College Non-english Major Students' English Autonomous Learning Ability Training Strategy Research

With the expansion of international exchanges, to accelerate the pace of reform andopening up the market economy system, social demands of Non-English Major talenthas become diversified. Under the conditions of market economy, having only oneforeign language of college student has been far from the needs of the market economy,but in this period, non-English majors undergraduates is not very good at Englishstudy. In the study of learning English, non-English undergraduates usually don’t havea goal and the appropriate plan of learning English. They also don’t haveself-monitoring, self-evaluation, self-reflection in English study. Meanwhile,Non-English majors lack of the necessary motivation and strategies to learn English.Under the demand of society for compound talents, our universities must be based onmarket demand as orientation, market competition as the driving force, out of theplanned economic system on the University personnel recruitment, training anddistribution control. Changing the past training mode only English-major students withhigh English proficiency. We must make Non-English majors become compoundtalents with high English proficiency and accurate English knowledge.This paper including three parts: the essence of autonomous learning capability; themotivation of autonomous learning capability; the learning strategy of autonomouslearning. The essence of autonomous learning capability will be divided intoautonomous learning goals, independent study programs, independent study strategyand self-monitoring, self-evaluation, self-reflection of the six ability of learningEnglish. Autonomous motivation will be divided into instrumental motivation andintegrative motivation two aspect. From Listening, speaking, reading and writing fourparts, Discussion the training strategy of autonomous learning capability forNon-English Major Undergraduates. First, through literature, questionnaire, interview,we do a survey on non-English majors on English autonomous Learning.Second,through the findings, the author describes the current of non-English majors in Englishlearning. Third, based on the current situation in the elaborate, deep analysis of theunderlying causes what the non-English major undergraduates are not good at English.Four, according to what due to non-English majors undergraduates are not good atEnglish, respectively, from listening, speaking, reading and writing to state thatself-training strategy for non-English major undergraduates in learning English.