非英语专业学生英语学意识
力研究——学生视角
Acknowledgements
It is quite difficult for me to complete the current paper without helping and guiding from lots of people Now I would like to express my sincere gratitude as follows
First and foremost I am extremely grateful to my supervisor Professor Tang Shizhong who offers me every helpful and instructional suggestion benignantly during the whole period of finishing the paper Meanwhile I also receive feedbacks promptly for every problem and suggestion so that it enables me to fix all in a timely manner and move on
Then Professor Li Qiang and Li Jiangxiu should also be appreciated cordially for their encouragements and urge so that the progress of finishing the paper goes more smoothly
Last but not least I owe students who participated in the questionnaire my best thanks for whom were investigated willingly and handed in effective questionnaires and two of my friends who helped me a lot in conducting and collecting it
Abstract
English autonomous learning has been concerned by scholars all the time since it is put forward At the same time they have realized that students are the centers of learning Hence study should be done by the students themselves However the existing researches show that educators tended to explore the college students’ English autonomous learning awareness and competence from the perspectives of their own and paid less attention to the subjects of learning English In view of this the present study tries to start from the perspective of students by conducting a survey of 207 nonEnglish major freshmen and sophomores so as to inquire into the students’ English autonomous learning awareness and competence Meanwhile it will combine with the characteristics of nonEnglish majors in learning English then analyze if there appear any differences in learning English autonomously in factors like majors grades and genders so as to help researchers to understand the awareness of nonEnglish majors in learning English autonomously at present and to provide a reference for the cultivation of nonEnglish majors’ English autonomous learning competence
Key words English autonomous learning nonEnglish major college students awareness
competence differences
摘
英语学提出直方学者关注时认识学生学中心学应学生完成已研究研究容教育者角度探讨学生英语学意识力较少关注英语学体—学生鉴文试学生角度出发207名非英语专业二年级学生进行调查探讨该群体学生英语学意识力状况时结合非英语专业学生学英语特点进分析英语学力专业年级性否存差异问题帮助研究者更解非英语专业学生英语学意识现状培养非英语专业学生英语学力提供定参考
关键词：英语学 非英语专业学生意识力差异
Contents
云南民族学毕业文(设计)原创性声明 i
Acknowledgements ii
Abstract iii
摘 iv
I Introduction 1
II Literature Review 2
21 Overseas Studies of Definition of Autonomous Learning 2
22 Domestic Studies of Definition of Autonomous Learning 2
23 Overseas Studies of Primary Components of Autonomous Learning 3
24 Domestic Studies of Primary Components of Autonomous Learning 3
25 Studies on Autonomy in Learning Foreign Language Abroad 4
26 Studies on Autonomy in Learning English at Home 4
III Research Method 6
31 Respondents 6
32 Instrument 6
33 Data Collection 7
IV Data Analysis and Discussion 8
41 Data Analysis 8
42 Discussion 8
421 English Autonomous Learning Awareness ………………9
422 Learning Contents 10
423 Learning Objectives 11
424 Learning Strategies 12
425 Monitors of the Strategies 13
426 Learning Evaluations 13
427 Learning Environment 14
V Research Findings 16
VI Conclusion 21
References 23
Appendix 24
I Introduction
With autonomous learning becoming a significant research topic it has been acknowledged by researchers both at home and abroad that students are kernels in learning and they themselves must take the main responsibilities for their learning Accordingly with the indepth reform and development of higher education English autonomous learning becoming a hot issue that researchers in China come to realize the necessity and urgency of cultivating English autonomous learning awareness and competence of students
But unfortunately for one part the existing researches mainly work from the definition meaning importance and some other aspects of autonomous learning for another only a minority of researchers has given consideration to both autonomous learning awareness and competence What is more not many empirical researches have been done for students especially for the college students Above all few researchers have taken the subjects of learning—students as the breakthrough point Accordingly the present study tries to begin with the perspective of students and to explore whether nonEnglish major freshmen and sophomores have autonomous learning awareness and competence in studying English then to find out if there are any connections with majors grades and genders on English autonomous learning competence Moreover the present study aims to take advantage of this opportunity to offer reasonable and realistic explanations for the findings from the perspective of students
By conducting designed questionnaires and analyzing them in great detail the findings indicate that most nonEnglish major freshmen and sophomores have basic ideas to learn English autonomously but on the other hand they have feeble abilities to implement it into their learning particularly in the practices of learning contents objectives evaluations and environment At the same time there exist some differences of English autonomous learning competence in grades and genders except for majors
II Literature Review
Researchers both at home and abroad have inquired into autonomous learning of students through multiangles and gained prosperous achievements particularly in recent decades The chapter is made up of two parts firstly the author of the present study will review briefly the definition and primary components of autonomous learning and then will review foreign language autonomous learning by some researchers from various standpoints
21 Overseas Studies of Definition of Autonomous Learning
Although international researches on this theory have been done a lot and continued for a long time there has been no unified and unambiguous definition So far as is known even the terms are various such as active learning selfplanned learning autonomous learning selfinstruction selfmonitored learning selfmanaged learning selfdirected learning selfregulated learning and selfeducation Since the above terms except forautonomous learning has been defined from a specific standpoint of studying hence the present paper accepts the explanation of autonomous learning not only for the former reason but for autonomous emphasizes more on independence of students and ability that students must grasp regardless of knowledge or skills
Learner autonomy was first proposed by Henri Holec (1981) who defined the term as it is certainly an ability of students to manage their own learning ie to control hisher learning According to Littlewood (1996) autonomous learning means that students themselves can make and carry out the decisions which dominate their actions independently That is to say students have the rights to control and decide what to learn and how to learn For Zimmerman (2002) autonomous learning refers to students who turn their mental abilities into academic skills in a selfdirective way
22 Domestic Studies of Definition of Autonomous Learning
Researchers like Yu and Peng (Yu 2001 Peng 2002) hold the same opinion that students who take charge of their own learning can be seen as autonomous learning ie it emphasizes independent learning competences of students Pang
(20034) gives a full and systematical explanation to all major problems which are concerned with autonomous learning He urges to define the term from horizontal and vertical aspects Hua Weifen (2003) expresses her point of view on her report that the core of autonomous learning is that teachers only function as facilitators and promoters instead of bellwethers and controllers in the process of students’ learning
Definitions above are concerned with ability decision independence and role In conclusion autonomous learning requires the students to prepare for it with conscientiousness and willingness ie they themselves must be aware of what to learn and how to learn actively and voluntarily
23 Overseas Studies of Primary Components of Autonomous Learning
Different researchers have made different conclusions about the components of autonomous learning For Holec (19813) autonomous learning requires students (1) to ensure the objectives (2) to define the materials and progressions (3) to choose methods and techniques that are feasible (4) to monitor the procedure of acquisition appropriately (5) to evaluate what has been obtained
Benson and Lor (1997 8) mentioned on their monograph that if students could study autonomously heshe is able to regulate hisher own learning including the control of learning environment learning contents approaches objectives and awareness
Littlewood (1996428) holds that ability and willingness are vital elements for students to study autonomously Moreover two key factors can refine themselves into two subsections ability of knowledge and skills motivation and confidence in willingness They are indispensable in autonomous learning
24 Domestic Studies of Primary Components of Autonomous Learning
Peng (2002) deems that autonomous learning of students is composed of five parts (1) to own learning responsibility (2) to establish clear learning objectives (3) to make learning plan for themselves (4) to appraise progress in learning (5) to regulate learning strategies
Pang (20034) insisted that definition of autonomous learning should come from both lateral and vertical dimensions From the lateral dimension it defines autonomous learning from every aspect of learning including motivation strategy time environment and evaluation of learning From the vertical dimension it means to explain the essence of autonomous learning according to the whole process of learning including objectives plans and preparations for regulating monitoring assessing and summarizing in learning
By giving a definition according to national conditions of China scholars (Xu et al 2004) define the components of autonomous learning as (1) to understand teaching objective and requirement of teacher (2) to establish learning objectives and make learning plans (3) to utilize learning strategies effectively (4) to monitor the application of learning strategies (5) to evaluate the process of learning
