A Study On The Validity Of Junior Middle School Students’ English Autonomous Learning

As the new curricular reform develops, English curricular standards propose that students should learn to study in autonomous ways and regulate the learning procedure by themselves(the National Ministry of Education, 2011). However, the traditional education focuses on teaching knowledge and neglects the cultivation of students’ ability of autonomous learning which makes students have the weak ability of English autonomous learning. Therefore, the new learning mode needs to be explored and studied.In accordance with the autonomous learning theory, this research studies the validity of junior middle school students’ English autonomous learning and explores the strategies to improve students’ English level by the teaching experiment between two classes of Grade Eight. The author selects 115 students as the subjects who are from two natural classes of Grade Eight in No. 68 Middle School in Anyang and the teaching experiment lasts for 16 weeks. In the research, students of two classes in Grade Eight are investigated by questionnaire, interview and data analysis. The research results show that students in Class One who learn in autonomous ways have the higher marks than those in Class Two who learn in traditional ways. Students are quite interested in learning English and their ability of autonomous learning is promoted through the teaching mode of autonomous learning. From the experiment results, it is shown that students’ learning effects can be improved through the autonomous learning strategies. Based on the research results and the current learning situation, the advice on cultivating students’ ability of English learning is put forward in this thesis in order to help the teachers to apply the teaching methods of autonomous learning to the daily teaching.