A Study Of Current Students’ Autonomous English Learning And Guidance Tactics In Senior High School

Quality education and the fostering of students’ sustainable development arethe essential requirements of English education for Senior High School students.According to the High School English New Curriculum, the fundamental purpose ofEnglish teaching is to develop students’ autonomous learning ability andcomprehensive language using ability. Teachers are required to train students’independence and autonomy in English learning. Autonomous learning refers to thelearners’ responsibility for setting study plans and learning goals independentlyaccording to their own learning conditions. In recent years, with the growing focus onforeign language teaching in the field of autonomous learning, many high schoolteachers have realized the importance of students’ autonomy. However, most of theresearches have focused on the universities, while primary and secondary research isrelatively small and few teachers focus on the cultivation of students’ Englishautonomy in teaching practice.Therefore, based on the requirements of the New English Curriculum and thepresent situation of senior secondary English education in China, this thesis will makean investigation into autonomous English learning in senior high school.To find out the current autonomous learning situation of senior high schoolstudents and their existing weakness in their English study, and to explore the reasonsfor these weaknesses, the study conducted questionnaires and interviews to do aqualitative and quantitative research, taking220students as research objects. Thestudy mainly focuses on the following questions:1. The current situationof students’ autonomous learning in senior high school.2. Factors hindering high school students’ English autonomous learning. 3. Effective measures to promote high school students’ English AutonomousLearning.The research data indicates that learner autonomy of senior high school studentsstay at a relatively low level. They have already been mentally prepared, but their realperformance is far from satisfactory. The main extrinsically motivation of them arethe pressure of the teacher and the National College Entrance Examination. Half ofthe students even believe it is their teacher who should take greater responsibility fortheir learning. They seldom learn to make plans, use learning strategy appropriately,monitor or evaluate learning processes independently.Based on the above-mentioned results, the author summarizes the causes thatstudents are deficient in autonomous learning are the traditional teaching style, thepressure of college entrance examination and the negative family environment.According to the causes, the author suggestions that the teacher should stimulatestudents’ autonomous learning, train students’ learning strategies, cultivate students’ability of using learning strategies and encourage them to do self-evaluation.The author hopes this research can provide some inspiration and reference for thepromotion of high school students in English learning, improving autonomouslearning ability.