an analysis of factors influencing college students’ autonomous learning of english 英语专业毕业论文

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2014届毕业生毕业论文题目:AnAnalysisofFactorsInfluencingCollegeStudents’AutonomousLearningofEnglish院系名称：外语学院专业班级：英语F1001班学生姓名：学号：201048180101指导教师：教师职称：副教授2014年5月20日 AnAnalysisofFactorsInfluencingCollegeStudents’AutonomousLearningofEnglish.   SchoolofForeignLanguagesofHenanUniversityofTechnologySupervisor:ChengXiongyong May20，2014 AcknowledgementsManypeopledeservemysincerethanksforhelpingmeinallkindsofaspectsandatvariousstagesofcompletingthispaper.Firstofall,Iwouldliketoextendmysinceregratitudetomysupervisor,ChengXiongyong,whohasgenerouslygivenmesomuchofhertimeandvigortoreadthroughthewholethesisandhasofferedmewarmsupportandgreatencouragement.Icannotthankhisenoughforherconstructivesuggestions,word-for-wordscrutiny,andotherexpertguidance.Withouthispainstakinginstruction,thecompletionofthepresentthesiswouldnothavebeenpossible.Mythanksalsogotothescholarswhohavedonealotofresearchworkonthecomparisonofdifferentfamilyvalues,andtotheauthorswhoseworksIhavequoteddirectlyandindirectly.Furthermore,IshouldalsorecordveryspecialthankstomyschoolmatesLiZhibinwhogavemetheirpatienceandtimeinhelpingmewithmyworkasaleaderofthisteamduringthetensecourseofthethesis.Lastbutnotleast;mythankswouldgotomybelovedparentsfortheirlovingconsiderationsandgreatconfidenceinmeallthroughfouryears.Withouttheirunderstandingandmutualsupport,IdonotthinkIcouldenjoythefour-yearuniversitylife.Ialsoowemysinceregratitudetomyfriendswhosupportedmeandaccompaniedmeduringthedifficultcourseofthethesis.iii AbstractInthepastfewdecades,CollegeEnglisheducationinourcountryhasobtainedcertainoutstandingachievement.Buttherearealsodisadvantages.Manystudents havebeenlearningEnglishformorethantenyears,buttheystillevencannotreadtextsanddon'tunderstandclearlytheoriginalfilmandmusic,evenmorestudentsdon’tcommunicatewithforeignersdirectly.Overall,CollegeEnglisheducationlevelisnothigh,thetraditionalteachingmodeisrigid,theyoftenspendmuchtimeinstuddingEnglish,buttheeffectislower(Dickinson18).Englishtalentsfromcollegeisexcellentinlanguageknowledge,buttheability of languagecommunicationisverypoor,theyknowalittleforeignculture,theycanget highmarksbutpoorcompetencewhichphenomenonisverycommoninChina.Inthe21stcentury,withtheapplicationofnetworktechnology,EnglisheducationinChinahasbroughtanenormousandfar-reachinginfluence,makingEnglishteachingmethodsandlearningmethodschangealot.In2007,educationdepartmentissued“anewcollegeEnglishcurriculumrequirements“thatstatedclearlythat"thenewteachingmodelshouldbebuiltbythesupportofinformationtechnology,whichletstheEnglishteachingisnotlimitedbytimeandplace,towardingthepersonalizedlearning,autonomouslearninginthedirectionofdevelopment.ItshowsthatCollegestudents'autonomouslearninghasbecomethefocalpointandcoreofcollegeEnglishteachingreform.Finallythoseimprovethelearningabilityofcollegestudentsandsetthestageforlife-long learning.Thepaperanalyzesthefactorsthatisdividedintotwoparts.Thoseareinternalcauseandexternalcausewhichaffectcollegestudents’autonomouslearningEnglishinChina.First,itshowstheconnotationofautonomouslearningandtheinfluencingfactorsofcollegestudents'autonomouslearningEnglishinChinaforpersonalandsocialsignificance.Second,itanalyzesmainlytheinternalcausesofaffectingcollegestudents'autonomouslearningEnglishandexternalofaffectingcollegestudents'autonomouslearningEnglish.Third,thearticleshowsthatsurveydesignandanalysis,andfinallytheauthorsummarizethewholethesisandonceagainpointsouttheimportanceofcomparativestudyinthisthesis.Keywords:analysis;factor;influencing;college;autonomous;learning;Englishiii 摘要在过去的几十年里，我国的高校英语教育取得了一定令人瞩目的成绩，但是也存在很多不足之处。很多学生经过十几年的英语学习，甚至读不懂外文原版书籍，听不懂外文原版电影和歌曲，更不会和外国人直接交流。整体说来，高校英语教育水平不高，教学模式传统死板，英语学习费时低效，高校所培养出来的英语人才语言知识掌握的虽好，但是语言交际运用能力很差，对外国文化习俗知之甚少，高分低能的现象极为普遍。