Given the above English autonomous learning can be concluded from the perspective of students as (1)students voluntarily and forwardly select the learning contents (2)to set up concrete learning objectives (3)to choose and regulate their strategies in learning English consciously (4)to monitor the learning activities of their own in a planned way (5)to evaluate the English learning outcomes objectively and timely (6)and to construct a suitable and helpful environment (both physical and psychological) for learning English
25 Studies on Autonomy in Learning Foreign Language Abroad
Littlewood (1999) explains the concept of autonomy in learning foreign language that it is an incontestable objective for students as stressing their learning abilities and then proposes a framework which would be applicable for students from different contexts Meanwhile he points out that to develop foreign language autonomous learning competence was not equal to establish stereotypic teaching methods for East Asian contexts Hussein and Haron (2012) made a research on autonomous learning in the Arabic language of 179 Arabic language learners and concluded that generally these students can dominate their own learning but when it comes to selfproductive activities like translation writing and communication they feel hindered Ivanovska (2015) tries to verify foreign language autonomous learning under the allround and controversial background that cultural context is a
key factor for learners from different contexts and the roles between students and teachers should never be changed in learning foreign language autonomously
26 Studies on Autonomy in Learning English at Home
By introducing selfaccess centers set up in many universities of western countries Hua (2001) deems that students are the best respondents of knowledge they have obtained during autonomous learning and analyzers of their own learning needs Hence she finally explains the necessity and related concerns about constructing selfaccess centers in our country By conducting questionnaires on autonomous learning awareness between students from east and west countries Qi Hongbo (2004) is desirous to find out that there are no significant differences in autonomous learning awareness among these students Then he concludes that only by learning consciously and forwardly can students grasp foreign languages
In a macroscopic perspective studies on autonomous learning awareness and competence of students have matured and expanded both at home and abroad While extrusive presentation of studies abroad about the theory is lack of a compatible definition domestic studies show a trend of introducing international theories but are very short of the base of learning psychology (eg Pang 2003 22) While a microcosmic perspective on the other hand also reveals that few empirical researches have been done to both English autonomous learning awareness and competence or even make differences of nonEnglish majors’ English autonomous learning competences from majors grades and genders and hardly any studies have been taken on students—the crux of learning as key point
III Research Method
31 Respondents
The respondents in the present study are nonEnglish major freshmen and sophomores in Yunnan Minzu University These students come from different majors (arts and science) grades and genders Prior to the beginning of English courses questionnaires were delivered to them Totally 207 students (freshmen 107 sophomores 100) are involved in the questionnaire Reasons for choosing those groups of students and the time to conduct the questionnaire are as follows
Firstly nonEnglish major undergraduate students must take English course in the first and second year during the four years of college and it is a critical phase for them to build a foundation for learning English
Secondly freshmen cannot take CET4 (College English Test Brand 4) in Yunnan Minzu University and sophomores are free to take the exam so it is necessary and valuable to know their autonomies in learning English
Furthermore performing questionnaire investigation while they have English courses helps to get a more precise and concentrative data that are required by the present study
32 Instrument
Quantitative analysis is practiced in the present paper Generally speaking quantitative analysis refers to an analysis of data collected after respondents take a certain number of designed questions that are needed ie questionnaire survey The theoretical basis of the present study is definition and five characteristics of foreign language autonomous learning given by Holec (1981)
Meanwhile the present study adopts questionnaires by Liu Xiaowu (2012) and Ning Tong (2015) which were considered specific components relating to autonomous learning The current study aims to make clear English autonomous learning awareness and competence of nonEnglish major freshmen and sophomores from the perspective of students so the questionnaire is composed of two dimensions English autonomous learning awareness and competence additionally
English autonomous learning competence consists of six sections learning contents learning objectives learning strategies monitors of the strategies learning evaluations and learning environment
There are altogether 23 questions adopting Likert’s five dimension scales Options range from entirely correspondent with me(E) basically correspondent with me(D) somewhat correspondent with me(C) basically different from me(B) and totally different from me(A) Among them Q1 to 7 are designed to discuss English autonomous learning awareness of these students for English autonomous learning competence Q8 to 10 are for learning contents Q11 to 13 for learning objectives Q14 to 16 for learning strategies Q17 to 19 for monitors of the strategies Q20 to 21 for learning evaluations and Q22 to Q23 for learning environment (See Appendix)
33 Data Collection
The questionnaires were handed out and collected by the researcher and two of her friends who are nonEnglish major freshman and sophomore in Yunnan Minzu University They distributed the questionnaires before these groups of students took English classes The students were required to finish the questionnaires before the classes began and hand in after classes A total number of 220 students participated in and completed the questionnaires at the same time 207 effective questionnaires were taken back with valid callback rate of 9371 The general information of valid questionnaires is shown as follows (See table 1)
Table1 Basic distribution of tested respondents
Freshmen
Sophomores
Arts (major)
Science (major)
Male
Female
Number
107
100
129
78
84
123
Proportion
52
48
62
41
41
59
IV Data Analysis and Discussion
41 Data Analysis
All the items had been reasonably quantified before analyzed ie scores were A1 B2 C3 D4 E5 According to the returned effective questionnaires each answer chosen by every student had been classified and tested repeatedly to ensure the reliability and validity of the following figures Before the analysis of detailed information the distribution features of each item chosen by the students are demonstrated at first (Detailed data can be seen in table 2)
Table2 Distribution features of each item
A
B
C
D
E
Q1
9
13
25
109
51
Q2
7
9
16
110
65
Q3
6
4
22
106
69
Q4
6
9
28
75
89
Q5
24
40
67
52
24
Q6
7
19
25
96
60
Q7
32
37
65
57
16
Q8
20
43
68
66
10
Q9
19
39
58
81
10
Q10
38
51
70
43
5
Q11
20
45
63
76
3
Q12
13
41
71
76
6
Q13
28
48
58
56
17
Q14
13
44
73
64
13
Q15
13
23
63
91
17
Q16
9
22
52
80
44
Q17
7
25
62
89
24
Q18
10
31
79
73
14
Q19
15
36
63
78
15
Q20
20
34
71
71
11
Q21
17
36
70
76
8
Q22
22
28
50
86
21
Q23
22
53
70
50
62
42 Discussion
This part is divided into seven subsections For the first part data about their English autonomous learning awareness will be analyzed
421 English Autonomous Learning Awareness
From the data shown below it can be concluded that most nonEnglish major freshmen and sophomores have the awareness to study English autonomously When it comes to questions like Q1 I think the main responsibility of learning English well is depending on students Q2 I think we cannot learn English well only by textbook and Q3 It is important for students to develop learning targets that are applicable for them to study English well More than 50 (527532512) of the students choose the option basically correspondent with me About 431 (Q4) of them agree that It is significant to choose effective learning methods to learn English well also 323 (Q5) of them deem that rethinking their learning strategies is beneficial to study English And for 464 of them basically agree and 29 (Q6) fully agreed that To evaluate my own English learning process objectively is a crucial step to study English On the other side however though 275 (Q7) of them can study and practice English under any environments there are still 314 of them cannot learn and practice English outside school This should not be a surprise for most of the nonEnglish major college students in China because they only have English classes twice a
week including the listening and speaking course and the reading and writing course The limitation of classroom time hinders them from practicing English more bravely and confidently when they are off campus in a way (See table 3)
Table3 English autonomous learning awareness of nonEnglish majors
Question No
Options
A
B
C
D
E
Mean
Value(5high3 median1low)
1
43
63
121
527
246
387
2
35
44
74
532
315
405
3
29
19
107
512
333
410
4
29
44
134
362
431
412
5
117
193
323
251
116
306
6
34
91
121
464
29
388
7
155
179
314
275
77
294
For the following tables six branches of English autonomous learning competence will be described and discussed one by one
422 Learning Contents
