The Impact of Non—intelligent Factors in English Study

程蕓

【Abstract】China has taken the police of Reform and Open for about more than twenty years， which changed China a lot. During the development of China， it has joined the World Trade Organization （WTO）， and succeeded in applying for the permission to hold the 2008 the Beijing Olympic Games and the 2010 the Guangzhou Asian Games， either in the official occasion or our daily life， English has played a more and more important role. The government and the society pay more attention to English in the national education as well. However， English study is not an easy job， it is influenced by many factors， among which， and non-intelligent factor is important one.

【Key words】non-intelligent factors； English study

Introduction

A look back at the 20th century reveals that education provided the momentum for economic growth and social development in both developing and developed countries. Global economic competition is， in a sense， a competition for science and technology， education， and human resources.

1. English Educational Psychology

Education is a human activity， which implies a formal， intentional， systematic transmission of knowledge and skills. Educational psychology is concerned both with the creation of a body of knowledge directly relevant to the educational process and the application of this knowledge to effective classroom instruction. In other words， it nvolves both knowledge production and knowledge utilization.

2. Psychology of English Learning

English learning is a complex process of knowledge. The main content of the research of English learning psychology in middle school students include the following few points：

First， the research of the processed information of English， which relates to the attention， feeling， memory and abstract of the information， such as discern and memorize the new words and learn the grammatical law.

Second， the researches on the ways master the different kinds of pragmatic skills， including the abilities of listening， speaking， reading and writing.

3. Psychology of English Teaching

In school， students are learning English from their teachers； therefore the efficiency of study is not only depends on the students themselves but also the teachers effort. For this reason， both the psychology of the students and the teachers should be studies carefully. And the content of the research are that：

First， the research of the law in psychology that is in the process of English teaching.

Second， the research on all the problems about psychology in different kinds of English teaching practice， which consist of the teaching of listening， speaking， reading， writing， phonology， grammar， vocabulary and syntax.

3.1 Aptitude. It is popularly believed that some people are good at learning English while others are not. Some Chinese immigrated into the Unite States for just six months are very fluent in English， while some Chinese immigrated into the same country for about twenty years still could not speak English fluently. Suppose they were from the same background and lived in the same circumstances， have the same education. Their age and motivation are the same as well.

3.2 Learning Strategy. First， they have found out a learning style， which suit them. Some may suit for communicative language teaching； some may suit for task base language teaching. When the students find out a way that suit for them， they will find that learning English is a happy and easy thing. Second， good English learners do not passively accept the knowledge that teachers present to them in the classroom. They are actively in fining more information about the text outside the class.

4. The Development and the Tendency of English Teaching

At the very beginning， the research of English teaching psychology comes from some relative disciplines including psychology， education， linguistic and other branched of these disciplines.

5. The Principles in English Teaching

The basic principles of teaching English， which aim at the completion of the teaching assignment and improvement of the teaching quality， that have been pointed in the reform are ideological principle， scientific principle， systematic principle， practical principle， artistic principle and comprehensive principle.

6. Solutions to the Problems

Many students are afraid of learning English， because English is not our mother tongue， and there are too many differences between Chinese and English. Also， students do not have enough chances to learn and practice English in daily life except in school. Therefore， the negative emotion factors have become an obstacle while they are learning English. As an English teacher， more attention shall be paid on the negative emotion factors and the ways to help the students to get rid of them. 1. Diligent in reading and writing English. 2. Prepare for the new lesson and review the old lesson every day.

7. Conclusion

An American psychologist Glaser considers the tapping non-intelligent factors as a research on a new capacity， which has greatly changed the theory connotation about humans ability. The capacity of a learner in learning English is including intelligent factor and non-intelligent factor.

References：

[1]Cook，Vivian.Second Language Learning and Language Teaching[M]Second edition.Beijing： Foreign Language Teaching and Research Press，Edward （Publishers）Limited，2000.