The Survey And Analysis Of Non-English Major Students On English Autonomous Learning Ability

The development of autonomous English language learning ability among non-English major college students is in line with the overall direction of developing the ability of student's individual learning and autonomous learning presented in "The Outline of College English Teaching" in 2007. Autonomous learning theory is a topic of deep current interest, born in the twentieth century and studied universally. Researchers are mainly concerned with how to carry on autonomous learning in the field of English teaching and to train student's autonomous learning ability in depth. This paper pays attention to how we combine the psychological and learning method of autonomous learning with teaching theory and practice in order to develop high efficiency and versatile talent in education.The Chinese teaching focus on formal examinations is the main cause of educational passivity among secondary students. When these students enter university, they need to make a major shift from passive to autonomous learning, and it is important to consider the constraints that may present difficulties in the first college term. This paper researches this issue using Humanistic Psychological theory, self-efficiency and learning motivation theory, studying the features of autonomous English learning ability and the factors of holding and using the autonomous learning ability among 134 Non-English major freshmen in a University in Northeast China. We divided 134 freshmen into two stages:the first stage students are the higher and the second stage students are the lower according their English scores. We take use a questionnaire and interview to study and analyze the data with the help of SPSS 17.0. The results of the investigation suggest:(1) The first level students have the ability to take the responsibility of learning, making a learning plan, arranging learning time, choosing learning strategies and deciding learning content, but don't have the ability to control the learning process, to self-conclude and self-assess and to adjust learning mentality and overcome negative elements. The second level students don't have all the autonomous learning abilities except taking responsibility.(2) The internal factors which affect non-English major freshman's autonomous learning ability:First, most students have instrumental motivation. This causes students to lack strong initiative. Second, students have weak learning action and cannot maintain good English learning practice. Based on this, for students, it is hard to improve English levels and this result in lack of confidence and motivation.We give a suggestion for future education:we should develop students' autonomous learning ability on the way of staging from primary school to university. We should set up teachers'educational ideas to guide students to train their autonomous learning ability.