A Report On Junior Boarding School Students' English Autonomous Learning In Junior High School

For a long time,being subjected to the disadvantages of the exam-oriented education system in our country,English teachers always occupy the absolutely dominant position and their students just passively accept and are endlessly input in the junior middle school English teaching and learning.This model seriously weakens students' enthusiasm to learn English and also makes the teaching efficiency very low.Satisfactorily,the new round curriculum reform which takes the English New Curriculum Standard for junior middle school students(short for the New Standard in the following)as the leading mark,requires changing students' learning style and teachers' teaching way,the main core of which is to establish an English learning mode in which students occupy the dominated position and teachers bear the auxiliary role,namely improving students' English autonomous learning ability with the help and guidance of their English teachers.However,although the new curriculum reform has been implemented for many years and junior middle school English teachers have been totally aware of the importance of cultivating students' English autonomous learning ability,junior middle school students,especially the boarding students do not have a strong English autonomous learning ability and there still exists many problems in their autonomous English learning.To face this,the author selects “junior middle school students' English autonomous learning ability” as the research direction considering her own working practice and experience.So,this study includes the following two specific research questions:(1)What is the general situation of boarding junior middle school students' English autonomous learning ability ?(2)What are differences of autonomous learning ability of boarding junior middle school students of different levels?In order to solve the above two problems of the research,the author will adopt the Literature Method,the Questionnaire Method as well as the Interview Method to carry out this study.To be concrete,the author firstly will discuss the research background,significance,purpose and the thesis' structure;secondly,the author will be involved in the literature summary,namely the relevant theories and researches of autonomous learning,including the definition of autonomous learning,the theoretical bases,the teaching mode and influencing factors together with summary and review of domestic and foreign related research activities and achievements of the autonomous learning;next,the author will introduce in detail the specific elements of the study,including research questions,the research subjects,the research method and process;fourthly,the author will collect and analyze data of questionnaire and interview to finally find out the general situation and main problems of junior middle school students' English autonomous learning ability;finally,the author will put forward the specific solutions and strategies based on the above problems.All the above research data come from the research activities which the author has carried out in her own working school,Chendu Meishi International School.The author chooses all the boarding junior middle school students in her working school as the research subjects,including a total of 450 students.Through the above research,the author finds out that junior boarding school students' English autonomous learning ability is very low as a whole;they are very dependent on schools' and teachers' arrangement;the different levels of students are very apparent and polarization tendency is very serious.Based on those,the author proposes improving strategies respectively for junior boarding school students and their teachers hoping to make some change in junior middle school students' English autonomous learning ability to a certain extent.