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1、 本 科 生 毕 业 论 文 年 份 2017 学 院 外国语学院 专 业 英语 年 级 2013级 题 目 非英语专业大学生的英语自主学习意识和能力研究一个学生的视角 姓 名 玉琼 学 号 201308401323 指导教师 汤世中 教 务 处 制A STUDY OF NON-ENGLISH MAJORS AWARENESS AND COMPETENCE ON ENGLISH AUTONOMOUS LEARNING: FROM THE PERSPECTIVE OF STUDENTSA THESISSUBMITTED TO THE SCHOOL OF FOREIGN LANGUAGES(ENG

2、LISH MAJOR) YUNNAN MINZU UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTSFOR THE DEGREE OFBACHELOR OF ARTSBYYU QIONGCLASS OF 2017STUDENT CODE: 201308401323SUPERVISED BYTANG SHIZHONGAPRIL 26, 2017 云南民族大学毕业论文(设计)原创性声明本人郑重声明：所呈交的毕业论文(设计)，是本人在指导教师的指导下进行研究工作所取得的成果。除论文中已经注明引用的内容外，本论文没有抄袭、剽窃他人已经发表的研究成

3、果。本声明的法律结果由本人承担。 毕业论文(设计)作者签名： 日 期： 年 月 日关于毕业论文(设计)使用授权的说明本人完全了解云南民族大学有关保留、使用毕业论文(设计)的规定，即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文(设计)的全部或部分内容，可以采用影印或其他复制手段保存论文(设计)。（保密论文在解密后应遵守）指导教师签名： 论文(设计)作者签名： 日期： 年 月 日AcknowledgementsIt is quite difficult for me to complete the current paper without helping and guidi

4、ng 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

5、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 smoot

6、hly.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.AbstractEnglish autonomous learning has been concerned by

7、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 learnin

8、g 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 non-English major freshmen and sophomores so as to inquire int

9、o the students English autonomous learning awareness and competence. Meanwhile it will combine with the characteristics of non-English 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 re

10、searchers to understand the awareness of non-English majors in learning English autonomously at present, and to provide a reference for the cultivation of non-English majors English autonomous learning competence.Key words: English autonomous learning; non-English major college students; awareness;c

11、ompetence; differences摘 要英语自主学习自提出以来一直为各方学者所关注，同时他们也认识到学生是学习的中心因而学习应由学生来完成。但从已有的研究来看，研究内容主要是从教育者的角度去探讨大学生英语自主学习意识及能力，较少关注英语学习的主体学生。鉴于此，本文试从学生的角度出发，对207名非英语专业一、二年级学生进行调查，探讨该群体大学生的英语自主学习意识及能力状况，与此同时结合非英语专业大学生在学习英语上的特点，进而分析英语自主学习能力在专业、年级和性别上是否存在差异的问题，从而帮助研究者更好地了解非英语专业大学生的英语自主学习意识现状，为培养非英语专业大学生的英语自主学习能力

12、提供一定的依据和参考。 关键词：英语自主学习; 非英语专业大学生；意识；能力；差异Contents云南民族大学毕业论文(设计)原创性声明iAcknowledgementsiiAbstractiii摘要ivI. Introduction1II. Literature Review2 Overseas Studies of Definition of Autonomous Learning2 Domestic Studies of Definition of Autonomous Learning2 Overseas Studies of Primary Components of Autonom

13、ous Learning3 Domestic Studies of Primary Components of Autonomous Learning3 Studies on Autonomy in Learning Foreign Language Abroad4 Studies on Autonomy in Learning English at Home4III. Research Method6 Respondents6 Instrument6 Data Collection7IV. Data Analysis and Discussion8 Data Analysis8 Discus

14、sion8 English Autonomous Learning Awareness.9 Learning Contents10 Learning Objectives11 Learning Strategies12 Monitors of the Strategies13 Learning Evaluations13 Learning Environment14V. Research Findings16VI. Conclusion21References23Appendix24I. IntroductionWith autonomous learning becoming a signi

15、ficant 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 in-depth reform and development of higher education, English autonomous learni

16、ng 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 asp

17、ects 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 t

18、he subjects of learningstudents as the breakthrough point. Accordingly the present study tries to begin with the perspective of students and to explore whether non-English major freshmen and sophomores have autonomous learning awareness and competence in studying English, then to find out if there a

19、re 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

20、and analyzing them in great detail, the findings indicate that most non-English 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, obj

21、ectives, 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 ReviewResearchers both at home and abroad have inquired into autonomous learning of students through multi-angles and

22、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 researcher

23、s from various standpoints.2.1 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 “acti

24、ve learning”, “self-planned learning”, “autonomous learning”, “self-instruction”, “self-monitored learning”, “self-managed learning”, “self-directed learning”, “self-regulated learning”, and “self-education”. Since the above terms except for“autonomous learning” has been defined from a specific stan

25、dpoint 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 H

26、enri Holec (1981) who defined the term as it is certainly an ability of students to manage their own learning, i.e., to control his/her learning. According to Littlewood (1996) autonomous learning means that students themselves can make and carry out the decisions which dominate their actions indepe

27、ndently. 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 self-directive way. 2.2 Domestic Studies of Definition of Autonomous Learning

28、 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, i.e. it emphasizes independent learning competences of students. Pang (2003:4) gives a full and systematical explanation to all major probl

29、ems 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

30、 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, i.e. they themselves must be aware of what to le

31、arn and how to learn actively and voluntarily.2.3 Overseas Studies of Primary Components of Autonomous LearningDifferent researchers have made different conclusions about the components of autonomous learning. For Holec (1981:3), autonomous learning requires students: (1) to ensure the objectives; (

32、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, he/s

33、he is able to regulate his/her own learning, including the control of learning environment, learning contents, approaches, objectives and awareness.Littlewood (1996:428) holds that ability and willingness are vital elements for students to study autonomously. Moreover, two key factors can refine the

34、mselves into two subsections: ability of knowledge and skills; motivation and confidence in willingness. They are indispensable in autonomous learning.2.4 Domestic Studies of Primary Components of Autonomous LearningPeng (2002) deems that autonomous learning of students is composed of five parts: (1

35、) 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 (2003:4) insisted that definition of autonomous learning should come from both lateral and vertical d

36、imensions. 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 le

37、arning, 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

38、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

39、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 evalua

40、te the English learning outcomes objectively and timely; (6)and to construct a suitable and helpful environment (both physical and psychological) for learning English.2.5 Studies on Autonomy in Learning Foreign Language AbroadLittlewood (1999) explains the concept of autonomy in learning foreign lan

41、guage 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 esta

42、blish 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 self-productive activiti

43、es like translation, writing and communication they feel hindered. Ivanovska (2015) tries to verify foreign language autonomous learning under the all-round and controversial background that cultural context is a key factor for learners from different contexts, and the roles between students and tea

44、chers should never be changed in learning foreign language autonomously. 2.6 Studies on Autonomy in Learning English at HomeBy introducing self-access centers set up in many universities of western countries, Hua (2001) deems that students are the best respondents of knowledge they have obtained dur

45、ing autonomous learning and analyzers of their own learning needs. Hence she finally explains the necessity and related concerns about constructing self-access centers in our country. By conducting questionnaires on autonomous learning awareness between students from east and west countries, Qi Hong

46、bo (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 awa

47、reness 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 (e.g., Pang, 2003: 22). While a microcosmic perspective, on the other hand, also reveals that few empirical researches have been done to both English autonomou