Research On The English Self-Learning Ability Of Vocational Middle School Students

This study takes Jintan Vocational Education Center as a case to discuss the training of the self-learning ability of the vocational school students.Firstly, according to the self-learning theory and English learning mechnism, based on Pang Wei-guo's "Learner Autonomy Questionnaire", the author formulated "English self-learning Questionnaire" from 6 aspects of learning motivation, learning content, learning time, learning plan, learning strategies and learning evaluation. 148 students have been surveyed and interviewed in the study, and the results of the surveys and interviews showed that students already had a sense of self-study. They can achieve a certain degree of learning in an appropriate period of self-learning time through a variety of ways. However, many problems have also been exposed, such as the short English self-learning time, insufficient willpower, incorrect assessment of their own learning, the low autonomy of English learning, and so on. Most students in vocational schools can not use the right learning strategies and can not evaluate his or her learning efficiency. Most students in vocational schools rely heavily on the teachers, and are lack of autonomy.Secondly, this paper analyzes the reasons that affect the learners' English self-learning from two dimensions of the internal and external factors of the learners. The internal factors are low self-efficacy, incorrect motivation to learn, no practical learning objective and the lack of meta-cognitive strategy. The external factors are the lack of English self-learning atmosphere, the lack of cultural inertia, the lack of teachers' autonomy space, inadequate facilities and hardware and the limitation of evaluation mechanism, and so on.Lastly, this paper puts forward the training strategies of English self-learning of the students in the vocational school based on constructivism. These strategies focus on the learners' abilities to reconstruct the knowledge with the discovery method, to reorganize experiences, and so on; they also concentrate on inspiring internal motivation and interests, encouraging subjective autonomy to make the students to devote willingly to learning English with aspiring emotion. The strategies of Scaffolding Instruction, Anchored Instruction and Random Access Instruction based on constructivism are preferred in the English self-learning. Besides, appropriate evaluation mechanism and methods are suggested in the research in order to improve students' self learning ability.