A Study On The Structure Of English Learning Ability Of University Students

Learning ability is a comprehensive and ecological concept of learning process,learning results,internal and external causes of learning.It is a synthesis of learning achievement,learning ability and related factors.Learning ability researches were originated in Japan and then introduced into China.In recent decades,Chinese scholars have also studied the learning ability in the actual situation of quality education in China,and achieved fruitful results.The concept category of learning ability is start from such basic learning abilities as "reading,writing and calculating".And it has gradually expanded into a more macroscopic concept of learning that includes interactions between individuals and environment,non-intellectual factors.At the same time,the study of learning ability in specific subjects has also springing up,especially the learning ability of mathematics.This study is to construct the theory of English learning ability and uses psychometric techniques to study it.According to the "iceberg model" proposed by Japanese scholar,the structure of English learning ability is divided into two parts: English explicit learning ability and English implicit learning ability.The structure of English explicit learning ability includes the knowledge of English subjects,the five abilities of listening,speaking,reading,writing and translating and the academic achievements of English.Among them,the five abilities are mainly examined.The structure of English implicit learning ability includes the thinking ability and nonintellectual psychological factors of English learning,among which the strategies,experiences,attitudes and motivations of English learning can be objectively measured.English explicit learning ability is the external manifestation of English learning ability,and English implicit learning ability is the implicit part.English implicit learning ability provides support for the explicit ability,and English explicit learning ability can also reflect the implicit ability to a certain extent.The two are organically unified and closely related.Inner Mongolia Autonomous Region is located in the northern of China,and its unique ethnic and cultural characteristics provide unique advantages for this study.This study takes university students in Inner Mongolia as the research object,and the subjects are from three universities or colleges in Inner Mongolia.This paper mainly investigates the structural characteristics of English learning ability of Mongolian nationality and Han nationality college students,as well as their differences in gender,grade and discipline.By compiling the diagnostic test on the structure of English explicit learning ability,this paper investigates the five basic abilities of listening,speaking,reading,writing and translating in English explicit learning ability.By compiling a questionnaire on the structure of English implicit learning ability,this paper investigates four non-intellectual psychological factors in English implicit learning ability: strategy,experience,attitude and motivation.And the psychological measurement tools compiled have good reliability and validity.The results show that: The overall structure of English learning ability of Inner Mongolian college students is balanced,the explicit learning ability of English is at the middle level,and the implicit learning ability is at the middle preference level.Inner Mongolia college students have good reading and writing ability in explicit English learning structure,followed by translation ability,and listening and speaking ability needs to be improved.Inner Mongolia college students have positive attitude,correct motivation,good experience and appropriate strategies in their implicit English learning structure,among which attitude is the best.There are no significant differences in the total scores of explicit and implicit learning abilities of English between different genders,nationalities and different places of origin.There is a trend of first rising and then falling in the scores of explicit English learning among grades.At the beginning of freshman year,junior year reaches the highest level and senior year falls back.There are significant differences in explicit English learning among disciplines.The scores of liberal arts students are significantly better than those of science,engineering and agriculture students.However,there is no such case in the implicit English learning ability between different grades and different subjects.In addition,according to the English learning ability structure theory,teachers and students can strengthen English education and learning from both explicit and implicit learning ability.Starting from the basic knowledge,training all kinds of abilities,while cultivating English thinking,focusing on non-intellectual factors,can actually improve the overall learning ability of English.