An Investigation And Research On Self-regulated Learning Ability Of Mongolian Non-English Majors In Inner Mongolian Normal University

With the shift from"how to teach"to"how to learn"in the field of teaching methodology of second language acquisition, a learning methodology called self-regulated learning has been emerging since 1970s. Although a unanimous agreement on how to define self-regulated learning and how to improve self regulated learning has never been reached, it is well acknowledged that the promotion of self-regulated learning capability may enable learners to be more efficient in learning a foreign language.This study investigates self-regulated learning within the framework of Zimmerman's social cognitive model of academic self-regulation. The data are collected by means of Xie Jiashu's Self-regulated Learning Skill Rating Scale for College Students, which consists of five dimensions (motivation, methods, time, performance and learning environment). The subjects in this study are 468 freshmen, juniors of level A non-English majors and 310 freshmen, juniors and seniors of level C Mongolian non-English majors from different departments in Inner Mongolian Normal University. (Level A students in this thesis mean the students who are Han Nationality, while level C students refer to Mongolian students.)Investigations, interview as well as data collection and analyses are used in finding out the general situation of self-regulated ability of level A students and level C students and the correlations between level C students'self-regulated learning ability and their English academic achievement.Hence, the five research questions are as follows: frist, the general situation of non-English majors'self-regulated learning of level A students and level C students and the differences between them. Secondly, the general tendency of changes and the laws of level C students'self-regulated learning ability of three grades. Thirdly, the differences of self-regulated learning ability exist between science majors and art majors. Fourthly, the correlations exist between level C students and their English academic achievement. Fifthly, the differences of self-regulated learning ability between high grades group and low grades group of level C students.The findings indicate that the situations of self-regulated learning ability of level A students and level C students are similar. First, they have the awareness of self-regulated learning and certain self-regulated ability. They are poor at using learning strategies,planning and managing time. These two aspects are the weak points for both level A and level C students.Second, science majors are are superior to art majors on self-goal, value, learning-aid strategy, review and test strategy, time planning and self-monitoring. While, art majors are better at extracurricular learning and construction of material environment than science majors.Third, juniors are good at construction of material and social environment than seniors. There are distinct differences between freshmen and seniors on motivation, performance and learning environment. Comparing with seniors, they got higher grades on these three sub-dimensions. There are little differences between freshmen and juniors. It is proved that the self-regulated learning of freshmen and juniors are close to each other and better than seniors.Fourth, the self-regulated learning ability of level C students has positive correlations with their English academic achievement.Fifth, the self-regulated learning ability of level C students in high grade group are much better than those in low grade group. The higher their English academic grades are, the greater their self-regulated abilities are.Finally, the author summarizes the existing problems on self-regulated learning ability of level C students based on the investigation and then put forward some suggestions to solve the problems. The purpose of the study is to help both teachers and learners alike to sensitize to the importance of self-regulated learning. Teachers will know better about students'learning progress to make learners more active and more self-regulatory in language learning, explore students'greatest learning potential. Meanwhile, it is helpful for teachers to carry out the necessary strategy training in class, improve their English learning efficiency and help them reach their goal of learning.