A Correlational Study Of Between The Nonintellectual Factors And English Learning Of Senior Students In Baoshan City

Intelligence and wisdom or learning ability is regarded as intellectual factors, while learning motivation, interest, will power and anything else of this kind are regarded as nonintellectual factors. It is believed that this idea was advanced by W.P. Alexander, an American phsycologist, in 1935. However, there were many great thinkers, such as Confucius and Menfucius, having nonintellectual factors as constituent parts in their teaching thoughts so their students were asked to pay much attention to the functions of their nonintellectual factors while learning.A lot of phsycologists and educators have done many researches about nonintellectual factors in the recent 80 years, which have proved that they work, connect and promote our cognition together with the intellectual factors and can start, adjust and balance it. Some American and Soviet Union phsycologists discovered by researching that in our life, work, and learning they play a very important role. Chinese phsycologists and educators have been doing researches in this field since the 1980s which have led to a great many achievements. These researches have an obvious feature that the researchers have been applying the theory to the teaching realities.English learning is foreign language learning for Clinese, so it has some features such as without learning environment, not enough time and being long-term. In this case, the students' nonintellectual factors can improve their English learning greatly. As students in Baoshan, they should pay more attention to making fullest use of the nonintellectual factors to learn English successfully, especially by fully using their strong will power and learning responsibility. So they can improve their English and overcome the difficulties they have in learning English. However,they have difficulties because they live in an underdeveloped area of the country.In order to offer the English teachers practical guidance in high schools in Baoshan and grounds for teaching different students properly, the researcher did thiscorrelational study between the students' nonintellectual factors and their English marks, and the differences of the levels between different grades, genders, students from other counties and the city itself and different high schools.This correlational study was done because it is fit for language teaching researches. Two hundred and fourty-seven students from two high schools in Baoshan City were randomly selected. One school is a key one, while the other isn't. The Questionarie for Middle School Students and Pupils on Nonintellectual Factors worked out by ProfessorShen Deli and other professors was used as the scale and the data processing and test were done by using the SPSS. The results are the following.1. The levels of the senior students' nonintellectual factors in Baoshan City are significantly correlated between their English marks, among which the correlations between their learning responsibility and learning stamina are notably and postively correlated between their English marks and the levels of their anxiety are greatly and negtively correlated between their English marks.2. The development of the nonintellectual factors of the students in the three grades is not balanced. The nonintellectual factors levels of the students of grade 2 are better than those of the students in grade 1 and grade 3.3. The girl students' levels of the nonintellectual factors are higher than those of the boy students except the levels of their achievement motivation, attention stamina, emotion stamina, learning anxiety and winning deviation, and the differences are greatly notable except those of the girl students between the learning ardour levels.4. In Grade 3 of the key school, the levels of the nonintellectual factors of the students from the other counties are not higher than those of the students from the city itself except the levels of their learning ardour and learning resposibility, and the differences are not notable except those of their achievement motivation and learning stamina.5. The levels of the nonintellectual factors of normal school students are better than those of the key school students and the differences are greatly notable beween the levels of their achievement motivation and anxiety, while the others are not notable.Therefore, while teaching , English teachers should pay great attention to helping the students to develop the students' nonintellectual factors, especially their learning responsibility and will power , in joint efforts with the students themselves, their parents and the schools. The reseacher also gave the teachers, students, parents and schools some advice on how to cultivate the senior students' nonintellectual factors so as to achieve the goal of our teaching that we schould teach the students according to their aptitudes.