A Study On The Affective Factors Of Independent College Students In College English Listening Autonomous Learning

The research on the second language acquisition has shifted from the aspects of teaching methodology to the learner's individual differences since 1970s, and the affective factors in the language study has been paid more and more attention. In the autonomous learning, the learners control the learning content and the process according to their own needs and desires. Only the learners are able to do what they want to with their autonomous right can it be called real autonomy. The priority of the affection is the primary characteristic of autonomous learning. Apart from learners and the individual and cultural factors of teachers, the factors influencing autonomous learning also involve affective ones. The definite conditions of the learners'attitude and belief directly determine whether the autonomous learning can be operated or not. Based on the analysis of learners'belief, their acceptable degrees of autonomous learning can be found out. And it is indisputable that motivations affect and promote the autonomous learning as well.A number of teachers and the scholars have conducted the massive research from the different angles on the affective factors in language study, especially the autonomous learning, which recently becomes the focus of the study on listening teaching of foreign language both at home and broad. This paper presents a survey of 122 non-English major students in HUST Wenhua College adopting autonomous learning of English listening in the self-access learning centre, to research on affective factors influencing the English listening study of the students group and also their effects on the undergraduates' autonomous learning in listening study.The sources of data in this study are collected by questionnaire, interview, and observation. It aims to explore the impact of the affective factors on the independent college students'listening autonomous learning, and find out their affective features and solutions through the research on their learning belief and motivation by the relative theories of affective strategy.Based on the results, the author puts forward the experimental suggestion on how to alter the students'learning conception and build more positive learning motivation under the current teaching environment. The paper presents a stressed analysis of the listening study in autonomous learning, emphasizes on strengthening the development of students' learning conception and motivation and advises teachers to guide students to conduct autonomous study and gradually realize the scientific and correct learning process and result.This thesis consists of six chapters. Chapter one is a general introduction to the study. The study background is briefly explained and the significance together with the purpose of the study is showed. Chapter two comes to review the related literature, covering affective factors, autonomous learning as the theoretical foundations, and the characteristics of College English listening. Chapter three will demonstrate and generalize the current situation of College English listening teaching in Independent College. Chapter four involves the description of the subjects, instruments, procedure of research and data collection. It is followed by data analysis and the relevant discussion in Chapter five. The last chapter concluded the thesis with a summary of major findings, implications and limitations in the study.