A Study On Gender Differences In English Autonomous Learning Among Senior High Students

Recent years, with the new education reform, autonomous learning has become the key point of foreign language teaching research, and it is also the good learning style that all countries actively advocate. From the perspective of school education, autonomous learning can help education reform, and it is the good method to promote the quality of education. From the perspective of individual development, autonomous learning can promote learning efficiency, and it is also the key factor of comprehensive abilities. English Curriculum Standard puts forward that we should transform language learning style and education style to actively cultivate and develop students’ autonomous learning. The purpose is to respect the dominant role of students and help them develop their potentialities. In the early 20 th century, linguists found language and gender difference between male and female. Based on former researches of autonomous learning, the research mainly discusses gender differences on autonomous learning among senior high school students. The research investigates English autonomous learning among 160 senior one students on Wushan High School.The research uses questionnaire and interview to study gender differences on English autonomous learning among senior students. The questionnaire and interview is based on National Curriculum for Senior High School and the questionnaire for high school English autonomous learning made by Gao Jili and Li Xiuping. After collecting, analyzing and compiling the data in 5 aspects of autonomous learning(learning strategies, self adjusting, self planning, self monitoring, self evaluating), learning motivation, learning style, learner’s attribution to English learning, the relevant data proves that gender differences do exist among high school students in autonomous learning. From the research results, girls are better than boys in autonomous learning.Finally, the author proposes the instructional suggestions from 5 aspects of autonomous learning, and learning motivation, learning style, learner’s attribution to English learning that affects autonomous learning. Autonomous learning is a long-term process. During the process, teachers should focus on what we have motioned above. Teachers should constantly correct all kinds of problems, which are from learners during the process. Only in this way can autonomous learning puts into effect.