Students' Emotional Factors Training College Students Autonomous Learning Ability

With the development of Humanistic Psychology, represented by Rogers, some psychologists stressed the vital role and the significance of the learners during the learning process. They advocated that the learners had better study actively and autonomously, especially paid attention to self-evaluation and learners'affective factors. Meanwhile, teaching method had transmitted from traditional "teacher-dominant" into modern "student-centered", which required the teachers should care about not only every learner's differences but also his affective factors, and encouraged the students to learn actively and autonomously. The new teaching mode could give scope to the students'initiatives and creativity. Early in 1977, Dualy and Burt discovered the theory of the Affective Filter Hypothesis to analyze the effect of affective factors on foreign language learning. Such theories and researches are plentiful, but the practical researches on combination of learners'affective factors with self-access learning of English are limited and are not studied intensively. Therefore, in this paper the author will attempt to explore which learners'affective factors are beneficial for the English autonomous learning and which are not, so as to value their affective factors and improve their autonomous competence during the future English teaching. Through the investigation, the author discovered that learners'affective factors do influence college students'autonomous learning ability, especially five variables, including motivation, learning attitude, anxiety, self-esteem and character (extroversion/introversion), which affect college students'autonomous learning ability in some degree. In this paper, from the learners'point of view, combined learners inner affective variables with the concept of self-access learning, the author analyzed the influence of learners'affective variables on college students'autonomous learning ability so as to help the teachers to pay attention to learners'affective factors, and combined cognitive strategies with affective strategies during the foreign language teaching. Such is the innovation of this paper.