A Study On Gender Difference In English Autonomous Learning & Its Implications For Teaching

Based on a review of the studies of foreign language autonomous learning and of gender differences related to foreign language learning at home and abroad, this research hypothesizes that gender differences should be exhibited in the English autonomous learning of non-English students. Therefore, this research may bring about some theoretical and practical implications for teachers who shall offer their students a hand to improve the efficiency in English autonomous learning, and for students of either gender who need to learn from each other. Based on the previous studies in this field and with reference to psychology, pedagogy and feminine theories, this research investigates the status quo of English autonomous learning of the second-year students of non-English majors in Zhejiang Wanli University by means of unstructured interview and questionnaire, the results of which have been analysed both qualitatively and quantitatively with the statistical tool of SPSS 13.0. The results show that gender differences have been reflected in the following aspects: motivation, learning goal, learning plan, in-class state, note taking, participation of in-class discussion, search for learning materials, seeking for learning aids, self-monitoring and self-assessment. Furthermore, this thesis summarizes the implications of the study and proposes the some feasible suggestions English teaching in Chinese monolingual context. First, gender bias should be avoided in the process of autonomous learning. Second, educators should bear the importance of gender differences of students in mind and manage their classes taking into account of gender differences when necessary. Third, educators should have a right view of the socializing process of gender roles and avoid stereotyping the roles so that they should get a clear picture of the autonomous learning abilities of students of both gender, and then step on the right way to improve students'learner autonomy. Fourth, teachers should manage to promote integration between boys and girls by means of organizing mixed sex group activities. Last but not the least, teachers should be aware of the importance of preparing a relaxing and friendly language learning environment that accommodates females and males alike since classroom environment is the starting point in initiating learner autonomyThe possible weaknesses and further studies of this research are found in the last chapter of this thesis.