The Application Of Language Learning Strategies To Autonomous Learning

As college English learning in China becomes more and more demanding, controlled learning in class has proved inadequate; English learners have to practice autonomous learning. Therefore, how to manage autonomous learning to make it efficient and effective has become the deep concern of many scholars, teachers and learners. That is also the motivation behind my interest in the issue, leading me to observe, study and discover how to manage autonomous learning among one type of Chinese English learners, college non-English majors. Of the many variables (sex, age, personality trait, learning environment, language learning competence, attitude, motivation, emotion, cognitive style and learning strategy) affecting autonomous learning, motivation, language awareness and learning strategies have attracted more attention and might be more essential to the effect of autonomous learning. Therefore, the author has chosen to focus on applying learning strategies to college English autonomous learning to discover the relevance of learning strategies to college English autonomous learning. It is hypothesized that, if learning strategies were positive and effective to college English autonomous learning, college English learners would be trained to grasp learning strategies for a better performance in college English autonomous learning. It is also hypothesized that the three variables of learning strategy (metacognitive strategies, cognitive strategies, social and affective strategies) should have different functions in the process of improving autonomous learning; therefore, college English learners should receive an all-strategy training, a training of all the three kinds of learning strategies.On the basis of a detailed review of the theories on autonomous learning and language learning strategies, the empirical study has been performed to answer such questions as "How important is autonomous learning to college English learners?", "What are the striking features of college English autonomous learning?", "How relevant are English-learning strategies to successful college English autonomous learning?", "What English learning strategies should college English students learn and use?", "What does the application of English learning strategies to autonomous learning mean to college English language teaching and learning?". The investigation, designed to be longitudinal, lasts two years from October, 2002 to October, 2004 so that the subjects have adequate time to learn and practice the target concepts and techniques in learning strategies and autonomous learning, significant changes can take place, and reliable results are obtained. The research instruments of questionnaire and interview are employed. Furthermore, a proficiency test is administered for the sake of discerning at least some consequences of the strategy-based autonomous learning. It has been found out that learning strategies contribute positively to autonomous learning, that, those subjects having received learning strategy training prove to be more successful in their own college English autonomous learning, and that college English learners must receive learning strategy training to do better autonomous learning. It has also been found out that the three variables of learning strategy play different roles in improving college English autonomous learning, so college English learners must be given an all-strategy training so as to grasp and use different strategies for different tasks in their autonomous learning.College English learning strategies are practically the same as those popular in other academic areas, though they may vary in details, and fall into three categories: metacognitive strategies, cognitive strategies, social and affective strategies. In regard to autonomous learning, the foreign language educational reform in China has made it indispensable and compulsory; the enriched language materials and the updated technical resources have made it feasible. College English autonomous learning is characterized by three outstanding features: (1) students must be trained or aroused to grasp and practice learning strategies; (2) a facilitating external environment is fundamental; (3) the learning process has to be made interactive.It is concluded that learning strategies are positively related to a college English learner's capacity for learning autonomously, so that after one improves his learning strategies, the relevant variables concerning autonomous learning change for the better accordingly. In fact, an improved autonomous learning capability is initiated, facilitated and actualized at least in part by one's ability to utilize positive, interactive and communicative learning strategies.