On Learner Autonomy And Language Learning Achievement Of Non-English Majors In Chongqing University

Learner autonomy has been attracting more and more attention in the field of second language teaching and learning while the previous studies on learner autonomy had reached various findings. The present study, based on the review of literature on learner autonomy at home and abroad, aims to investigate the relationship between learner autonomy and language learning achievement under Chinese context with the subjects of Chongqing University non-English majors and answer whether there is any correlation between learner autonomy and learning achievement and how they correlate with each other; whether there is any significant difference in the level of learner autonomy among students of different learning achievement and whether there is any significant difference in learning achievement among students of different levels of learner autonomy. The subjects were 96 non-English majors of two intact classes in grade two. A language learning achievement test, items of which were selected from listening part, reading part and writing part of previous College English Test Band Four, was used to assess subjects'English learning achievement on listening, reading and writing respectively. A self-designed 40-item questionnaire on learner autonomy was conducted to measure subjects'levels of learner autonomy.The statistical results show that there is significant positive correlation between learner autonomy and language learning achievement. High autonomy learners are high achievement receivers. Students with higher reading achievement or with higher total English learning achievement have significantly higher level of learner autonomy than those with lower reading achievement or lower total English learning achievement. Students with different listening achievement or with different writing achievement have no significant difference in their level of learner autonomy. Learner autonomy can predict part of learners listening scores, writing scores, reading scores and total scores. Total scores of language achievement test can predict a small proportion of students'level of learner autonomy. Implications and limitations of the study are discussed.