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.

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。

关键词：英语学习；教学效果；非智力因素；影响