A Research On Non-Intellective Factors Affecting English Underachievers' Performance In English Study At Vocational School

With the development of our country's social and economic development, we should continue to make vocational education a priority and let vocational education serve the social needs directly. So how to bring up the students in the vocational school in the new period is a very important question.Meanwhile, from the modern psychology research, it is realized that in the students'learning process intellective factors and non-intellective factors will influence each other and that the non-intellective factors even have a decisive function. Personality in psychological structure, with many non-intellectual interrelated factors, mutual checks and interactive power system, is the most dynamic and positive factor, which determines the extent of the positive activities of people. Therefore the non-intellective factor plays a very important part in students'academic performance.Generally speaking, most students in vocational schools have many difficulties in learning English, and are becoming a great number of English underachievers. These students feel that English is difficult and are fearful to learn it, lacking motivation to learn and having no interest in learning English. Despite of this, the majority of these students have good individual intelligence. The key lies in their lower non-intellective factors level. In order to have a clearer understanding about the relationship between the levels of non-intellective factors of the secondary vocational school English underachievers and their English study, this research is undertaken, in order to improve the study of the present secondary vocational school students.The author has chosen students of the Service and Management of a vocational school as the research subjects, and adopted the method of questionnaires as research tools. With the Secondary and Primary School Students Non-intellective Factors Questionnaire drawn up by Tianjin Normal University, the author conducted a systematic analysis on the relationship between the level of secondary vocational school English underachievers'non-intellective factors and their English study. According to the analysis, the author also put forward recommendations and methods for developing secondary vocational school students'non-intellective factors, with the aim of improving our English language teaching.The research shows that: 1. The academic performance of English underachievers of secondary vocational school is obviously connected with their non-intellective factors, including achievement motivation, interpersonal motivation, cognitive interest, learning enthusiasm, learning responsibility, learning stamina, attentive stability, emotional stability and winning intention, etc. 2. The level of English underachievers'non-intellective factors is lower than that of the higher level students in English; especially the difference is very obvious in achievement motivation, interpersonal motivation, cognitive interest, learning enthusiasm, learning responsibility, learning stamina, dominance, and winning intention.There are five parts in this thesis. Chapter one introduction. Chapter two introduces the meanings of non-intellective factors, the relationship between intellective factors and non-intellective factors, the function of non-intellective factors, the relationship between learning and non-intellective factors, and research on the history of English underachievers, and how to define the English underachiever at secondary vocational school. Chapter three investigates non-intellective factors of English underachiever at a secondary vocational school. Chapter four analyses the results of the questionnaires. Chapter five draws a conclusion.