A Study On English Autonomous Learning Ability Of Junior Middle School Students

Autonomous learning,as an important subject in the field of educational research,is the learning mode advocated in the new round of basic education curriculum reform in China.At present,students' English autonomous learning ability is generally low,and the improvement of students' autonomous learning ability has also become the responsibility of every teacher.Therefore,based on the training objectives of foreign language teaching of the Ministry of Education and attention to the autonomous learning ability paid by foreign language teaching and research,this paper investigates the present situation and characteristics of the English autonomous learning ability of junior high school students,and puts forward the relevant teaching enlightenment and suggestions.Based on constructivism theory and humanism theory,this study takes junior middle school students from No.19 Middle School in Yining as the research object,and questionnaire investigation and interview were used.The aim is to explore the following three questions:1.What is the current situation of English autonomous learning ability of junior high school?2.What are the differences of English autonomous learning ability between male and female students?3.Are there any differences among students in different grades of English autonomous learning ability?The investigation and analysis are carried out from the seven dimensions of learning motivation,learning content,learning time,learning methods,learning process,learning results and learning environment.At the same time,teachers and students were interviewed.Finally,the data were analyzed by frequency distribution analysis and independent sample T-test,combined with the results of questionnaire and interview,and the following conclusions were drawn:First,No.19 middle school students in Yining have the ability to learn English autonomously,but it is at a general level,they are mainly reflected in the following aspects: 1.The aim and plan of the students' English study are not clear,and the students can not master the learning content and the learning progress independently.2.They do not have a clear understanding of English learning strategies,and they are not adequately used.3.Students can not monitor and evaluate themselves well in the process of autonomous learning,and only a small number of students will evaluate the results of one stage of learning.4.The ability to use physical environment is low,the channel of learning English is narrow,the learning resources are single,the limitation of communication and interaction leads to the narrow vision.Second,there are differences in autonomous learning ability between boys and girls,which are reflected in the three dimensions of learning time,learning methods and learning results.Third,there are differences in English autonomous learning ability among students of different grades.The Grade three is the strongest,followed by the Grade two,the weakest is the Grade one.Finally,based on the above research results,the researcher draws the following enlightenments: First of all,it is necessary for teachers to strengthen theoretical learning to promote their own professional development.At the same time,teachers should fully consider the gender differences,understand the characteristics of junior high school students' English learning,then create the English learning atmosphere,and improve the English teaching strategy.Secondly,students should change the traditional learning style and form the internal motivation,improve autonomous learning strategies,develop reasonable autonomous learning goals and plans and correctly understand their position and role in autonomous learning.