Learning contents are critical for studying English The forms are varied with the roaring of the Internet and information at the fingertips can be caught anywhere Hence English language learners can also search for the information they want about western countries through their computers or mobile phones And English learning materials in the present study like English newspapers magazines or novels are not only paper books but more Ebooks and some other electronic materials that are available on the Internet According to the data given below students’ attitudes are miscellaneous toward decision making and choosing of English learning contents When asked if they can preview the text in advance actively review and consolidate the learning contents after class and summarize the key points 328 said they would only do it occasionally 207 thought they would rarely do it and only 32 of them agreed that it was consistent with their English learning situations As for preparations of new texts it is pleasant to hear that 391 of them could access to the background information and glossaries of the new text as teachers requirednot required and 28 of them said they would only do it as teachers exactly demand them to But at the same time it was also found that these students appeared to be negative when asked if they read English newspapers magazines or novels out of class Only 24 of the students are expressed firmly that they would enrich their English knowledge from other ways apart from textbooks Right at this point the present study concludes that the first component of studying English autonomously requires students to select English learning contents voluntarily and forwardly while more than half of them(C338 B246 A184) fail to commit to it(Details seen in table 4)
Table4 Learning contents
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
8
97
207
328
32
48
301
9
93
188
28
391
48
312
10
184
246
338
208
24
264
423 Learning Objectives
For English learning objectives it seems that students are so learning planblind that the findings are quite unexpected Only 14 of the students can establish their own English learning goals according to their learning status 367 chose basically correspondent with me and 304 chose somewhat correspondent with me Hence it is clear that these students have no very wellformed goals or concerns about learning English Obviously it is difficult for them to restructure their learning plans in the light of the actual learning situation as only 29 chose entirely correspondent with me while 367 chose D and 343 chose C Finally it didn’t come as a shock to learn that most of them had no clear English learning plans except for the homework assigned by teachers The findings suggest that most of them have no clear English learning objectives and they may hold on a sense that let things go for the sake of the exam instead of making an applicable English study plan and conducting the plan so as to find out where their progresses and defects are (Details in table 5)
Table5 Learning objectives
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
11
98
217
304
367
14
299
12
63
198
343
367
29
310
13
136
232
28
27
82
293
424 Learning Strategies
English learning strategies of students in the present study include making conclusions and systematizing what they have learned regulating existing strategies if they do not work well and solving problems when doing English homework independently The results show that generally these students can summarize and systemize the knowledge they have acquired which is conducive to the study of new knowledge (308) but students failing to do so take up a fairly big part (353 for chose C 213 for chose B) The good news is when a method cannot meet their needs for learning most of them can use other learning methods to adjust (44) The reality however is that when they were asked if they would use the Internet or other channels to find the answers when they could not finish their English homework about 386 of them chose basically correspondent with me Briefly although most of these students can apply learning strategies into their English learning to some extent there appears an inclination to match the requirement and assignment from teachers Therefore they are sometimes perfunctory to some homework which needs to be done on the Internet or that they will go online if the work takes a lot of time (Details in table 6)
Table6 Learning strategies
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
14
63
213
353
308
63
310
15
63
111
304
44
82
337
16
44
106
251
386
213
362
425 Monitors of the Strategies
In a nutshell monitors of the strategies require the students to control the process of their own learning designedly It is also a pivotal step of learning but nearly 43 of them cannot monitor their learning strategies consciously and use other learning strategies when the former one failed Meanwhile even if 377 of the students can clearly understand where their weaknesses of learning English are 382 of them do not have different learning strategies for English AudioVisual Course and Reading and Writing Course It is a weak part for students as they are used to excessively relying on their English teachers from primary school ie before attending college all the processes of learning English are guided and controlled by their teachers Teachers will find out difficulties and obstructions during learning English and try to help the students to solve and overcome these problems Although they need to solve all these troubles by themselves after enrolling the college they may find that there is nothing to follow (Details in table 7)
Table7 Monitors of the learning strategies
Question No
Options
A
B
C
D
E
Mean Value (5high3median1low)
17
33
121
30
43
116
347
18
47
15
382
353
68
324
19
73
174
304
377
72
320
426 Learning Evaluations
Learning evaluations require the students to judge their English learning outcomes objectively and timely Students may feel at a loss on how to evaluate what they have obtained because there was little attention paid on students’ learning evaluations most judgements are from teachers for quite some time Here 343 of the students agree that they can test and evaluate what they have acquired similarly 343 of them are not sure if they can do it well When asked if they can evaluate their progresses and shortcomings objectively in learning English 367 of them say yes while 338 are confused about it As mentioned above possible reasons for the students feel puzzled are as follows
First of all the consequences of examinationoriented education system have caused students only to focus exclusively on exam results instead of the process of learning And if possible they would like to do it after taking some important exams
Furthermore most students have no initiatives and consciousness to check or evaluate their learning if teachers do not urge them to do so
Last but not least current school education also pays little attention on cultivating students’ learning evaluation competence (Details in table 8)
Table8 Learning evaluations
Question No
Options
A
B
C
D
E
Mean
Value
(5high3median1low)
20
97
164
343
343
53
309
21
82
174
338
367
39
311
427 Learning Environment
Learning environment consists of two parts the physical environment and the psychological environment The physical environment for study English refers to any learning places that the students find it suitable and helpful for them to study like libraries Ereading rooms study lounges dormitories etc While the psychological environment for study English implies the receiving process of the students themselves that is to say if students consider that the current situation is of no use for learning they can change it positively and timely Students in the present study can make full use of the existing learning environment generally (415) but on the other side 242 of them say no And when it comes to adjusting the learning environment which does not work well 338 of them react waveringly that they could not actively adjust to it and to put themselves into the English learning status The current study also indicates that some schools in Yunnan Minzu University force nonEnglish major freshmen and sophomores to take selfstudy in the morning or at night every day which will be recorded as the attendance Up to a point it may give rise to a repugnance psychology of the students Accordingly they may resist it and begin to do something that is little concerned with study (Details in table 9)
Table9 Learning environment
Question No
Options
A
B
C
D
E
Mean
Value (5high3median1low)
22
107
135
242
415
101
327
23
106
256
338
242
58
289
V Research Findings
After discussing all the items of questionnaires the present study has testified what it had put forwarded before By and large most nonEnglish major freshmen and sophomores have clear awareness to study English autonomously ie most of them believe that learning contents objectives strategies monitors of the strategies evaluations and environment are essential components for learning English autonomously But the awareness is barely strong enough to foster them to learn English autonomously Among the six components to study English autonomously the most notable straits for students are learning contents objectives evaluations and environment
Reasons for such a phenomenon can be seen from both subjective and objective aspects
Objective causes Firstly most universities do not attach much importance to English autonomous learning which implements no definite steps as they promise secondly because of the limitation of classroom time and requirements of teaching tasks teachers still spend a large amount of time cramming knowledge to the students Likewise though they assign some tasks for the students to prepare for after classes sometimes they may forget to check and it would diminish the enthusiasm of the students to study English autonomously thirdly some measures taken by universities are so compulsory and imperative that students would be disgusted with it therefore it may lead them to do anything rather than learning to show their disaffection
Subjective causes Firstly students themselves pay little attention to learning English autonomously and most of them hold the belief that passing CET46 will be quite enough during college years secondly group psychology is also a major factor for nonEnglish majors who have a poor foundation of English which hinders those students to study English autonomously They would think their English is awful anyway and it is better for them to give up than lingering on in a worsening condition last but not least students are fairly addicted to depending upon teachers and the Internet they just want to get the answer from the easiest channel or from some other ways but not to discover the key themselves since it will occupy much of the time for doing other things instead of studying
The followings are the differences of students’ performances in English autonomous learning from majors grades to genders
