Abstract The National English Curriculum requires that English teaching should aim at educating all students and emphasize quality-oriented education. However, English teaching in junior middle school, due to the impact of the traditional pedagogy, quite a lot of English teachers just focus on the intellectual development of students and neglect the development of students’ affect, resulting in a clear polarization of students’ English level to some extent. Gradually, some poor students lose their interest in English class. And they are reluctant to or even fear to participate in classroom activities. This thesis elaborates the influence of non-intellectual factors on English classroom efficiency in junior middle school from the perspectives of motivation, interest，self-esteem and learning environment, etc. A conclusion is drawn at the end of the thesis that non-intellectual factors do influence students’ English learning. Therefore, teachers should develop students’ non-intellectual factors and their learning potential and to improve English classroom teaching efficiency.61422

Keywords: English learning; teaching efficiency; non-intellectual factors; influence

摘要新课标要求英语课程要面向全体学生，注重素质教育。然而在初中英语课堂教学中，由于受传统教学模式的影响，部分英语教师只注重学生智力的开发，忽视情感态度的培养，在一定程度上造成了学生的英语水平呈现出明显的两级分化。一些后进生渐渐失去了对英语课堂、对英语学习的兴趣，不愿意甚至害怕参与课堂教学活动。本文从动机、兴趣、自尊、学习环境等方面阐述了非智力因素对初中英语课堂效果的影响。论文最后得出结论，非智力因素确实影响着学生的英语学习。因此，英语教师应努力开发学生的非智力因素，挖掘其学习潜能，从而提高英语课堂效果。

毕业论文关键词：英语学习；教学效果；非智力因素；影响

Content

1. Introduction 1

2. Literature Review 1

3. Non-intellectual Factors 2

3.1 Definition 3

3.2 The Relation between Non-intellectual Factors and Intelligence 3

3.3 The Classifications of Non-intellectual Factors in English Learning 4

4. Suggestions on Developing Students’ Non-intellectual Factors 8

4.1 The Cultivation of Students’ Interest in English Learning 8

4.2 Establishment of Self-confidence in Learning English 10

4.3 The Cultivation of Strong Will 11

5. Conclusion 12

Works Cited 13 

1. Introduction 

English learning is becoming more and more important with the development of society and science; however, quite a lot of students are poor at English learning. Traditional English teaching focuses on language knowledge and skill so that some students are tired of English learning. They are inactive in English class, and some of them even feel anxious about English learning. In the National English Curriculum, attitude and affection become one of the teaching objects, and teachers are asked to consider the non-intellectual factors in classroom teaching.

That is very useful to help improve students’ English learning if non-intellectual factors are paid much attention to. Actually, those factors are more or less neglected. So, how to develop students’ non-intellectual factors becomes a key issue. Suggestions put forward to deal with this issue are helpful to students’ English learning and also beneficial to English teachers’ teaching.