A Study On The Status Quo Of English Reading Autonomous Learning Of “3+4”-Year’s Students In A Secondary Vocational School

Autonomous learning is a process in which learners have a positive attitude towards learning,control and supervise the entire learning process,manage and be responsible for their own learning behaviors.For English learners in secondary vocational schools,English reading is an important way of increasing English input which is very potential in developing English competence.Therefore the cultivation of students’ autonomous English reading learning ability is very important.Although English teachers in secondary vocational schools allocate most of the class hours to English reading teaching,and the students also have a lot of English reading training,the students’ English reading ability has not been improved significantly.What are the reasons behind this phenomenon? It is justified for the researcher to suggest that the poor English reading ability of the students is partly due to the fact that the English classroom teaching is still teacher-centered,the students are not well inspired to take an active part in learning,let alone the development of English reading autonomous learning.English reading autonomous learning is the application of autonomous learning in English reading.If the students’ autonomous learning ability is high,and their English reading enthusiasm and initiative will also increase.Therefore,English reading autonomous learning of secondary vocational students becomes the focus of this thesis.This research is based on the theory of autonomous learning,using questionnaire survey and interviews as the research tools,taking 149 students from the 19 th grade of the“3+4”-year’s of Liaocheng Infant Normal School as the research subjects.This research tries to answer the following questions:(1)What is the status quo of English reading autonomous learning of the “3+4”-year’s students in secondary vocational schools?(2)What are the factors that affect English reading autonomous learning of the“3+4”-year’s students in secondary vocational schools?(3)What are the measures to improve the “3+4”-year students’ English reading autonomous learning for in secondary vocational schools?Based on the related researches and the actual situation of English teaching,the author tries to investigate the status quo of students’ English reading autonomous learning from the following five dimensions: motivation of English reading,formulation of reading goals and plans,the use of English reading strategies,self-monitoring and self-assessment of English reading.SPSS is used to analyze the data collected in this thesis.The study reveals that most of the current “3+4”-year students do have a certain awareness to learn English reading autonomously,but that is far from being sufficient in developing their English competence.Generally speaking,the status quo of English reading autonomous learning is unsatisfactory.Therefore,it is necessary to improve the students’ English reading autonomous learning in English teaching.Through data analysis,the author tries to find the causes of the unsatisfactory English reading autonomous learning of the aforementioned students,and puts forward some problem-solving suggestions from the perspective of teachers among which include stimulating students’ motivation,training students’ reading strategies,improving teachers’ professional ability and improving the ways of evaluation.The research aims to help the author and other English teachers in secondary vocational schools to update the English teaching methods for the benefits of the students.