进21世纪，随着网络技术的应用，给我国的英语教育带来了巨大而深远的影响，使英语教学方法和学习方法发生了变革。2007年教育部高教司颁布了新版《大学英语课程教学要求》，明确指出新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间和地点的限制，朝着个性化学习，自主学习的方向发展。由此可见，大学生的自主学习成为高校英语教学改革的焦点与核心。本文试图通过对大学生自主学习的影响因素的深入分析，探讨培养大学生英语自主学习能力的方法，最终提高大学生自主学习能力，为其成为具有终生学习能力的人打下良好的基础。本文以调查问卷的形式从内因和外因来分析影响大学生自主学习的因素。第一部分将重点阐述自主学习的定义以及他对我们大学生的重大意义。第二部分将会展示调查问卷的设计和分析。第三部分重点分析影响大学生自主学习的因素。它包括两大块：内因和外因。最后一部分总结全文。关键词：分析；因素；影响；大学；自主；学习；英语iii ContentsAcknowledgment…………………………………………………………………………….iAbstract(English)………………………………………………………………………………..iiAbstract(Chinese)………………………………………………………………………………iii1.Introduction…………………………………………………………………………………..12.whatisautonomouslearning......................................................………...............................23.ThesignificanceofEnglishautonomouslearning..................................................................24.InvestigationoffactorsaffectingChinesecollegestudents’autonomouslearning.34.1Researchdesign……………………………………………………………………..…...54.2Researchanalysis…………………………………………………………………..…....65.Theinfluencefactorsofautonomouslearning.....................................................................65.1Internalfactors.............................................................................................................75.2externalcauses..............................................................................................................96.Conclusion.................................................................................................................................12WorksCited……………………….................................………………………………………141. 1.IntroductionWiththerapiddevelopmentofscienceandtechnology,socialprogresshaschangealot.Now,lifelonglearningisnolongerachoicebutasurvivalquestionforsocialindividuals,autonomouslearningabilityisbecomingmoreandmoreimportant.Asinotherfields,thelanguageeducationofautonomouslearningisbecomingmoreandmoreattentive.Theimprovementofcollegestudents’Englishautonomouslearningability(especiallyitsrevolutionthatisshiftedfromtheautonomousconsciousnesstotheautonomouspractice)isnotasimplelongitudinalstraightlineprocess,theexistenceofmanyinfluencefactorsmakeitdifficultandcomplicated(HarcourtBrace199).OurcountryhavebeenexploringcollegeEnglishclassroomteachingmethodforalongtime,inordertoimproveteachingefficiency,educationdepartmentandmanyscholarstrytheirbesttocompleteit.thereforetheythinkalotofwayssuchastheuseofmultimediaclassroomteachingandextracurricular,practiceteachingetc.,Buttheteacheristheteachingguider,studentsistheteachingsubject,teachingefficiencycanbeenimprovedtrulywhenonlystudentsexpendtheirlearninginitiativeandenthusiasminlearning,whereverisbothinclassoroutsideofclassOnlywhenimprovestudents'abilityofautonomouslearning,studentscanabsorbknowledgeandapplytoreallifeandimprovetheirpracticeability.Wemeetmanycausespreventingourautonomouslearning,Thefactorsaredividedintotwopartsthatareinternalcauseandexternalcause.Internalcauseincludeslearninginterestandlearningaimandlearningmoodetc.Externalcauseincludesteachingmodeandenvironmentandcompanionetc.Iwillanalyzemainlythosecausesinthepaper.Fianlythepaperwillgetmanyconclusionsaccordingtoinvestigation.2.Whatisautonomouslearning?Autonomouslearningisthatstudentscanmastertheirownlearning,itisnotacompletelyindependenttocompletelearningtasks,itisthatstudentsemphasizesthelearnerasthefocusandtakeadvantageofeffectiveuseofallresources,itisthelearningwaythatisoppositeoflearningbyotherpeoples’helpandwarning.Thereforeithasmuchdifferencefromautonomouslearning.Theyhaveobviousdifferencesbetweenthem;“self-study”isonlyapartofautonomouslearning.Itcanbedividedintothreeaspects:firstpartisthatlearnersshouldhaveactivityplansand14 