A Contrastive Study Of Han And Uygur High School Students On English Autonomous Learning Ability

From 1990 s on,many countries have regarded cultivating students' autonomous learning ability as an education standard.Autonomous learning has been an important research in educational study for a long time.The reason why all of research fields and subject branches regarding autonomous learning as their important research theme is that all of them have a consensus: as a learning ability,autonomous learning not only can improve students' grades in short time,but also is foundation of students' lifelong learning and development.Furthermore,with the development of informatization,the cultivation of students' English autonomous learning ability is also a very hot topic.At the same time,The New English Curriculum Standard of Senior high school regards the cultivation of students' English autonomous learning ability as the main goal for English teaching,so cultivating English autonomous learning ability of students becomes more and more important.However,traditional cramming teaching ways not only cannot inspire students to learn autonomously,but also lead to great difficulties in cultivating students' English autonomous learning ability.Furthermore,students in different nations and different areas behave differently in their English autonomous learning.So cultivating students' English autonomous learning ability is an important and tough work.At present,although there are many researches on students' English autonomous learning ability,the contrastive researches between Han and Uygur high school students towards English autonomous learning ability in XinJiang are only a few.This research aims to make investigation and analysis to know the situations,similarities and differences of No.8 Han and Uygur high school students towards English autonomous learning ability in YiNing,thereby providing relevant implications to improve their English autonomous ability.Therefore,based on the constructivism theory,the author investigates 90(Half Han students and half Uygur students)students' English autonomous learning ability through questionnaire and interview,furthermore using SPSS 17.0 to make data analysis from following five aspects: learning motivation and interest,learning goals and plans,learning strategy,self-monitoring and self-adjustment,and use of learning resource.After detailed data analysis,the survey results indicate both of their English autonomous learning ability is low.The author also finds some problems as follows: 1.They both have strong motivation to learn English.But the external motivation takes more than internal's.2.The ability of making goals and plans of the both are not good;They also both do not know how to make reasonable goals and plans;3.They do badly in monitoring and adjusting their learning process;4.Han high school students relatively can use learning strategies better than Uygur's;5.They both cannot take advantage of learning resource well.But HS are relatively better than US in this aspect;6 they both depend on English classes and teachers too much.This research indicates that generally Han and Uygur high school students' English autonomous learning ability is rather relatively low.However,there is still much space to improve Han and Uygur high school students' English autonomous learning ability and teachers play an important role for this.So the author provides some beneficial implications to improve their English autonomous learning ability as follows: 1.Help Han and Uygur high school students form intrinsic learning motivation;2.help students make reasonable autonomous learning goals and plans;3.cultivate their self-monitoring and self-adjusting ability;4.develop Han and Uygur high school students' ability of using basic learning strategies,especially to Uygur;5.build harmonious relationship between teachers and students,and create good atmosphere of the autonomous learning class.