A Survey On The Current Situation Of Autonomous Learning English For Non-English Major Postgraduates

In modern society,internationalization and diversification are developing rapidly,and social competition is fierce.Whether students are in school or in the workplace,in order to have greater competitiveness,they need to learn new knowledge and skills through independent learning.As an international language,English is one of the most important tools in daily life and in scientific research.Nowadays,more and more colleges and universities have lower requirements for the English proficiency of non-English majors.For non-English majors,there is a way to learn English autonomously.The so-called independent learning refers to the ability of learners to actively and actively participate in their own learning process and be responsible for their own learning outcomes.As the cornerstone of the country's highly educated talents,graduate students should have the ability to learn independently.This study analyzes the theoretical models of self-learning of four predecessors,namely,Boekaerts'adaptive learning model,Zimmerman's social cognitive model,and Winne's autonomous learning.A four-stage model,Pintrich's autonomous learning overall framework model.According to these four classical autonomous learning models,the core of autonomous learning theory is analyzed.All the model structures agree that autonomous learning includes from the preliminary preparation stage,the execution stage of task completion,to the final evaluation or adaptation stage.The definition of the concept of autonomous learning is also seen by the benevolent and the wise.It is divided into the ability orientation and the process orientation.The concept of autonomous learning adopted in this study considers that autonomous learning is a capability in which students decide their own learning goals,choose learning content,use learning strategies,monitor learning processes,and evaluate learning outcomes.And into the three core stages of self-study,the self-study preparation stage includes determining the learning objectives and learning plans,and selecting the learning content;the self-learning execution stage includes using the learning strategies and monitoring the learning process;and the self-learning evaluation stage includes evaluating the learning results.According to the previous survey of college students' self-learning English,the author compiled the "Non-English Major Masters Study Self-learning English Proficiency Scale",and surveyed 255 non-English majors in N University as the survey subjects.The status quo of self-learning English,including their own learning of English and their ability to learn English independently.The questionnaire is divided into two parts.The first part is the concept and consciousness of learners'self-learning.It explores the willingness of N major learners to learn independently.Most non-English majors have a positive attitude towards English independent learning.However,there are still a small number of students who do not agree with self-directed learning.The author once again interviewed such classmates and asked them what they are learning English and why they gave up studying English.The analysis shows that there are three main reasons and reasons for learning English.The first is the lack of external motivation;the second is the lack of internal motivation;the third is the economic burden.The second part is the stage and ability of self-learning,(1)establishing learning objectives and formulating learning plans;(2)learning content selection;(3)learning strategy selection and use;(4)learning process monitoring and evaluation(5)Evaluation and improvement of learning outcomes.Through the author's relevant analysis of the questionnaire,the research results show that the overall situation of non-English major postgraduate students learning English is not satisfactory.Some students can clearly choose learning objectives and develop learning plans in the self-study preparation stage,but they are better at choosing learning content.In the self-learning implementation stage,students can't perform well on the previously developed learning plans.Good use of learning strategies;in the self-learning evaluation stage,learners are relatively weak in self-assessment of learning outcomes.In addition,the graduate students of different grades have significant differences in the process of English autonomous learning.The students of the first grade are better than the researcher in the learning objectives and the establishment and formulation of learning plans,the selection and use of learning strategies,and the monitoring and adjustment of the learning process.s student.The differences in English autonomous learning between graduates of different majors and genders are not significant.Finally,this study proposes some recommendations for specific situations that arise in the study.First create an environment that is suitable for independent learning.Providing a variety of independent learning materials,the school is preparing to set up autonomous learning centers and computer-aided teaching centers,and the social environment provides learners with tolerance for independent learning.Secondly,change the concept of teachers and play a guiding role as a mentor.English teachers in primary and secondary schools establish a student-centered concept that combines English classroom teaching with extracurricular self-learning.At the postgraduate stage,the tutor can provide targeted guidance,raise high standards and strict standards for students,and provide external motivation for students to learn English.Finally,let students establish correct English learning values,stimulate learners,internal motivations,and transform students from the original superficial utilitarian learning concept to the deep mastery learning concept.