College English Teaching And Autonomous Learning Exploration And Research, Capacity-building

In January, 2004, College English Curriculum Teaching Requirement was put intopractice, in which the objective of College English teaching was modified. Anintegrated English ability, especially listening ability and speaking ability, is expectedso that the college students can exchange their information in their work or in thesocial activities. In order to realize this objective, autonomous learning must bestrengthened in English teaching.Directed by humanism and cognitive-strncturalism, with the guidance of someEnglish teaching theories, such as pedagogy, educational psychology, psychologicallinguistics, a survey about college students' English autonomous learning has beenconducted. After the statistics has been studied and analyzed, college students whohave got some problems with English autonomous learning have been put intodifferent categories. Finally, some suggestions have been provided.1500 pieces of questionnaires have been sent out to 38 classes in YanbianUniversity, and 1351 pieces have been got back, 1192 of which are in effect. After theanalysis, some conclusions have been drawn.1. As a whole, the college students' English autonomous learning is common. Thedata of their cognitive strategies, social and emotional strategies and their learningmotivation are a little above the median. The data of the most important metacognitiveare lower than the median.2. There is no obvious difference in every aspect of college students' Englishautonomous learning between Chinese college students and Chinese Korean collegestudents, including learning motivation and learning strategies though there are somedifferences in some specific questions.3. There is no obvious difference in every aspect of college students' Englishautonomous learning between freshmen (Grade 2005) and sophomores (Grade 2004),including learning motivation and learning strategies.4. There is no obvious statistical difference in every aspect of college students'English autonomous learning between male college students and female collegestudents. But there are some differences in some questions, and female college studentshave a better tendency, which leads to better achievements in English learning.5. There are many obvious differences between students of Level One andstudents of Level Two in English autonomous learning. Students of Level One have an obvious better performance than students of Level Two in learning motivation,metacognitive strategies and cognitive strategies. There is no obvious differencebetween them in social and emotional strategies.In order to solve the existing problems, college students from different categorieshave to take different measures. Those who have low level learning motivation have tofind ways to inspire their English learning motivation. Those Who have not graspedlearning strategies have to better their English learning strategies. For English teachers,they have to change traditional teaching minds and help college students set up anindependent consciousness. At the same time, English teachers have to make up anenvironment for English autonomous learning with the help of Internet andmultimedia.