A Study On The Development Of Senior High School Students' Autonomous English Learning Ability

Since autonomous learning was introduced into the field of foreign language teaching,theoretical and empirical research on autonomous learning has gradually increased,and autonomous learning has become a new trend in English teaching.With the promulgation of the 2017 English Curriculum Standard for Ordinary Senior High School,autonomous English learning ability has been clearly stipulated in the basic ideas and teaching suggestions,which shows that its importance is more prominent.Overall,the current research achievements on autonomous English learning at home and abroad are relatively abundant.But there is less research on the development of autonomous English learning ability,and in the existing development research,the research on senior high school students is even less.Therefore,in order to make English teachers cultivate senior high school students' autonomous English learning ability more specifically,this study studies the development of senior high school students' autonomous English learning ability.In this study,a combination of quantitative and qualitative research is used to investigate the development of senior high school students' autonomous English learning ability.The subjects of the study are 300 senior high school students from three grade levels from a key senior high school and an ordinary senior high school in Zhangzhou.The study focuses on the following three issues: 1)What is the overall situation of senior high school students' autonomous English learning ability? 2)What is situation of the senior high school students' autonomous English learning ability development? 3)Is there any difference in the development of autonomous English learning ability between key senior high school students and ordinary senior high school students? If so,what are the differences?The results of the study show that: 1)High school students score low on autonomous English learning ability.The overall mean value of the key senior high school(M=2.6454)is higher than that of ordinary senior high school(M=2.3400),and the difference between the two is significant(P=0.000).The results of the interview also prove this;2)Grade three students have the highest autonomous English learning ability(M=2.6489),and grade two students have the lowest(M=2.3875).There is a significant difference between grade one and grade three(P=0.008)and between grade two and grade three(P=0.000),but there is no significant difference between grade one and grade two(P=0.245);3)In the key senior high school,there is no significant difference in students' autonomous English learning ability among the three grades(P=0.052).But in the ordinary senior high school,grade two students' autonomous English learning ability is the lowest(M=2.1272)and there is a significant difference between grade one and grade two(P=0.014),between grade one and grade three(P=0.004)and between grade two and grade three(P=0.000).In this study,it is concluded that senior high school students generally have a low level of autonomous English learning ability,and that the key senior high school students have significantly higher autonomous English learning ability than ordinary senior high school students.The overall development of senior high school students' autonomous English learning ability is unbalanced because grade two students have the lowest level of autonomous English learning ability.In addition,in the key senior high school,students' autonomous English learning ability in three grades is basically in a relatively stable state,while in the ordinary senior high school,students' autonomous English learning ability has a significant downward trend from grade one to grade two.And from grade two to grade three,there is a significant upward trend.Therefore,senior high school English teachers should strengthen the cultivation of senior high school students' autonomous English learning ability.At the same time,English teachers should increase their understanding of grade two students' autonomous learning characteristics,and then offer more targeted guidance.Moreover,English teachers in different types of schools should conduct timely and correctly according to the actual situation of the development of senior high school students' autonomous English learning ability.