A Research On The Influence From Teachers’ Roles On English Autonomous Learning Ability Of Non-English Major Undergraduates

There are many factors which influence autonomous learning ability, In addition to the factor of learner’ personality, teachers’ roles also impact autonomous learning. Besides, teachers’ teaching principle, teaching method, and theoretical level also have great impact on students’ autonomous learning ability.Over the past few decades, because the humanism theory has become popular, people gradually pay attention to students-centered teaching and concern more about the researches of English autonomous learning. Teacher’s role is the important key factor of fostering learner autonomy.Among the researches of English autonomous learning, the researches of influence of teachers’ roles on fostering autonomous learning can not be found much. The author tries to study how teachers’ roles influence fostering autonomous learning. The author has inquired non English major students of GuangXi Normal University, with the purpose of putting forward some practical suggestions for college English teaching and learning.This research takes the questionnaire investigation as the instrument, and respondents in the research are176non English major graduates of GuangXi Normal University. And the design of the questionnaire about the influence from teachers’ roles on fostering autonomous learning refers to questionnaires of Sun Ning (2006).The four dimensions for teachers’ roles include organizing designer, guide, supervisor, promoter, evaluator, resource and supporter. As for the dimensions of autonomy learning ability, it includes the students’ emotional factors, and the influence of using cognitive strategies, metacognitive strategies, social strategies and psychological strategy.The three questions of the present study are described as follows:1. How do teachers’ roles affect students on fostering learner autonomy?2. What are the differences of the teachers’ roles influence between students from liberal arts and students from science on fostering learner autonomy? 3. What are the differences of the teachers’ roles influence between male students and female students on fostering learner autonomy?Findings of the research are summarized as follows:1. Non-English major students who come from GuangXi Normal University have a low autonomous learning ability, and they view their teachers as authority figures.2. There are no significant difference of influence from teachers’ roles on learner autonomy between students from liberal arts and students from science.3. There are no significant difference of influence from teachers’ roles on learner autonomy between male students and female students.Based on the research results, the thesis attempts to raise some suggestions for college English teaching and learning:1. Both teachers and students ought to know English learning strategies.2. Teachers should enhance English learning strategies training, and they ought to combine English knowledge teaching with fostering students autonomous learning.3. Teachers should change their authority roles in traditional English teaching, and they ought to adopt the new roles in autonomous learning context.4. With teachers’ instructions, students learn how to work out learning plans and how to monitor and evaluate their own learning process.5. Students ought to lower their anxiety in the English learning process;6. Students should be taught to cooperate with others in autonomous learning context.