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ple, some students’ elementary knowledge is not systematic; many other pupils don't have good or firm mastery of fundamental knowledge of English; they lack ability to use English in practice and feel it difficult to speak or to write. Usually, some students fall into a process like this. They feel curiosity towards English and being interested in it at first. Then, they lose curiosity and interest gradually. When meet difficulties or gain low scores they lose confidence. At last they loathe English. What’s more? To a whole class, there exist the phenomenon of extreme polarization, that is, in the same classroom, some students make progress in English rapidly and learn it very well while others make very slow progress and perform badly in it.
Ⅱ. The Factors Affecting Students’ English Learning in High Schools
As for the existing problems mentioned above, what affects the students’ English learning on earth is well worth considering. In fact, it is influenced by both intelligence factors and non-intelligence factors. In the process of English learning, the intelligence factors and non-intelligence factors work together, supplement and complement each other. Psychologists think that intelligence factor is the necessary condition of English learning, however, the non-intelligence factor is the ample condition.
A. Intelligence Factors
Intelligence refers to the ability to cognize the objective things and settle the practical problems. It is doubtless that intelligence is a factor affecting people’s study.
Last century, people almost think accordantly that, under the traditional teaching and learning conditions, intelligence is a reliable predicting index of students’ performance in study. In another word, students will perform better and will receive much higher education if they have higher level of intelligence. However, it is worth noticing that intelligence does not affect the occurrence of learning activity, that is to say, intelligence is not the factor which decides whether the students can learn well an area of knowledge. (Pi Liansheng, 55)
To the subject of English, intelligence functions in the same way. Sometimes, intelligence plays an important role in English learning. First, intelligence will exert its function more if the teaching and learning ways are more traditional. It will play a more important role in English learning in the higher-level of English activities such as in the profession concerning foreign affairs, the research of linguistics, and the advanced interpreting or the simultaneous interpreting. But this also demonstrates from the other side, to the common English learners, non-intelligence will play a more important role in their English learning process. And intelligence is not the unique index of students’ performance in study in modern teaching and learning. Second, intelligence factors don’t affect the occurrence of the activity of English learning. They are not the factors which decide whether the students can learn English well. Without interest, strong-will, correct motivation toward English, however high-level intelligence a student has, he can not learn English well yet.
B. Non-intelligence Factors
The concept of “non- intelligence factor” has been controversial. A lot of experts and scholars tried to define “non-intelligence factor”. Among them, the most influential is Yan Guocai. Mr. Yan thinks it can be used in a broad sense and a narrow sense. In a broad sense, it re