【正文】 st in English. Although they are still study in the classroom, remembering words and doing practices, their mind is not willing and it just work like a dull. So there is no doubt that they can’t study well.Having cultivated students’ interest of learning English, the students will not feel that learning is a burden if they are interested in studying. They will put their hearts into learning actively. Arousing the interest of the students is the key to learn English well. Learning interest can promote the students to throw themselves into studying enthusiastically. It also can enrich the students’ knowledge, open the students’ mind and make up for a weakness of intelligent development.Since interest is so important in English study for college students, how could we make students being interested in English learning? Generally we can spread the possibility of this aim by the following methods. Firstly, we should change our traditional perception about English teaching and learning and bring the real balance of teaching and learning into classes. In the conventional teaching model, all the students in a college share the same teaching plan and teaching process, the students are responsible for learning English well, and the teachers only concentrate on how to teaching well. Thus, the teaching section and the learning section are separated into two independent parts without individualization and pertinence. As a result, most of the students cannot learn every lesson step by step, lacks of real munication and requirements exchanging with their teachers, and are forced to move on to new lessons. Then less and less students are interested in English learning because they confront many difficulties in English learning without concern, they fall behind of the teaching plan an teaching process of their college, and finally lose faith in English learning. No wonder there is even no change in their English level after several years of college English study in their university. To make things worse, a large number of college graduates only can speak out several simple English words such as hello, go, good after a whole decade of English learning from middle school to university. I am afraid that the conventional English teaching in our education system is one the maximum failure of education in history. The only way to switch this situation is to change. On one hand keeping the balance of teaching and learning, concerning the individualization and pertinence of teaching plan and teaching process, and ensuring that all students have a solid foundation are the priorities in college English teaching. On the other hand the students also should speak out their ideas and needs whenever they confront difficulties and problems in English study. Thus every student has a solid foundation of the English knowledge and skills they have learnt which makes them easier to learn new lessons. Then students will be very interested in English learning and their study of English bees a positive cycle.Secondly, we can change the teaching pattern to increase the interests of students in English learning. In a conventional class, the teacher speaks and the students just listen and take notes. As all known, language learning is totally different from other knowledge learning。A Brief Analysis on the Roles of Nonintelligence Factors in College English Study 非智力因素對(duì)英語(yǔ)學(xué)習(xí)的影響AbstractAs early as twentieth century, with the development of concept of intelligence and psychological tests, the concept of nonintelligence factors emerged. Alexander, the American psychologist, came up with the concept of nonintellectual factors firstly in his essay Intelligence: The concrete and the abstract. Then in 1950 nonintellectual factors were formally put forward by the famous American psychometrical Wechsler. Psychological research shows that learning a foreign language is the process of learners (intrinsic factor) and learning environment (external cause),and the internal factors include two aspects: intellectual and nonintellectual factors, and the nonintellectual factors play an important role in the study. This paper is discussing the roles of such nonintellectual factors during the English study in the college. It develops with the learning situation of the learning of college students, along with the years of experience and observation about students’ English study and some theories that are keys to my research on the role of nonintellectual factors during the study. My paper will introduce the main six nonintellectual factors, how they play the role in the study, and end with my personal conclusion that we should advocate the students, the teachers, the college and even Ministry of Education to pay much more attention to the development of student’s nonintellectual factors. Key words: nonintellectual factors。 roles。 it needs more practice than understanding and thinking. Therefore, the creative English class should be an interactive class in which the main role of teachers is to lead the students to practice and that the students play the main role in the whole class. This new teaching pattern will bring mutual benefits to teachers and students. The teachers will have more energy and time to stimulate the enthusiasm of students and to concern on the individual needs of each student as a guide. Students will be very happy to learn English and their teachers help them to improve their weakness and to solve difficulties during the pr