The Effect Of Experiential Teaching Mode On Autonomous Learning Ability Of Non-English Majors In Vocational Colleges

With the increasing international competition and the rapid development of science and technology, lifelong learning has become the survival concept of the 21 st century. It is urgent for college education not only to cultivate students' systematic cultural and scientific knowledge, but also to cultivate students' autonomous learning ability. However, due to the examination-oriented education, most contemporary college students become the learning “machines”, rather than the subject of learning.They lack the awareness of self management, their learning motivation is not strong,and their autonomous learning ability is very low. Therefore, cultivating students' autonomous learning ability has become one of the important tasks of college education.This thesis attempts to apply the experiential teaching mode in English-teaching in vocational colleges, aiming to explore the effect of experiential teaching mode on autonomous learning ability of non-English-major in vocational colleges. This study selected 90 students in Grade One who were major in Accounting from Shandong Youth University of Political Science as the participants. The students in the experimental class were taught in experiential teaching mode, and the students in the control class were taught in traditional teaching mode. And the differences of students' autonomous learning ability between pre-study and post-study in both experimental class and control class were studied in this thesis. In this thesis, the author used The investigation Questionnaire of Non-English Major Undergraduates' Autonomous English Learning ability made by Xu Jinfen in 2004 as the instrument and the independent-samples T-questionnaire and paired-samples T-questionnaire were described and analyzed by SPSS 17.0. The author conducted an empirical research to answer the following questions :(1)Does the experiential teaching mode(EETM) influence the Non-English major students' autonomous learning ability in vocational colleges?(2) If the experiential teaching mode has an influence on the Non-English major students' autonomous learning ability in vocational colleges, then how does theexperiential teaching mode(ETM) influence the Non-English major students' autonomous learning ability(ALA) in vocational colleges?The study showed that the experiential teaching mode had a positive effect on the learners' autonomous English learning ability, and it was shown in the following five aspects: The learners, after the study, can understand teachers' teaching goals and classroom requirements; work out their own learning objectives and learning plans;effectively use the learning strategies; monitor the use of the learning strategies;monitor and access their own learning process.On the basis of the analysis of the results of the experiment, the author put forward the pedagogical implications and teaching suggestions on the cultivation of College Students' autonomous learning ability by applying the experiential teaching mode in college English teaching. However, due to some subjective and objective reasons, the study still has some limitations. The author hopes that other researchers can be inspired by this research to develop more and better research methods in the future in order to cultivate students' autonomous learning ability and lay a solid foundation for the students' lifelong sustainable development.