Research On Strategy Of Higher Vocational College Students’ English Autonomous Learning

Due to the influence of the traditional examination-oriented education, students have always viewed the teachers as center in foreign language teaching for so many years, which has caused the students to become passive recipients. So students have no chance to practice English, and their listening, speaking, reading and writing ability is rather poor. These four language skills are particularly important for college students. This phenomenon is obvious in the higher vocational college (HVC). To change this situation, with the development of constructivism and humanism psychology, more and more English language experts and education experts pay attention to the real subject of the learning——students. At the same time, in the field of higher education, autonomous learning has become an important issue concerned by many psychologists and education experts, especially the cultivation of students’ autonomous learning ability has been an important educational goal for researchers. Therefore, how to cultivate students’autonomous English learning ability is becoming the major research topic. Although most of these related studies aim at all types of colleges, the research on HVC students’English autonomous learning research is less discussed.In the present study, the author attempts to do empirical research on HVC students’English autonomous learning strategies, and, further, to investigate the current situation of their English autonomous learning so that the paper explores the reasons in depth. Then the author puts forward some measures to solve the problems in the current situation and summarizes four feasible English autonomous learning strategies. This paper adopts the research methods of qualitative and quantitative research, and all research data are based on the questionnaire survey and interviews. The theories involved in the thesis are constructivism and humanistic psychology. The procedure of the research is designed as follows:Firstly, the questionnaires are distributed to141students selected from three representative majors (Advanced Nursing, Clinical Medicine and Chinese Medicine) in Hubei College of Chinese Medicine and their understanding of the questionnaire is obtained. Then the relevant and effective data are collected and analyzed. Next,15students involved in the questionnaire are selected to do a friendly interview, and further to understand their actual English autonomous learning situation in and out of the class.Secondly, based on the data analysis of the questionnaire survey and interview, corresponding the current situations of HVC students’ English autonomous learning are summarized and the deep reasons are analyzed. The results present that the current situation is:1) Most students know little or even do not know the concept of English autonomous learning;2) Most of the students are accustomed to the traditional mode of education and have very strong dependence on their teachers;3) Students on English autonomous learning show negative or non-accepted attitude;4) Students do not have a good English learning environment. Reasons for this situation are:1) As students don’t have focused learning plans and correct learning methods in the traditional English teaching, their learning enthusiasm is rather slow;2) Students don’t have correct learning attitude and their intrinsic learning motivation is very weak;3) English foundation of HVC students is indeed poor;4) Self-controlling ability in learning for HVC students is weak too.Finally, according to the research results, the effective measures on how to solve the problems existed in the above situation are put forward:1) Improving the students’ interest, correcting their learning attitude and motivation, and enhancing their self-confidence;2) Cultivating the students’ awareness of English autonomous learning strategy;3) Reforming the traditional English teaching mode, and changing English teachers’ roles;4) Creating a good external environment. At the same time, on the cultivation of HVC students’ English autonomous learning strategies, four feasible strategies are proposed:1) Cooperative English autonomous learning strategies;2) Task-driving English autonomous learning strategies;3)Exploring English autonomous learning strategies;4)Situation-experiencing English autonomous learning strategies. In addition, this paper also makes an analysis of the limitations on the cultivation of HVC students’ English autonomous learning strategies and aims to offer other colleagues enlightenment from the study.