Research On The Influence Of College Students' Learning Style And English Classroom Environment On English Self-learning Ability

In this study, the non-English major college students were selected as participants. It is researched that both learners’learning style and the classroom environment of English Teaching affects their English autonomous learning. Furthermore, it is analyzed concretely that the different learning styles of non-English major college students, the gender of non-English major college students and the factors of English Teaching classroom environment had an effect on students’English autonoumous learning.These results provided the theoretical basis and reference data for students’English language learning and education and teaching.There are the non-English major college students in this study and those non-English major college students come from Xi dian University, Xi’an Fan yi University, Xi’an Polytechnic University and Nanjing normal university. Those subjects were surveyed with Perceptual Learning Style Preference Questionnaire (PLSPQ), the Classroom Learning Environment of College Students on English questionnaire and the Autonomous English Learning Ability of College Students questionnaire, using variance analysis, correlation analysis, regression analysis and so on, we analyzed those survey data and explored the situation and relationship of learners’learning style of the non-English major college students, English classroom learning environment and college students’ English autonomous learning ability. The main results present as follows:1. The girl is significantly higher than boys on the students’English autonomous learning ability.2. The different learning style of the non-English major college students has a significant impact on the students’English autonomous learning ability. The strongest is the independent model learning style of students’English autonomous learning ability; the worst is the auditory learning style of students’English autonomous learning ability.3. The different learning styles have different correlation. The visual learning style and other types of learning styles of non-English major college students have strong correlation. The auditory learning style and other types of learning styles of non-English major college students have low correlation.4. The students’ ideal class of cognition is significantly higher than their actual class of cognition. It Showed that students were not satisfy with their English classroom environment.5. We analyzed the situation and relationship of both learners’ learning style of the non-English major college students and English classroom learning environment. The results show that the number of students think that class participation can improve students’ English autonomous learning ability is higher than number of students thinks that students’cohesion and teacher support can improve students’ English autonomous learning ability in auditory learning style. The number of students think that the Dimensions of Learning can improve students’ English autonomous learning ability is higher than number of students thinks that students’ cohesion and teacher support can improve students’ English autonomous learning ability in operational learning style. The number of students think that the Dimensions of Learning can improve students’ English autonomous learning ability is higher than number of students think that task orientation and teacher support can improve students’ English autonomous learning ability in visual learning style. The number of students think that the class participation can improve students’ English autonomous learning ability is higher than number of students think that task orientation can improve students’English autonomous learning ability in the independent model learning style. The number of students think that the teacher support can improve students’ English autonomous learning ability is higher than number of students thinks that Students cohesion can improve students’ English autonomous learning ability in the experience learning style. The number of students think that cooperation can improve students’ English autonomous learning ability is higher than number of students think that task orientation can improve students’ English autonomous learning ability in the collaborative learning style.