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Expectancy Theory in English Teaching Process-毕业论文翻译
Expectancy Theory in English Teaching Process
[Abstract] well-known, students learning English that is subject to intellectual factors, but also by non-intelligence factors. In contrast, however, students learning English are more vulnerable to non-intelligence factors, rather than the intellectual factors refer to personality structure, in addition to psychological factors other than the intellectual factors, therefore, teachers in the teaching process should be more emphasis on students in non-intelligence factors and comprehensively improve the English learning ability of students.
[Keywords:] expectancy theory of English teaching non-intellectual factors
I. Introduction
Refers to non-intelligence factors, in addition to intellectual factors, personality structure, other than the psychological factors, including interest, needs, motivations, emotions, will, character, temperament, attitudes, ideals, beliefs, values, and so self-esteem, interests, self-confidence. For some students with poor English-based, classroom atmosphere of repression, the students do not want to think positively, to answer questions, participate in class discussion; students is mostly closed, unwilling students to explore issues, exchange views, of course, less likely to learn from each other, common improve after problems are reluctant to ask teachers, more teachers are reluctant to open their hearts to tell the teacher their own ideas; students lack self-confidence, doubt their own ability to feel inferior; students with little or basically does not participate in extracurricular English activities, lack of motivation, but lack of participation of confidence and courage. This will undoubtedly bring with them a sense of frustration at the same time so that they produced a feeling of inferiority, the sharp drop in interest in learning English, learning English is to simply to pass examinations. Coupled with low expectations of teachers about their own lack of self-identity, may easi
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