation and instrumental motivation . learners with integrative motivation are interested in the people and culture represented by the tarter language group. just as the child seeks to identify his

29、 parents by learning their language, the l2 learner may be motivated to identify with the l2 speech community by learning its language. instrumental motivation occurs when the learners goals for learning the l2 are functional. for instance, learning directed at passing an examination, furthering a c

30、areer, or facilitating the study of instrumentally motivated learning.in some learning contexts, an instrumental motivation seems to be the major force determining success in l2 learning, but in others, integrative motivation seems to count more. what kind of motivation then is more effective in chi

31、na? various surveys on motivation reveal that only a small percentage of chinese students in higher deadens, especially engineering students with on interest in english, usually cannot follow the teacher in the class and always get low scores in exams. the reason why they learn english is that it wi

32、ll be useful for certain “instrumental” goals, for passing exams, for getting good jobs, etc. gardner and lambert point out that an instrumental motivation does help in such a country as singapore, where the l2 functions as a “foreign language”, (i.e. taught as a school subject but not important out

33、side the classroom for the learners), integrative motivation is more effective. in addition, in teaching practice, it is easily found by the teachers that students of a teacher who facilitates integrative motivation will ask for additional work and exhibit less frequent off-task behaviors, compared

34、with students of a teacher focusing on instrumental motivation.since integrative motivation is so important, what can teachers do to help students cultivate is? we cannot create it since it comes into the classroom from outside. its clear, too, that students have to be prepared to take some responsi

35、bility for their own learning and the leaning experience in a positive light. being supportive and encouraging to our students rather than critical and destructive are two good ways to create this positive attitude.4.1. environmentenvironment has undoubtedly a great effect on learning and can affect

36、 students motivation either positively or negatively. however, teachers who can create warm and accepting atmospheres or in the classroom will promote students persistent effort and favorable attitudes toward learning. on campus, teachers can encourage students to organize or attend various kinds of

37、 english activities, such as english corners, english saloon, various competitions, lectures, parties, games; listen to english songs or english radio; watch original video, films; read novels etc. in the classroom, teachers should make the environment surrounding the subject positive and reduce or

38、remove components of the learning environment that lead to failure or fear. classroom should be well-lit, and not crowded. even where conditions are bad, posters, student work, or map of the english-speaking countries on the walls can improve the atmosphere. interesting visual aids, such as booklets

39、, posters, or practice equipment, are effective means of motivating learners by capturing their attention and curiosity. it is a good way to help students cooperate and raise the communicative ability by pair work and group work. meanwhile, the teacher can change their seats according to the teachin

40、g material. it can be a form like “a horses hoof”, “a chrysanthemum” and “a half circle.” the students are so interested in these funny classroom seats organizations that they pay more attention to english learning and the team work. and the beautifully decorated english room will also help the new

41、teaching & learning organization a lot.4.2 goal orientationstudents' belief in self-efficacy, their learning attitude, learning strategy and their interest in learning determine the nature and potency of motivation for language learning, hence their goal orientation. an intrinsically motivat

42、ed deep learner had interest in the learning task, an efficacious outlook and a positive expectancy on the oriented goal. this kind of self-reliant learners focus their attention on the mastery of l2 knowledge and skills involved instead of self diagnoses, which is typical of dependent extrinsically

43、 motivated surface learners who focus on completion of given tasks to satisfaction of their academic addenda and are prone to be influenced by external judgments. research shows that the mastery goal orientation is positively related to the depth of information processing, flexibility of strategy us

44、e and quality of emotional experience while learning.the literature reviewed so far has contributed richly to our understanding of motivated learner behavior and the relations of the variables underlining the motivational psychological construct.4.3 teaching and learningteaching and learning are a s

45、eries of communicative processes between instructors teaching and students learning. these two processes integrate with each other for both teachers and students have to communicate. otherwise, there wouldnt be so-called teaching or learning at all. a good at stimulating students interest in learnin

46、g english by means of communicative skills is as well as being expert in his or her major. it is not only what you say that can make the difference to students. eye contact is an essential component of communication in the teaching process. eye contact, an important channel of interpersonal communic

47、ation helps regulate the flow of communication. and it signals interest in others. furthermore, eye contact with audiences increases the speakers credulity. teachers who make eye contact open the flow of communication of students and convey interest, concern, warmth and credibility. v. intrinsic mot

48、ivationintrinsic motivation, which is concerned with factors inside the classroom, is demonstrated when a student exerts great efforts to learn l2as a result of the interest generated by a particular learning activity. i t is important to note that it is intrinsic motivation that is engendered by th

49、e learning process itself that seems to matter most (burstall. 1975).likewise, macnamara(1973) argues that “the really important part of motivation lies in the act of communication itself rather than in any general orientation as implied by the integrative /instrumental distinction ”. it is the need

50、 to get meaning across and the pleasure experienced when this is achieved that motivates second language acquisition. intrinsic motivation is focused on effort, not ability and the focus of attention should be on the intrinsic value of learning, as well as effort utilization. those are views that ar

51、e encouraging to the language teachers, owing to the fact that some students bring no extrinsic motivation to the classroom, some of whom may even have negative feeling about language learning. for them, what happens in the classroom will be of vital important in determining their attitude to the la

52、nguage. as language teachers, our task is to maximize the stimulation of students intrinsic motivation, while extrinsic motivation can be used to marshal the productive forces of intrinsic motivation.5.1 attitude “attitude” is defined as the persistence shown by the learner in striving for a goal. i

53、t is related to motivation by supporting the learners overall orientation (gardner and lambert, 1972&1979). a right attitude elicits a motivational pattern that is associated with a quality of involvement likely to maintain achievement-oriented behavior. so at the very beginning of the learning

54、process, teachers should help students positively confront the possibly erroneous beliefs, expectations and assumptions that may underlie a negative learner attitude. this can be achieved by telling the student on the first class that “l(fā)earners need to develop autonomy, not dependence (brown, 1994:4

55、4) and language can not be taught but only learned (gethin, 1988), i.e. students should do virtually everything themselves and not rely on teachers or others.” gardner and lambert (1972) define attitude as the persistence shown by the learner in striving for a goal. later, gardner (1979) suggests th

56、at attitudes are related to motivation by serving as supports of the learner's overall orientation. it is true that l2 learner with a positive attitude and interest in l2 learning can be consistently stimulated by the learning tasks, and hence learners motivation is enhanced. instead of shying a

57、way form difficult tasks, they keep exerting efforts for a solution. to them, difficulties are not obstacles but rather stimulation for higher-level tasks. different levels of tasks always motivate positive l2 learners to go hierarchically up.5.2 self- confidence the students confidence is largely in the hands of the most important factor affecting intrinsic motivation, the teacher. confidence-building strategies help t