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elopment process of emotion, motivation, purpose andnon-cognitive factors. After U.Neisser, Race Mongolia has published an article calledCognitive Motivational and Emotional Monitoring, in which he elaborates specifically onmotivation and sentiments. Later, in 1974, Wechsler made a further explanation on themeaning of the non-intellectual factors. In his research, he pointed that non-intelligence factors is a necessary part in the development on intellectual behaviors. In the late 1970s,the basic non-intellectual factors are identified as the non-cognitive part of cognitive.In China, non-intellectual factors were concerned from the beginning of the eightiesby the educators of China. In recent years, it has become one of the “hot issues”. Thereare many definitions about nonintellectual factor, and among them, there are three kinds ofdescription which are a little clear: 1)Yan Guocai divides nonintellectual factors into twogradations: the first one is general nonintellectual factors that include every psychologicalfactor except intelligence factors ; the second one is nonintellectual factors in narrow sensewhich are made up of 5 psychological elements. i.e motivation, interest, affect, will andcharacter, the last one is detailed nonintellectual factors which have 12 factors, namely,achievement motivation, learning desire, learning enthusiasm, responsibility, self-esteem,self-confidence, enterprising spirit , sense of obligation, sense of honor, self-control ,perseverance and self-independence.
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2.2 The Function of Non-intellectual Factors
Many scholars have probed the functions of the nonintellectual factors from differentangles. Wu Daguang(1988) discovers that nonintellectual factors affect the followingfunctions of learning as a whole permeability: the functions of directing, impetus, adjusting,consolidating, influencing, appreciating of beauty, educating intelligence and creating.Cong Lixin(1988) sees that nonintellectual factors do not intervene in processing andmanaging in teaching activities and learning activities directly, but take motivation as acore to adjust the activities of teaching.Shen Jiliang(1990),believes that characters attendance can whole tasks, affirm andkeep activities .affect the performance of intelligence emotion and persistence canactive ,pattern and compensate, and emphasizes what affects the efficiency of intelligenceactivities’is the unity effort of nonintellectual factors.Shen De li (1997) also believes that nonintellectual factors have four functions,namely, motive force maintenance, compensation, and pattern. He points out further thatsuitable non-intellectual factors, are excellent ones, and can lead a sound development ofintelligence; at the same time, the excessive high level or low level of intellectual factor ormake that fall back.
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Chapter Three Application of Memetics to Pronunciation Teaching ..........47
3.1 Three Types of Memeplexes in English Phonetics........ 48
3.2 Implication of Meme Theory to Imitation........55
3.3 Summary ........61
Chapter Four Methodology........ 63
4.1 Research Questions........ 63
4.2 Subjects ........63
4.3 Instruments........ 65
4.4 Data Collection........65
Chapter Five Analysis and Discussion........ 75
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