Differences of English Autonomous Learning Competence in Majors
Actually there are no obvious differences of English autonomous learning competence among students majoring in arts or science Though the table (Table 10) below seems to show that students who major in arts are more autonomous in learning English than those in science the fact is that their English autonomous learning competences are displayed in different levels Students major in arts would be more positive and autonomous in learning English on learning contents and strategies but they could not set specific learning goals and monitor their learning strategies very well on the other hand students major in science could conduct quite well as the diagram presented as follows (See diagram 1) Therefore it may conclude that English autonomous learning competences of students majoring in science are not terribly different from those majoring in arts
Table10 Average level of English autonomous learning competence in majors
Options
Mean Value
A
B
C
D
E
Arts
566
1496
3339
3923
678
Science
1351
2326
2827
2775
721
Digram1 English autonomous learning competences of different majors
Differences of English Autonomous Learning Competence in Grades
The figures below (See table 11 and diagram 2) show that the freshmen tend to learn English more autonomous among most items than the sophomores The mean values of freshmen to choose answers like D and E are much higher than those of sophomores (D286 E418) Consequently it can be concluded that freshmen are more autonomous in learning English than sophomores In the same way it is a common phenomenon amongst most campuses that freshmen have pure curiosity and pleasant anticipation about everything at college therefore they are energetic and enthusiastic about everything Accordingly they would try to study hard and not to leave any regrets in the first year of college This coincides with
findings made by Zhou and Sang (2007) that autonomous learning of college students tends to show the trend of decreasing along with grades and autonomous learning competences of freshmen are significantly higher than senior students Accurately speaking in the present study it is more reasonable to conclude that freshmen tend to be more motivated in learning English autonomously than sophomores
Table11 Average level of English autonomous learning competence in grades
Options
Mean Value
A
B
C
D
E
Freshman
718
1854
2849
3655
968
Sophomore
1031
1738
3313
3369
550
Digram2 English autonomous learning competences of different grades
Differences of English Autonomous Learning Competence in Genders
The findings also show that female students are undoubtedly more motivated to learn English autonomously than male students since female students act more positively and decidedly when answering every question (See diagram 3) and the mean values of each question are much higher than those of male students (See table 12 ) In addition by conducting questionnaires of female and male students He and Zhao (2011) found that there truly existed differences in studying English autonomously between girls and boys particularly in learning motivation selfefficacy and willpower Though girls tend to show weak autonomy in some aspects when learning English the learning situation is more stable than boys
Table12 Average level of English autonomous learning competence in genders
Options
Mean Value
A
B
C
D
E
Female Students
544
1499
3478
3878
601
Male Students
1328
2263
2656
2926
827
Digram3 English autonomous learning competences of different genders
VI Conclusion
On the whole the current research starts from the perspective of students to reveal English autonomous learning awareness and competence of nonEnglish major freshmen and sophomores and later to explore whether there appear any differences in English autonomous learning competence among different majors grades and genders And the paper reaches the following conclusion
Firstly most of these freshmen and sophomores are aware of learning English autonomously and they agree that learning contents objectives strategies monitors of the strategies evaluations and environment are integral constituents to study English autonomously
Secondly though they are conscious to learn English autonomously most of them cannot make conscious efforts to improve their studies They are ignorant of selecting learning contents and setting up concrete learning objectives they lose sight of choosing or regulating and monitoring learning strategies they are weak in learning evaluations and show no concerns about learning environments Most visibly learning contents objectives evaluations and environment drag them in the mud
Thirdly the results also clarify that English autonomous learning competence varies from grades to genders Comparatively speaking freshmen tend to study English more autonomous than sophomores and female students are more independent and autonomous in learning English than male students However there are no distinct differences in majors students majoring in arts and those in science do not reveal a different trend of learning English autonomously
As narrated above even if nonEnglish major freshmen and sophomores are conscious of the significance in studying English autonomously many of them cannot bring it into practice successfully However school authorities and the public cannot simply put the blame on college students The causes are complicated and multifarious so both sides (universities and students) should make a concerted effort to cope with it positively and effectively For one thing it requires more thought from school authorities to equip students with relevant knowledge and carry out
feasible and acceptable policies and measures that are beneficial to cultivate students’ English autonomous learning awareness and competence The present study suggests that school authorities should evolve from students’ motivation for learning English to autonomous learning competence And all these should be implemented during the first year of college as far as possible For another the students themselves should bear more responsibilities to fulfill it They must straighten out their minds with willpower and confidence to learn English autonomously In addition the guidance of teachers and learning conditions provided by the universities should never be ignored
The inadequacies of the present study can be seen from the limitation of respondents scope and research method First only 207 students participated in the research and there appeared a slightly uneven of the investigated objects Second the study just took questionnaires at a college so the range of investigation may be too small Third research technique of the study is also relatively one fold it will be better if future researchers can take note of the present findings
In spite of its defects all these findings could be of some references for researchers and teachers The paper starts from the perspective of students in order to reveal the problems which impede students to study English autonomously It has been made clear that there exist some differences and troubles in students’ English autonomous learning competence and special weight should be given to learning contents objectives evaluations and environment Finally it may offer a different perspective for educators and teachers of English
References
[1] HUSSEINM A K HARON S C Autonomy in language learning [J] Journal of education and practice 2012 3(8)
[2] IVANOVSKA B Learner autonomy in foreign language education and in cultural context [J] Procediasocial and behavioral sciences 2015 180 352–356
[3] HOLEC H Autonomy and foreign language learning [M] Pergamon press 1981
[4] LITTLEWOOD W Autonomy an anatomy and a framework [J] System 1996 24(4) 427435
[5] LITTLEWOOD W Defining and developing autonomy in East Asian contexts [J] Applied linguistics 1999 20(1) 7194
[6] BENSON P LOR W Making sense of autonomous language learning English center monograph No 2 [J] Case studies 1997 6 65
[7] ZIMMERMAN B J Becoming a selfregulated learner an overview [J] Theory into practice 2002 41(2) 6467
[8] 新敏赵文博 英语学中性差异[J] 河北理工学学报（社会科学版） 2011(11)180183
[9] 华维芬 学中心——种新型语言学环境[J] Foreign language world 2001(5) 4145
[10] 华维芬 关建立英语学中心调查报告[J] Foreign language world 2003(6)4348
[11] 刘武 学生英语学力调查相关性研究[D] 赣南师范学院 2012
[12] 宁通 联通义学理视角学生学力培养研究[D]郑州学 2015
[13] 庞维国 学——学教原理策略[M] 海华东师范学出版社 2003 222
[14] 彭金定 学英语教学中学者问题研究[J] Foreign language world 2002(3)1519
[15] 戚宏波 浅析东方文化背景学者[J] 国外外语教学 (FLTA) 2004(1)2630
[16] 徐锦芬彭仁忠吴卫 非英语专业学生性英语学力调查分析[J] 外语教学研究(外国语文双月刊) 2004(1)6468
[17] 余文森 略谈体性学[J] 教育探索 2001(12)3233
[18] 周炎根桑青松 学生学力差异性分析[J] 黑龙江高教研究 2007(1)139142
Appendix
关非英语专业学生英语学意识力问卷调查表
亲爱学：
您外国语学院2013级英语专业学生玉琼非英语专业学生英语学意识力调查问卷 目解学生英语学力基情况 问卷需填写名字答案分正误请您根实际情况实回答需思想顾虑非常感谢您合作帮助
性： 男 女 年级： 二 专业： 文科类 理工科类
部分旨解您英语学意识
1 认学英语责学生
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
2 认仅仅赖课学英语
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
3 认制定适合学目标学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
4 认选择效学方法学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
5 少反思学方法否效 学英语关紧
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
6 认客观评价学情况学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
7 止学校中学英语场环境会学实践英语
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
部分旨解您英语学力
8 会积极提前预课文容课时复巩固学容纳总结知识点
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
9 预新课文会提前老师求未求查阅背景知识新词汇
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
10 课外动阅读英文报纸杂志说
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
11 根身实际确立英语学目标
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
12 根实际情况调整学计划
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
13 仅完成老师布置学务时会制定学计划
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
14 英语学中常学知识纳系统化利新知识学
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
15 种方法满足学需时会运学手段进行调节
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
16 完成英语作业遇困难时 会直接网资料中寻找答案免花长时间思考
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
17 便前英语学策略实少换学策略
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
18 英语视听说读写课学策略
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
19 清楚解英语学里欠缺里掌握错
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
20 检测评估已学知识
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
21 客观评价英语学情况
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
22 充分利已学环境（图书馆电子阅览室早晚等）
