A Study On The Correlation Of Senior Middle School Students’ Perceptions Of Social Support And Sense Of Class Belonging With Their English Autonomous Learning Ability

With the great development of technology, people are attaching more and more importance to education. Besides, as quality-oriented education, learner-centered teaching and lifelong education are highly advocated, learners’ autonomous learning ability becomes an important aspect in their education, so it is the same with learners’ English autonomous learning ability. Nowadays how to develop learners’ English autonomous learning ability is a hot topic at home and abroad. Many experts have discussed learners’ English learning ability from various aspects. Especially, Xiao gengsheng & Xu Jinfen etc.(2011) discussed the correlation of college students’ perceptions of social support and sense of class belonging with their English autonomous learning ability. It provides a good reference for college English teaching and learning. In this study, the author explores the correlation of senior middle school students’ perceptions of social support and sense of class belonging with their English autonomous learning ability.In the study, the author used questionnaires and the data of questionnaires was discussed in a quantitative way, the qualitative method was employed to give a detailed explanation to the quantitative data. This research was conducted to find out the current situations of senior middle school students’ English autonomous learning ability and to explore the effects of their perceptions of social support and sense of class belonging on their English autonomous learning ability. The subjects of this study are Grade 1 students from Fengcheng senior middle school. 303 students are invited to participate to fill in the questionnaires. In the study, the author surveyed the following questions on the basis of the literature and the questionnaires:1. What are the current situations of senior middle school students’ English autonomous learning ability?2. Is there any relationship between senior middle school students’ perceptions of social support and their English autonomous learning ability? What are the effects of senior middle school students’ perceptions of social support on their English autonomous learning ability?3. Is there any relationship between senior middle school students’ sense of class belonging and their English autonomous learning ability? What are the effects of senior middle school students’ sense of class belonging on their English autonomous learning ability?The results showed that the senior middle school students’ English autonomous learning ability is generally low and needs to be improved. Peers and teachers are playing an important part in developing senior middle school students’ English autonomous learning ability. Such variables as teacher academic support, teacher emotional support, peer academic support, peer emotional support and students’ sense of class belonging are in significant and positive correlations with senior middle school students’ English autonomous learning ability. Among the five predictors,teacher academic support is the most significant predictor of students’ Englishautonomous learning ability. Besides, peer academic support and students’ sense of class belonging also have great predictive power in students’ English autonomous learning ability. Thus, students’ perceptions of social support and sense of class belonging have a great effect on students’ English autonomous learning ability. That’s to say, improving senior middle school students’ perceptions of social support and sense of class belonging does good to the development of senior middle school students’ English autonomous learning ability.According to the research results, the author suggested that English teachers in senior Middle school should not only teach the students language knowledge and skills in teaching, but also attach great importance to the emotional communication between teachers and students, they should help them to build a positive and harmonious environment to cultivate and improve students’ English autonomous learning ability.