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Experimental Study Of Cultivation Of Non-english Majors’ Learner Autonomy In English Writing

Posted on:2015-12-22Degree:MasterType:Thesis
Country:ChinaCandidate:Q Q YuFull Text:PDF
GTID:2285330422473447Subject:Foreign Linguistics and Applied Linguistics
Abstract/Summary:PDF Full Text Request
English writing has the characteristics of comprehension and complexity. In thetraditional teaching in English writing among non-English majors, the emphasis is put ongrammatical rules, vocabulary, ignoring the discourse and coherence, so English writinghas always been the poor point of English teaching. In college students’ English writing,wrong-spelled words, oral English, confusion of sentence structure and Chinglish arefound. In the traditional college English teaching, there is no English writing course.English teaching in writing is put with the comprehensive English teaching in which allstudents are taught with the same teaching method. If college students can make use oftheir own specialty to learn with a suitable way under autonomous learning according totheir own English ability and learning style, the quality of their English writing will beimproved more. The conditions are provided for college students to learn English writingafter class.This paper is intended to find out in which level college students are learningEnglish writing autonomously. The purpose is to find out whether learner autonomy inEnglish writing helps to improve students’ English writing ability. In this study, twogroups of students among non-English majors are involved. The experimental group (55students) received a training of learner autonomy in English writing, while the controlgroup (52students) had classes in the traditional way. The three research questions are asfollowing:Question1: What is the learners’ current situation towards leaner autonomy inEnglish writing? Question2: What are the differences in learner autonomy in English writing andEnglish writing ability between the experimental group and thecontrol group before and after the experiment?Question3: Are there any correlations between learner autonomy in Englishwriting and English writing ability?The author made the students have two questionnaires and two tests before and afterthe experiment. Then with the help of the descriptive analysis of SPSS17.0, the authormade a deep analysis and discussion and got the research results. According to theresearch questions, the major findings can be summarized as follows:(1) According to the survey, college students have the basic conditions andautonomous learning environment and they have the willingness. In fact, they needsome guidance from teachers.(2) There is no difference in English writing test and in learner autonomy inEnglish writing between the experimental group and the control group in the pre-test.In the post-test, it shows that the students in the experimental group and the controlgroup have improved in both two aspects, but the students in the experimental groupimproved more than the ones in the control group.(3) The results show that the better the students have the ability in learnerautonomy in English writing, the better their English writing is.The research results prove that the cultivation of learner autonomy in Englishwriting has positive effect on the improvement of students’ English writing ability,which can be the favorable references for future research and teaching writing in English.
Keywords/Search Tags:Learner Autonomy, Cultivation of Learner Autonomy, English Writing, Non-English Majors
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