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
23 假已学环境利学英语会积极动调整帮助进入学状态
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
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力研究——学生视角
Acknowledgements
It is quite difficult for me to complete the current paper without helping and guiding from lots of people Now I would like to express my sincere gratitude as follows
First and foremost I am extremely grateful to my supervisor Professor Tang Shizhong who offers me every helpful and instructional suggestion benignantly during the whole period of finishing the paper Meanwhile I also receive feedbacks promptly for every problem and suggestion so that it enables me to fix all in a timely manner and move on
Then Professor Li Qiang and Li Jiangxiu should also be appreciated cordially for their encouragements and urge so that the progress of finishing the paper goes more smoothly
Last but not least I owe students who participated in the questionnaire my best thanks for whom were investigated willingly and handed in effective questionnaires and two of my friends who helped me a lot in conducting and collecting it
Abstract
English autonomous learning has been concerned by scholars all the time since it is put forward At the same time they have realized that students are the centers of learning Hence study should be done by the students themselves However the existing researches show that educators tended to explore the college students’ English autonomous learning awareness and competence from the perspectives of their own and paid less attention to the subjects of learning English In view of this the present study tries to start from the perspective of students by conducting a survey of 207 nonEnglish major freshmen and sophomores so as to inquire into the students’ English autonomous learning awareness and competence Meanwhile it will combine with the characteristics of nonEnglish majors in learning English then analyze if there appear any differences in learning English autonomously in factors like majors grades and genders so as to help researchers to understand the awareness of nonEnglish majors in learning English autonomously at present and to provide a reference for the cultivation of nonEnglish majors’ English autonomous learning competence
Key words English autonomous learning nonEnglish major college students awareness
competence differences
摘
英语学提出直方学者关注时认识学生学中心学应学生完成已研究研究容教育者角度探讨学生英语学意识力较少关注英语学体—学生鉴文试学生角度出发207名非英语专业二年级学生进行调查探讨该群体学生英语学意识力状况时结合非英语专业学生学英语特点进分析英语学力专业年级性否存差异问题帮助研究者更解非英语专业学生英语学意识现状培养非英语专业学生英语学力提供定参考
关键词：英语学 非英语专业学生意识力差异
Contents
云南民族学毕业文(设计)原创性声明 i
Acknowledgements ii
Abstract iii
摘 iv
I Introduction 1
II Literature Review 2
21 Overseas Studies of Definition of Autonomous Learning 2
22 Domestic Studies of Definition of Autonomous Learning 2
23 Overseas Studies of Primary Components of Autonomous Learning 3
24 Domestic Studies of Primary Components of Autonomous Learning 3
25 Studies on Autonomy in Learning Foreign Language Abroad 4
26 Studies on Autonomy in Learning English at Home 4
III Research Method 6
31 Respondents 6
32 Instrument 6
33 Data Collection 7
IV Data Analysis and Discussion 8
41 Data Analysis 8
42 Discussion 8
421 English Autonomous Learning Awareness ………………9
422 Learning Contents 10
423 Learning Objectives 11
424 Learning Strategies 12
425 Monitors of the Strategies 13
426 Learning Evaluations 13
427 Learning Environment 14
V Research Findings 16
VI Conclusion 21
References 23
Appendix 24
I Introduction
With autonomous learning becoming a significant research topic it has been acknowledged by researchers both at home and abroad that students are kernels in learning and they themselves must take the main responsibilities for their learning Accordingly with the indepth reform and development of higher education English autonomous learning becoming a hot issue that researchers in China come to realize the necessity and urgency of cultivating English autonomous learning awareness and competence of students
But unfortunately for one part the existing researches mainly work from the definition meaning importance and some other aspects of autonomous learning for another only a minority of researchers has given consideration to both autonomous learning awareness and competence What is more not many empirical researches have been done for students especially for the college students Above all few researchers have taken the subjects of learning—students as the breakthrough point Accordingly the present study tries to begin with the perspective of students and to explore whether nonEnglish major freshmen and sophomores have autonomous learning awareness and competence in studying English then to find out if there are any connections with majors grades and genders on English autonomous learning competence Moreover the present study aims to take advantage of this opportunity to offer reasonable and realistic explanations for the findings from the perspective of students
By conducting designed questionnaires and analyzing them in great detail the findings indicate that most nonEnglish major freshmen and sophomores have basic ideas to learn English autonomously but on the other hand they have feeble abilities to implement it into their learning particularly in the practices of learning contents objectives evaluations and environment At the same time there exist some differences of English autonomous learning competence in grades and genders except for majors
II Literature Review
Researchers both at home and abroad have inquired into autonomous learning of students through multiangles and gained prosperous achievements particularly in recent decades The chapter is made up of two parts firstly the author of the present study will review briefly the definition and primary components of autonomous learning and then will review foreign language autonomous learning by some researchers from various standpoints
21 Overseas Studies of Definition of Autonomous Learning
Although international researches on this theory have been done a lot and continued for a long time there has been no unified and unambiguous definition So far as is known even the terms are various such as active learning selfplanned learning autonomous learning selfinstruction selfmonitored learning selfmanaged learning selfdirected learning selfregulated learning and selfeducation Since the above terms except forautonomous learning has been defined from a specific standpoint of studying hence the present paper accepts the explanation of autonomous learning not only for the former reason but for autonomous emphasizes more on independence of students and ability that students must grasp regardless of knowledge or skills
Learner autonomy was first proposed by Henri Holec (1981) who defined the term as it is certainly an ability of students to manage their own learning ie to control hisher learning According to Littlewood (1996) autonomous learning means that students themselves can make and carry out the decisions which dominate their actions independently That is to say students have the rights to control and decide what to learn and how to learn For Zimmerman (2002) autonomous learning refers to students who turn their mental abilities into academic skills in a selfdirective way
22 Domestic Studies of Definition of Autonomous Learning
Researchers like Yu and Peng (Yu 2001 Peng 2002) hold the same opinion that students who take charge of their own learning can be seen as autonomous learning ie it emphasizes independent learning competences of students Pang
(20034) gives a full and systematical explanation to all major problems which are concerned with autonomous learning He urges to define the term from horizontal and vertical aspects Hua Weifen (2003) expresses her point of view on her report that the core of autonomous learning is that teachers only function as facilitators and promoters instead of bellwethers and controllers in the process of students’ learning
Definitions above are concerned with ability decision independence and role In conclusion autonomous learning requires the students to prepare for it with conscientiousness and willingness ie they themselves must be aware of what to learn and how to learn actively and voluntarily
23 Overseas Studies of Primary Components of Autonomous Learning
Different researchers have made different conclusions about the components of autonomous learning For Holec (19813) autonomous learning requires students (1) to ensure the objectives (2) to define the materials and progressions (3) to choose methods and techniques that are feasible (4) to monitor the procedure of acquisition appropriately (5) to evaluate what has been obtained
Benson and Lor (1997 8) mentioned on their monograph that if students could study autonomously heshe is able to regulate hisher own learning including the control of learning environment learning contents approaches objectives and awareness
Littlewood (1996428) holds that ability and willingness are vital elements for students to study autonomously Moreover two key factors can refine themselves into two subsections ability of knowledge and skills motivation and confidence in willingness They are indispensable in autonomous learning
24 Domestic Studies of Primary Components of Autonomous Learning
Peng (2002) deems that autonomous learning of students is composed of five parts (1) to own learning responsibility (2) to establish clear learning objectives (3) to make learning plan for themselves (4) to appraise progress in learning (5) to regulate learning strategies
Pang (20034) insisted that definition of autonomous learning should come from both lateral and vertical dimensions From the lateral dimension it defines autonomous learning from every aspect of learning including motivation strategy time environment and evaluation of learning From the vertical dimension it means to explain the essence of autonomous learning according to the whole process of learning including objectives plans and preparations for regulating monitoring assessing and summarizing in learning
By giving a definition according to national conditions of China scholars (Xu et al 2004) define the components of autonomous learning as (1) to understand teaching objective and requirement of teacher (2) to establish learning objectives and make learning plans (3) to utilize learning strategies effectively (4) to monitor the application of learning strategies (5) to evaluate the process of learning
