| With the development of informatization and the fast speed of knowledge update,lifelong learning has become a survival philosophy. To foster the students’ ability ofautonomic learning has been the main goal for the new curriculum reform of our nationalelementary education. Whether the students’ learning style can transform from passivelearning to autonomous learning will decide the success or failure of the curriculum reform.The appearance and application of Dulangkou Teaching Mode gets rid of the inanimation anddullness of the traditional classroom and sets up a platform for autonomous leanring. Besides,knowledge is interpreted vividly and interestingly under this Teaching Mode. Under thecurrent boom of Dulangkou Teaching Reform, is English teaching also suitable forDulangkou Teaching Mode? Under this teaching mode, how is the students" Englishautonomous leanring ability developed? In this research, the situation of the students" Englishautonomous leanring in this school will be investigated; the differences between the differentgrades and genders will be analysised; some potential problems in autonomous learningprocess will be discovered; and the differences of the students*English autonomous learningbetween high-score group and low-score group will be discussed. Besides, the relationshipbetween the students*English autonomous leanring ability and their academic achievementwill be inspected through the methods of the questionnaires, interviews and classroomobservation. Finally, the author puts ofrward some suggestions on their autonomous leanringability.The autonomous learning ability in the research was considered a kind of leanringability, referring to possessing self-driving learning motivation, consciously selecting learningcontents, regulating learning strategies, managing leanring time, actively creating leanringenvironment and evaluating leanrin’g outcomes. To ifnd students English autonomous situation under Dulangkou Teaching Mode,153participants from Tangcheng Middle Schoolin Linfen were investigated by a questionnaire which was made up of seven dimensions,including learning motivation, contents, methods, time, process, self-reflective andenvironment. Besides, interview and classroom observation were used as supplementaryinstruments. The results of the investigation of students’ English autonomous learning abilityand learning achievement were analyzed. Finally, students’ autonomous learningcharacteristics in terms of English learning between high group and low group underDulangkou Teaching Mode was analyzed. The collected data are analyzed by SPSS17.0.Through the results of the survey and statistical analysis, the conclusions of this studywere as follows:(1) Under Dulangkou Teaching Mode, junior middle school students’ Englishautonomous learning ability is in the middle level.(2) Under Dulangkou Teaching Mode, the development of English autonomouslearning in all dimensions is balanced.(3)Under Dulangkou teaching mode, the students in different grades have shownsignificant difference in the overall levels of English autonomous learning: the eighth gradestudents perform better than the seventh grade and the ninth grade students in all dimensionsof English autonomous learning.(4) Under Dulangkou Teaching Mode, the students of different genders have shown nosignificant difference in the overall levels of English autonomous learning.(5) Under Dulangkou Teaching Mode, the junior school students’ English autonomouslearning and academic performance have shown significant positive correlation.(6) Under Dulangkou Teaching Mode, the significant differences in English autonomouslearning between high group and low group have showed: the English autonomous learningability of high group is better than that from the low group in all dimensions.Finally, some pedagogical implications are proposed according to the situationspresented in this thesis, which might be of a help to all the students and teachers in the newmodel of language teaching. |
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