Empirical Research Of Non-English Majors’ Students Autonomy Learning Ability Training Model

According to the "College English Curriculum Requirements" formulated and released by the Ministry of Education, college English is a teaching system guided by a foreign language teaching theory, with the English language knowledge and application skills, cross-cultural communication and learning strategies as its main content, including a variety of teaching models and teaching methods. Teaching method is directly related to the training and improvement of the various ability of students. Classroom teaching should be student-centered, teacher-led, changing the traditional teacher-centered teaching model, focusing on the practical application of language skills and autonomous learning skills. This article aims to explore the role of research on the English language learning of non-English majors students through the introduction of autonomous learning method.This thesis can be divided into six parts. The first part illustrates the background, purposes, research questions of the study. The second part not only gives the definition of autonomy in learning, but also elaborates the theoretical basis of independent learning from three aspects, cognitive psychology, constructivist learning theory and humanism psychology. Cognitive psychology emphasizes the importance of language learning motivation. While people with extrinsic motivation accomplish a task, of which the reason is not they are interested in the task itself (or deeper learning objectives), but rather other aspects; constructivism’s concern is how to construct the knowledge on the basis of original experience, psychological structure and faith, emphasizing learning initiative, context; humanism emphasizes the participation of individuals, and the core is students’ learning at school rather than teachers’ teaching. Teachers create a good learning environment for students, greatly improving the relationship between teachers and students, increasing the exchanges between teachers and students. The trust and understanding from teachers enable students to learn more, and therefore greatly enhance the effect of student learning. Lastly, it also shows related research results at home and abroad.The third part states its purpose and its constraints, introducing the autonomy learning ability training model. The fourth part is the core of whole study, which conducts CET-4 test papers assessment and questionnaires before and after mastering autonomous learning mode by using the method of experiment, collecting and comparing data before and after the study. Finally, it concludes whether the autonomous learning model is able to help students efficiently to improve their academic performance. In this study, the subjects selected from the City College of Wuhan University of Science and Technology’s 118 non-English majors students, were freshman from two departments. The experimental protocols used in this study were as follows:First, according to the English comprehensive capacity, the subjects would be divided into different learning groups, ensuring that each group had a student with high level of English, playing the role of leadership and organization, assigning the tasks, supervising the collaboration of members; secondly, an appropriate article for self-study was selected from the New Horizon College English and study groups were assigned to finish learning tasks; then, students learned the article by using their own cooperative inquiry learning model, and different team members were responsible for different parts of the text, such as vocabulary, sentence, text structure, paragraph comprehension, etc; each group would demonstrate and elaborated their learning results by showing their PPT in the classroom to the other students; Finally, CET-4 test paper would assess the extent of the students’ understanding of the text before and after the use of autonomous learning model. After the learning tasks,20 students randomly selected were interviewed about their feeling about the use of autonomous learning model.The fifth part includes results and discussion of the study. This paper attempts to answer the questions of the following aspects through the analysis of the situation that students complete the CET-4 test paper before and after the use of autonomous learning model:1) Whether can "Autonomous Learning Model" help to improve learning methods?2) Whether is task cooperation able to develop learners’ spirit of unity and cooperation, so that students with different levels can experience the joy of learning to achieve the promotion of mutual and common goals to improve?3) Whether can we explore and build an organic unity of teaching and learning with autonomous learning, inquiry-based learning, cooperative learning suitable for non-English majors’ students?On the basis of above questions, this part further discusses cultivation of autonomous learning ability, its problems and training students’creativity ability.The last part is a conclusion of whole passage.