Given the above English autonomous learning can be concluded from the perspective of students as (1)students voluntarily and forwardly select the learning contents (2)to set up concrete learning objectives (3)to choose and regulate their strategies in learning English consciously (4)to monitor the learning activities of their own in a planned way (5)to evaluate the English learning outcomes objectively and timely (6)and to construct a suitable and helpful environment (both physical and psychological) for learning English
25 Studies on Autonomy in Learning Foreign Language Abroad
Littlewood (1999) explains the concept of autonomy in learning foreign language that it is an incontestable objective for students as stressing their learning abilities and then proposes a framework which would be applicable for students from different contexts Meanwhile he points out that to develop foreign language autonomous learning competence was not equal to establish stereotypic teaching methods for East Asian contexts Hussein and Haron (2012) made a research on autonomous learning in the Arabic language of 179 Arabic language learners and concluded that generally these students can dominate their own learning but when it comes to selfproductive activities like translation writing and communication they feel hindered Ivanovska (2015) tries to verify foreign language autonomous learning under the allround and controversial background that cultural context is a
key factor for learners from different contexts and the roles between students and teachers should never be changed in learning foreign language autonomously
26 Studies on Autonomy in Learning English at Home
By introducing selfaccess centers set up in many universities of western countries Hua (2001) deems that students are the best respondents of knowledge they have obtained during autonomous learning and analyzers of their own learning needs Hence she finally explains the necessity and related concerns about constructing selfaccess centers in our country By conducting questionnaires on autonomous learning awareness between students from east and west countries Qi Hongbo (2004) is desirous to find out that there are no significant differences in autonomous learning awareness among these students Then he concludes that only by learning consciously and forwardly can students grasp foreign languages
In a macroscopic perspective studies on autonomous learning awareness and competence of students have matured and expanded both at home and abroad While extrusive presentation of studies abroad about the theory is lack of a compatible definition domestic studies show a trend of introducing international theories but are very short of the base of learning psychology (eg Pang 2003 22) While a microcosmic perspective on the other hand also reveals that few empirical researches have been done to both English autonomous learning awareness and competence or even make differences of nonEnglish majors’ English autonomous learning competences from majors grades and genders and hardly any studies have been taken on students—the crux of learning as key point
III Research Method
31 Respondents
The respondents in the present study are nonEnglish major freshmen and sophomores in Yunnan Minzu University These students come from different majors (arts and science) grades and genders Prior to the beginning of English courses questionnaires were delivered to them Totally 207 students (freshmen 107 sophomores 100) are involved in the questionnaire Reasons for choosing those groups of students and the time to conduct the questionnaire are as follows
Firstly nonEnglish major undergraduate students must take English course in the first and second year during the four years of college and it is a critical phase for them to build a foundation for learning English
Secondly freshmen cannot take CET4 (College English Test Brand 4) in Yunnan Minzu University and sophomores are free to take the exam so it is necessary and valuable to know their autonomies in learning English
Furthermore performing questionnaire investigation while they have English courses helps to get a more precise and concentrative data that are required by the present study
32 Instrument
Quantitative analysis is practiced in the present paper Generally speaking quantitative analysis refers to an analysis of data collected after respondents take a certain number of designed questions that are needed ie questionnaire survey The theoretical basis of the present study is definition and five characteristics of foreign language autonomous learning given by Holec (1981)
Meanwhile the present study adopts questionnaires by Liu Xiaowu (2012) and Ning Tong (2015) which were considered specific components relating to autonomous learning The current study aims to make clear English autonomous learning awareness and competence of nonEnglish major freshmen and sophomores from the perspective of students so the questionnaire is composed of two dimensions English autonomous learning awareness and competence additionally
English autonomous learning competence consists of six sections learning contents learning objectives learning strategies monitors of the strategies learning evaluations and learning environment
There are altogether 23 questions adopting Likert’s five dimension scales Options range from entirely correspondent with me(E) basically correspondent with me(D) somewhat correspondent with me(C) basically different from me(B) and totally different from me(A) Among them Q1 to 7 are designed to discuss English autonomous learning awareness of these students for English autonomous learning competence Q8 to 10 are for learning contents Q11 to 13 for learning objectives Q14 to 16 for learning strategies Q17 to 19 for monitors of the strategies Q20 to 21 for learning evaluations and Q22 to Q23 for learning environment (See Appendix)
33 Data Collection
The questionnaires were handed out and collected by the researcher and two of her friends who are nonEnglish major freshman and sophomore in Yunnan Minzu University They distributed the questionnaires before these groups of students took English classes The students were required to finish the questionnaires before the classes began and hand in after classes A total number of 220 students participated in and completed the questionnaires at the same time 207 effective questionnaires were taken back with valid callback rate of 9371 The general information of valid questionnaires is shown as follows (See table 1)
Table1 Basic distribution of tested respondents
Freshmen
Sophomores
Arts (major)
Science (major)
Male
Female
Number
107
100
129
78
84
123
Proportion
52
48
62
41
41
59
IV Data Analysis and Discussion
41 Data Analysis
All the items had been reasonably quantified before analyzed ie scores were A1 B2 C3 D4 E5 According to the returned effective questionnaires each answer chosen by every student had been classified and tested repeatedly to ensure the reliability and validity of the following figures Before the analysis of detailed information the distribution features of each item chosen by the students are demonstrated at first (Detailed data can be seen in table 2)
Table2 Distribution features of each item
A
B
C
D
E
Q1
9
13
25
109
51
Q2
7
9
16
110
65
Q3
6
4
22
106
69
Q4
6
9
28
75
89
Q5
24
40
67
52
24
Q6
7
19
25
96
60
Q7
32
37
65
57
16
Q8
20
43
68
66
10
Q9
19
39
58
81
10
Q10
38
51
70
43
5
Q11
20
45
63
76
3
Q12
13
41
71
76
6
Q13
28
48
58
56
17
Q14
13
44
73
64
13
Q15
13
23
63
91
17
Q16
9
22
52
80
44
Q17
7
25
62
89
24
Q18
10
31
79
73
14
Q19
15
36
63
78
15
Q20
20
34
71
71
11
Q21
17
36
70
76
8
Q22
22
28
50
86
21
Q23
22
53
70
50
62
42 Discussion
This part is divided into seven subsections For the first part data about their English autonomous learning awareness will be analyzed
421 English Autonomous Learning Awareness
From the data shown below it can be concluded that most nonEnglish major freshmen and sophomores have the awareness to study English autonomously When it comes to questions like Q1 I think the main responsibility of learning English well is depending on students Q2 I think we cannot learn English well only by textbook and Q3 It is important for students to develop learning targets that are applicable for them to study English well More than 50 (527532512) of the students choose the option basically correspondent with me About 431 (Q4) of them agree that It is significant to choose effective learning methods to learn English well also 323 (Q5) of them deem that rethinking their learning strategies is beneficial to study English And for 464 of them basically agree and 29 (Q6) fully agreed that To evaluate my own English learning process objectively is a crucial step to study English On the other side however though 275 (Q7) of them can study and practice English under any environments there are still 314 of them cannot learn and practice English outside school This should not be a surprise for most of the nonEnglish major college students in China because they only have English classes twice a
week including the listening and speaking course and the reading and writing course The limitation of classroom time hinders them from practicing English more bravely and confidently when they are off campus in a way (See table 3)
Table3 English autonomous learning awareness of nonEnglish majors
Question No
Options
A
B
C
D
E
Mean
Value(5high3 median1low)
1
43
63
121
527
246
387
2
35
44
74
532
315
405
3
29
19
107
512
333
410
4
29
44
134
362
431
412
5
117
193
323
251
116
306
6
34
91
121
464
29
388
7
155
179
314
275
77
294
For the following tables six branches of English autonomous learning competence will be described and discussed one by one
422 Learning Contents
