An Analysis Of Correlation Between English Classroom Behaviors And Learner Autonomy Of Non-english Major Undergraduates

With the new re-orientation of educational objective issued by the College English Curriculum Requirements in our country, learner autonomy has becoming one kind of learning styles that new curriculum has advocated. The advocating of students'autonomous learning, is the rapid change for teaching ideas and teaching practices, what is more, it is also the key for cultivating students'involvement and realization of the self-development and life-education. Hence, it is realistic to study the revelant fields relating to the autonomous learning.Based on class, the present study investigates the correlation between English classroom behaviors and learner autonomy and tries to give some suggestions on college teaching and learning. 214 non-English major students of Grade 2007 and Grade 2008 in Guangxi Normal University are invloved in this investigation. And this paper intends to answer the three questions in a systematic way:1. What is the overall situation of non-English major students'autonomous English learning?2. What is the overall picture of non-English major students'English classroom behaviors?3. Is there any correlation between non-English major students'English classroom behaviors and learner autonomy? How is it?The questionnaire takes reference to Xu et al. (2004)'s non-English major undergraduates'autonomous English learning investigation questionnaire and Elisabeth Hayes (1992) questionnaire of Classroom Behavior Questionnaire. Proper modification is carried out in terms of the needs for survey. With the analysis of the collected data given by SPSS 13.0, the research outcomes are as follows:1. Autonomous learning among the non-English major students is at low level and needs to be improved greatly.2. Students'performance is relatively inactive, even they have strong learning orientation, and the learning atmosphere needs to be aroused.3. There are moderate correlation between learner autonomy and verbal participation, learning orientation, support-seeking, and a relative low correlation between learner autonomy and dominating others, self-disclosure, self-assurance, sociability.The thesis put forwards some suggestions on college English teaching among non-English major students:1. Teachers should create a favorable classroom atmosphere and change teachers'roles;2. Teachers should encourage students to use reasonable learning strategies;3. Teachers should promote the concept of collaborative learning in class;4. Teachers should pay more attention to students'affective needs;5. Teachers should integrate formative assessment with summative assessment.Meanwhile, some suggestions for the undergraduates are as follows:1. Student should change their learning notions in classroom study;2. Student should motivate their intrinsic motivation in classroom study;3. Student should convert their roles in classroom study.