A Study Of Nonintellectual Factors In Junior High School Oral English Teaching

Intellectual factors and nonintellectual factors are two key factors which largely affectstudents learning effectiveness. Intellectual factors include a person’s observation, memory,thinking ability and imagination. As one of the most important factors that influence one’ssuccess, intellectual factors have already attracted widespread attention. Nonintellectualfactors refer to a person’s motivation, emotion, interest, etc. Nonintellectual factors, as a resultof being proposed later than intelligence, have not called enough attention for a long time andeven been completely neglected in junior high schools. If the intellectual factors are comparedto seeds, the nonintellectual factors will be soil. Good seeds only thrive in fertile soil soneither of the two factors should be ignored. People with higher IQs can be seen everywhere,but not all of them can be successful. The reason why it commonly occurs is thatnonintellectual factors have not been fully developed and utilized in a good way. The studiesof modern psychologists show that the majority of people are in the similar intellectual level,but why are their achievements quite different? Positive nonintellectual factors promotelanguage learning while negative ones hinder the way of language learning. The number ofstudents in contemporary junior high school who suffer mental illness is sharply growing upaccording to the data of the psychological researches. Some students have no idea of purposeof their study and lack learning motivation; some students fear hardship, have no lofty ideasand lack enterprising spirit due to well-to-do families or the only child in family; some aregood at study, but unconcerned about others and lack sense of justice, responsibility andmorality; others are disheartened and give themselves up as hopeless because of a markeddrop in the scores after entering junior high schools, and they lose confidence in their future.All of these facts reflect that the development of junior high school students’ nonintellectualfactors hasn’t become an important content in school education. Therefore, it is an effectiveway to boost students’ learning by solving the problems derived from nonintellectual aspects.By stimulating students’ potential motivation for learning, they can change from being passiveto being active, from negative to positive, from pessimistic to optimistic. Based on the relevant theories of humanistic, this study involves questionnaires beforeand after experimental teaching to analyze the current situation of junior high school students’nonintellectual factors in English learning. The author did a survey of some students in No.58Middle School of Luoyang. Meanwhile, an experimental teaching which lasted more thanfour months was carried out in experimental class and control class to see whether thestudents in experimental class could perform better than those in control class. The datacollected from questionnaires and experiments were statistically analyzed. The authorattempts to put forward some corresponding measures in order to stimulate students’ innermotivation and improve their learning interest step by step.This dissertation consists of six parts. Chapter One is introductory section, in which thesignificance of this topic is analyzed, the background of the research and purpose of thedissertation are also presented in detail. Chapter Two reviews the previous studies concerningnonintellectual factors at home and abroad. And then it discusses the definitions ofnonintellectual factors and the functions of nonintellectual factors. Chapter Three istheoretical framework. Chapter Four is a survey about nonintellectual factors of Englishlearning in junior high school. In this part, some crucial factors are tested in detail, such aslearning interest, motivation, learning habits, etc. A questionnaire with16items is designed,followed by an experiment which lasts more than four months in both experiment class andcontrol class. Chapter Five is the analysis and discussion of the results based on the surveyand experiment. Data collected from questionnaires and tests are analyzed in detail. And someeffective strategies of oral English teaching are proposed to stimulate motivation and improvelearning interest. Chapter Six gives a conclusion that summarizes major findings of theresearch. The author also puts forward some suggestions for future study, with the hope ofimproving teaching qualities as well as meeting the requirements of quality-orientededucation.