Learning contents are critical for studying English The forms are varied with the roaring of the Internet and information at the fingertips can be caught anywhere Hence English language learners can also search for the information they want about western countries through their computers or mobile phones And English learning materials in the present study like English newspapers magazines or novels are not only paper books but more Ebooks and some other electronic materials that are available on the Internet According to the data given below students’ attitudes are miscellaneous toward decision making and choosing of English learning contents When asked if they can preview the text in advance actively review and consolidate the learning contents after class and summarize the key points 328 said they would only do it occasionally 207 thought they would rarely do it and only 32 of them agreed that it was consistent with their English learning situations As for preparations of new texts it is pleasant to hear that 391 of them could access to the background information and glossaries of the new text as teachers requirednot required and 28 of them said they would only do it as teachers exactly demand them to But at the same time it was also found that these students appeared to be negative when asked if they read English newspapers magazines or novels out of class Only 24 of the students are expressed firmly that they would enrich their English knowledge from other ways apart from textbooks Right at this point the present study concludes that the first component of studying English autonomously requires students to select English learning contents voluntarily and forwardly while more than half of them(C338 B246 A184) fail to commit to it(Details seen in table 4)
Table4 Learning contents
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
8
97
207
328
32
48
301
9
93
188
28
391
48
312
10
184
246
338
208
24
264
423 Learning Objectives
For English learning objectives it seems that students are so learning planblind that the findings are quite unexpected Only 14 of the students can establish their own English learning goals according to their learning status 367 chose basically correspondent with me and 304 chose somewhat correspondent with me Hence it is clear that these students have no very wellformed goals or concerns about learning English Obviously it is difficult for them to restructure their learning plans in the light of the actual learning situation as only 29 chose entirely correspondent with me while 367 chose D and 343 chose C Finally it didn’t come as a shock to learn that most of them had no clear English learning plans except for the homework assigned by teachers The findings suggest that most of them have no clear English learning objectives and they may hold on a sense that let things go for the sake of the exam instead of making an applicable English study plan and conducting the plan so as to find out where their progresses and defects are (Details in table 5)
Table5 Learning objectives
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
11
98
217
304
367
14
299
12
63
198
343
367
29
310
13
136
232
28
27
82
293
424 Learning Strategies
English learning strategies of students in the present study include making conclusions and systematizing what they have learned regulating existing strategies if they do not work well and solving problems when doing English homework independently The results show that generally these students can summarize and systemize the knowledge they have acquired which is conducive to the study of new knowledge (308) but students failing to do so take up a fairly big part (353 for chose C 213 for chose B) The good news is when a method cannot meet their needs for learning most of them can use other learning methods to adjust (44) The reality however is that when they were asked if they would use the Internet or other channels to find the answers when they could not finish their English homework about 386 of them chose basically correspondent with me Briefly although most of these students can apply learning strategies into their English learning to some extent there appears an inclination to match the requirement and assignment from teachers Therefore they are sometimes perfunctory to some homework which needs to be done on the Internet or that they will go online if the work takes a lot of time (Details in table 6)
Table6 Learning strategies
Question No
Options
A
B
C
D
E
Mean
Value(5high3median1low)
14
63
213
353
308
63
310
15
63
111
304
44
82
337
16
44
106
251
386
213
362
425 Monitors of the Strategies
In a nutshell monitors of the strategies require the students to control the process of their own learning designedly It is also a pivotal step of learning but nearly 43 of them cannot monitor their learning strategies consciously and use other learning strategies when the former one failed Meanwhile even if 377 of the students can clearly understand where their weaknesses of learning English are 382 of them do not have different learning strategies for English AudioVisual Course and Reading and Writing Course It is a weak part for students as they are used to excessively relying on their English teachers from primary school ie before attending college all the processes of learning English are guided and controlled by their teachers Teachers will find out difficulties and obstructions during learning English and try to help the students to solve and overcome these problems Although they need to solve all these troubles by themselves after enrolling the college they may find that there is nothing to follow (Details in table 7)
Table7 Monitors of the learning strategies
Question No
Options
A
B
C
D
E
Mean Value (5high3median1low)
17
33
121
30
43
116
347
18
47
15
382
353
68
324
19
73
174
304
377
72
320
426 Learning Evaluations
Learning evaluations require the students to judge their English learning outcomes objectively and timely Students may feel at a loss on how to evaluate what they have obtained because there was little attention paid on students’ learning evaluations most judgements are from teachers for quite some time Here 343 of the students agree that they can test and evaluate what they have acquired similarly 343 of them are not sure if they can do it well When asked if they can evaluate their progresses and shortcomings objectively in learning English 367 of them say yes while 338 are confused about it As mentioned above possible reasons for the students feel puzzled are as follows
First of all the consequences of examinationoriented education system have caused students only to focus exclusively on exam results instead of the process of learning And if possible they would like to do it after taking some important exams
Furthermore most students have no initiatives and consciousness to check or evaluate their learning if teachers do not urge them to do so
Last but not least current school education also pays little attention on cultivating students’ learning evaluation competence (Details in table 8)
Table8 Learning evaluations
Question No
Options
A
B
C
D
E
Mean
Value
(5high3median1low)
20
97
164
343
343
53
309
21
82
174
338
367
39
311
427 Learning Environment
Learning environment consists of two parts the physical environment and the psychological environment The physical environment for study English refers to any learning places that the students find it suitable and helpful for them to study like libraries Ereading rooms study lounges dormitories etc While the psychological environment for study English implies the receiving process of the students themselves that is to say if students consider that the current situation is of no use for learning they can change it positively and timely Students in the present study can make full use of the existing learning environment generally (415) but on the other side 242 of them say no And when it comes to adjusting the learning environment which does not work well 338 of them react waveringly that they could not actively adjust to it and to put themselves into the English learning status The current study also indicates that some schools in Yunnan Minzu University force nonEnglish major freshmen and sophomores to take selfstudy in the morning or at night every day which will be recorded as the attendance Up to a point it may give rise to a repugnance psychology of the students Accordingly they may resist it and begin to do something that is little concerned with study (Details in table 9)
Table9 Learning environment
Question No
Options
A
B
C
D
E
Mean
Value (5high3median1low)
22
107
135
242
415
101
327
23
106
256
338
242
58
289
V Research Findings
After discussing all the items of questionnaires the present study has testified what it had put forwarded before By and large most nonEnglish major freshmen and sophomores have clear awareness to study English autonomously ie most of them believe that learning contents objectives strategies monitors of the strategies evaluations and environment are essential components for learning English autonomously But the awareness is barely strong enough to foster them to learn English autonomously Among the six components to study English autonomously the most notable straits for students are learning contents objectives evaluations and environment
Reasons for such a phenomenon can be seen from both subjective and objective aspects
Objective causes Firstly most universities do not attach much importance to English autonomous learning which implements no definite steps as they promise secondly because of the limitation of classroom time and requirements of teaching tasks teachers still spend a large amount of time cramming knowledge to the students Likewise though they assign some tasks for the students to prepare for after classes sometimes they may forget to check and it would diminish the enthusiasm of the students to study English autonomously thirdly some measures taken by universities are so compulsory and imperative that students would be disgusted with it therefore it may lead them to do anything rather than learning to show their disaffection
Subjective causes Firstly students themselves pay little attention to learning English autonomously and most of them hold the belief that passing CET46 will be quite enough during college years secondly group psychology is also a major factor for nonEnglish majors who have a poor foundation of English which hinders those students to study English autonomously They would think their English is awful anyway and it is better for them to give up than lingering on in a worsening condition last but not least students are fairly addicted to depending upon teachers and the Internet they just want to get the answer from the easiest channel or from some other ways but not to discover the key themselves since it will occupy much of the time for doing other things instead of studying
