On Promoting Learner Autonomy of Chinese Non-English Major Undergraduates
|School||Wuhan University of Technology|
|Course||Foreign Linguistics and Applied Linguistics|
|Keywords||EFL motivations learner autonomy autonomous English speaking|
English, as an international language and the most widely used language in the world, has a significant influence on the participation in international affairs and integration into international community of every country and nation. And to China, a country with the largest population and market in the world, the success of English education is directly linked to its boom and prosperity. Chinese college English education has undergone a radical change over the past two decades in that the traditional teacher-led paradigm is gradually substituted by the new students-centered teaching methodology. What’s more, already being an indispensable part of English teaching, learner autonomy has been accepted and advocated by more and more experts and scholars. The newly issued College English Curriculum Pedagogical Requirement by Ministry of Education in 2004 set a goal for College English teaching:cultivate and improve students’comprehensive English application ability, especially listening and speaking ability and learner autonomy to facilitate them to communicate effectively in English. Since then, educationalists and researchers have reached a consensus as to the improvement of listening and speaking ability and promotion of learner autonomy of college students. Only equipped with learner autonomy and relevant skills, in particular, autonomous English speaking ability can college students master English, and which in turn, helps them lay a solid foundation for their future development and strengthening communication and exchange between China and international communities. Therefore, it’s imperative to promote learner autonomy and autonomous English speaking ability in Chinese college students.This dissertation investigates the relationship between Chinese non-English major undergraduates’EFL motivations and their AEL, their conceptions of learner autonomy and their conceptions of autonomous English speaking by the means of questionnaire and in-depth interview after discussing foreign scholars’definitions, characteristics and principles of learner autonomy, elaborating literature review and stating research background home and abroad. The conclusions are as follows:1. Chinese non-English major undergraduates’EFL motivations bear relationship with their autonomous English learning, and the more they are motivated intrinsically, the more they are autonomous in English learning. This result of this study identifies with previous research outcomes.2. In general, Chinese non-English major undergraduates have realized the importance of learner autonomy and the dominant role they are to play in English learning, however, they lack of autonomous learning ability and skills needed in practice.3. Chinese non-English major undergraduates are fully aware of the significance of spoken English, but their autonomous English speaking awareness, motivation as well as ability is far from satisfactory, which accounts for the embarrassing situation that they have low language proficiency as a whole.These situations are so severe that all parties concerned should attach great importance to, in particular, educational departments and higher institutions of learning. In order to solve these problems, the dissertation puts forward some countermeasures and insights. In the end, some limitations concerning this investigation and some orientations and suggestions for future surveys are proposed.