But what are intelligence factors or non-intelligence factors? Intelligence factors are the summation of cognition, which includes the ability of memory, observation, thinking, attention, imagination and so on。 And non-intelligence factors are those affective factors but out of intelligence。 Both them are rather important for students’ learning condition。 Thesis always draw the importance of intelligence factors, they think the intelligence factors predominantly lead people’s study and life。 Therefore, in education, teachers always focus too much on intelligence factors, but omit the non-intelligence factors。 In fact, non-intelligence factors restrict people’s intelligence directly。 The most effective way of students’ learning is basing on intelligence factors, and making the non-intelligence factors biggest function。 来*自~优|尔^论:文+网www.chuibin.com +QQ752018766*

Non-intelligence factors are also affective factors。 The term “feeling” is a synonym for education, although with a broader range。 In the older psychological literature the term “affect” was used。 It is still used to imply an even wider range of phenomena that have anything to do with emotions, moods, dispositions, and preferences。 The term “affect” has to do with aspects of our emotional being; however, as Fehr and Russel (1984:464) have noted,” Everyone knows what an emotion is, until asked to give a definition”。 Damasio (1994:145) makes a distinction between the terms “emotion”(changes in body state in response to a positive or negative situation) and “feelings” (perceptions of these changes)。 Besnier (1990:421) refers to further categorization but brings up reservations from the anthropological point of view about cross-cultural validity of distinctions。 In the present context, affect will be considered broadly as aspects of emotion, feeling, mood or attitude which condition behavior。 In this thesis we will look at a wide spectrum of affect-related factors which influence language teaching and learning