The followings are the differences of students’ performances in English autonomous learning from majors grades to genders
Differences of English Autonomous Learning Competence in Majors
Actually there are no obvious differences of English autonomous learning competence among students majoring in arts or science Though the table (Table 10) below seems to show that students who major in arts are more autonomous in learning English than those in science the fact is that their English autonomous learning competences are displayed in different levels Students major in arts would be more positive and autonomous in learning English on learning contents and strategies but they could not set specific learning goals and monitor their learning strategies very well on the other hand students major in science could conduct quite well as the diagram presented as follows (See diagram 1) Therefore it may conclude that English autonomous learning competences of students majoring in science are not terribly different from those majoring in arts
Table10 Average level of English autonomous learning competence in majors
Options
Mean Value
A
B
C
D
E
Arts
566
1496
3339
3923
678
Science
1351
2326
2827
2775
721
Digram1 English autonomous learning competences of different majors
Differences of English Autonomous Learning Competence in Grades
The figures below (See table 11 and diagram 2) show that the freshmen tend to learn English more autonomous among most items than the sophomores The mean values of freshmen to choose answers like D and E are much higher than those of sophomores (D286 E418) Consequently it can be concluded that freshmen are more autonomous in learning English than sophomores In the same way it is a common phenomenon amongst most campuses that freshmen have pure curiosity and pleasant anticipation about everything at college therefore they are energetic and enthusiastic about everything Accordingly they would try to study hard and not to leave any regrets in the first year of college This coincides with
findings made by Zhou and Sang (2007) that autonomous learning of college students tends to show the trend of decreasing along with grades and autonomous learning competences of freshmen are significantly higher than senior students Accurately speaking in the present study it is more reasonable to conclude that freshmen tend to be more motivated in learning English autonomously than sophomores
Table11 Average level of English autonomous learning competence in grades
Options
Mean Value
A
B
C
D
E
Freshman
718
1854
2849
3655
968
Sophomore
1031
1738
3313
3369
550
Digram2 English autonomous learning competences of different grades
Differences of English Autonomous Learning Competence in Genders
The findings also show that female students are undoubtedly more motivated to learn English autonomously than male students since female students act more positively and decidedly when answering every question (See diagram 3) and the mean values of each question are much higher than those of male students (See table 12 ) In addition by conducting questionnaires of female and male students He and Zhao (2011) found that there truly existed differences in studying English autonomously between girls and boys particularly in learning motivation selfefficacy and willpower Though girls tend to show weak autonomy in some aspects when learning English the learning situation is more stable than boys
Table12 Average level of English autonomous learning competence in genders
Options
Mean Value
A
B
C
D
E
Female Students
544
1499
3478
3878
601
Male Students
1328
2263
2656
2926
827
Digram3 English autonomous learning competences of different genders
VI Conclusion
On the whole the current research starts from the perspective of students to reveal English autonomous learning awareness and competence of nonEnglish major freshmen and sophomores and later to explore whether there appear any differences in English autonomous learning competence among different majors grades and genders And the paper reaches the following conclusion
Firstly most of these freshmen and sophomores are aware of learning English autonomously and they agree that learning contents objectives strategies monitors of the strategies evaluations and environment are integral constituents to study English autonomously
Secondly though they are conscious to learn English autonomously most of them cannot make conscious efforts to improve their studies They are ignorant of selecting learning contents and setting up concrete learning objectives they lose sight of choosing or regulating and monitoring learning strategies they are weak in learning evaluations and show no concerns about learning environments Most visibly learning contents objectives evaluations and environment drag them in the mud
Thirdly the results also clarify that English autonomous learning competence varies from grades to genders Comparatively speaking freshmen tend to study English more autonomous than sophomores and female students are more independent and autonomous in learning English than male students However there are no distinct differences in majors students majoring in arts and those in science do not reveal a different trend of learning English autonomously
As narrated above even if nonEnglish major freshmen and sophomores are conscious of the significance in studying English autonomously many of them cannot bring it into practice successfully However school authorities and the public cannot simply put the blame on college students The causes are complicated and multifarious so both sides (universities and students) should make a concerted effort to cope with it positively and effectively For one thing it requires more thought from school authorities to equip students with relevant knowledge and carry out
feasible and acceptable policies and measures that are beneficial to cultivate students’ English autonomous learning awareness and competence The present study suggests that school authorities should evolve from students’ motivation for learning English to autonomous learning competence And all these should be implemented during the first year of college as far as possible For another the students themselves should bear more responsibilities to fulfill it They must straighten out their minds with willpower and confidence to learn English autonomously In addition the guidance of teachers and learning conditions provided by the universities should never be ignored
The inadequacies of the present study can be seen from the limitation of respondents scope and research method First only 207 students participated in the research and there appeared a slightly uneven of the investigated objects Second the study just took questionnaires at a college so the range of investigation may be too small Third research technique of the study is also relatively one fold it will be better if future researchers can take note of the present findings
In spite of its defects all these findings could be of some references for researchers and teachers The paper starts from the perspective of students in order to reveal the problems which impede students to study English autonomously It has been made clear that there exist some differences and troubles in students’ English autonomous learning competence and special weight should be given to learning contents objectives evaluations and environment Finally it may offer a different perspective for educators and teachers of English
References
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[2] IVANOVSKA B Learner autonomy in foreign language education and in cultural context [J] Procediasocial and behavioral sciences 2015 180 352–356
[3] HOLEC H Autonomy and foreign language learning [M] Pergamon press 1981
[4] LITTLEWOOD W Autonomy an anatomy and a framework [J] System 1996 24(4) 427435
[5] LITTLEWOOD W Defining and developing autonomy in East Asian contexts [J] Applied linguistics 1999 20(1) 7194
[6] BENSON P LOR W Making sense of autonomous language learning English center monograph No 2 [J] Case studies 1997 6 65
[7] ZIMMERMAN B J Becoming a selfregulated learner an overview [J] Theory into practice 2002 41(2) 6467
[8] 新敏赵文博 英语学中性差异[J] 河北理工学学报（社会科学版） 2011(11)180183
[9] 华维芬 学中心——种新型语言学环境[J] Foreign language world 2001(5) 4145
[10] 华维芬 关建立英语学中心调查报告[J] Foreign language world 2003(6)4348
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Appendix
关非英语专业学生英语学意识力问卷调查表
亲爱学：
您外国语学院2013级英语专业学生玉琼非英语专业学生英语学意识力调查问卷 目解学生英语学力基情况 问卷需填写名字答案分正误请您根实际情况实回答需思想顾虑非常感谢您合作帮助
性： 男 女 年级： 二 专业： 文科类 理工科类
部分旨解您英语学意识
1 认学英语责学生
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
2 认仅仅赖课学英语
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
3 认制定适合学目标学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
4 认选择效学方法学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
5 少反思学方法否效 学英语关紧
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
6 认客观评价学情况学英语重
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
7 止学校中学英语场环境会学实践英语
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
部分旨解您英语学力
8 会积极提前预课文容课时复巩固学容纳总结知识点
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
9 预新课文会提前老师求未求查阅背景知识新词汇
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
10 课外动阅读英文报纸杂志说
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
11 根身实际确立英语学目标
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
12 根实际情况调整学计划
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
13 仅完成老师布置学务时会制定学计划
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
14 英语学中常学知识纳系统化利新知识学
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
15 种方法满足学需时会运学手段进行调节
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
16 完成英语作业遇困难时 会直接网资料中寻找答案免花长时间思考
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
17 便前英语学策略实少换学策略
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
18 英语视听说读写课学策略
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
19 清楚解英语学里欠缺里掌握错
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
20 检测评估已学知识
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
21 客观评价英语学情况
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
22 充分利已学环境（图书馆电子阅览室早晚等）
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
23 假已学环境利学英语会积极动调整帮助进入学状态
A 完全符 B 基符 C 点符 D 基相符 E 完全相符
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