arrangementsinadvancefortheirownlearning;thesecondspartthattheyshouldhaveactivitiessupervisionevaluationandfeedbackfortheirownlearning,thelastpartistheymusttoadjusttheirownlearningactivities,shapingandcontrol.DuetothedifferentresearchershasdifferentdefinitionaboutautonomouslearningtheorypositionandAngleofview,sotheunityonthedefinitionofautonomouslearningisverydifficult.Zimmermantoldasystemicsummaryaboutthedefinitionofautonomouslearning,summingupatotalofthreecharacteristics:(1)emphasizingthemetacognitio,motivationandbehavioraspectsoftheuseoftheselfadjustingstrategy;(2)theemphasisonautonomouslearningisakindofSelfdirectedfeedbackloopprocess,hethinkautonomouslearnerscanmonitortheeffectoftheirlearningmethodsandstrategies,accordingtothefeedbackandadjusttheirlearningprocess;(3)emphasisonautonomouslearnersshouldknowthatthemselvesmakearrangementplancorrectlyaccordingtheircondition.3.ThesignificanceofEnglishautonomouslearningComparinghighschoollearning,Universitydifferenceisactiveconsciouslylearntogivepriority.thecollegemusttoreducedependenceonteachers.Universityextentknowledgeindepthandbreadthbasedonhighschool.Classroomteachingisoftenanoutlinebuttoncollar,teachersteachonlydifficultspeaking,thesuspects,andthekeyandparttheteachers’experienceintheclassroom,therestneedthemtolearnunderstandandmasterythroughthemselves,andthiswillrequireastronglearningconsciousness,notlikehighschoolstudentsbytheteacherassigned,checkandsupervision(Holec124).Therefore,cultivatingandimprovingtheabilityofautonomouslearning,isverynecessaryforcollegestudents.Learningintheuniversitycan'tdependonteachersplanandarrangement;studentscan'tsimplyandblindlyaccepttheclassroomteachingcontentandpointofview,wemustdevelopthesubjectiveinitiativefullyandourpotentialinthestudyextentthecriticallearningandfinallyformtheirownuniqueacademicviewsandopinions.Thestudywaythroughoutthewholeprocessofcollegelearningandreflectalotofaspectsofuniversitylife.Suchaslearning,learningcontentandthechoiceofthelearningmethodandsoon.Today,knowledgeupdatequickly,humansknowledgewoulddoubleaboutthreeyears,wehavetolearntoupdatedknowledgeafterwegraduatedfromuniversityandwork,becausetheprofessionaldemandandknowledgeoftherapiddepreciation.Atthesame14 time,alotofpeoplewilloftenswitchcareersinreallife,weneedtolearntheprofessionalknowledgeandskillsofthecorrespondingintheirtransformation.onlyinthisway,wecanadapttoarapidchangingsocietyandsurvival.Therefore,itisnotgoodduringtheuniversityifwecannotkeepautonomouslearninghabitandupdatedknowledgeWemustchangethetraditionalnormaleducationformthattheteacheriscircleandadaptoftentheautonomousway,thereforeAseveryoneknows,Englishisveryimportanttoday.Ithasbeenusedeverywhereintheworld.IthasbecomethemostcommonlanguageonInternetandforinternationaltrade.IfwecanspeakEnglishwell,wewillhavemorechancetosucceed.Becausemoreandmorepeoplehavetakennoticeofit,thenumberofthepeoplewhogotolearnEnglishhasincreasedatahighspeed.underthenewconditionsthatknowledgeisexploring,knowledgebecomerapiddepreciation,peoplemustchangethetraditionalnormaleducationthatteacherplayaveryimportantrole.We.mustadoptthewayofselfdirectedlearning(autonomouslearning)togaintheknowledgeoftheskillsthatarerequiredtoworklife.Inaddition,thenewtypeoflifelongeducationsystemmustbebasedonsecurityofindividuallifelonglearning,andautonomouslearningskillsareveryessentialtoourlife(Chen2008).Secondly,thecurrentschooleducationonvariousaspectsoftheoutstandingproblemscanberesolvedthroughtheintroductionofautonomouslearningmode.Atthesametime,intermsofthestudentindividualcharacter,autonomouslearningcanalsomeettheneedsofpersonalitydevelopment,andimprovethequalityoflearning.4.InvestigationoffactorsaffectingChinesecollegestudents’autonomouslearning4.1.ResearchdesignOnthebasisoftheliteraturereviewoflearnerEnglishautonomyandtheviewoffactorsaffectingcollegestudents’Englishautonomouslearning,aquestionnaireandanin-depthinterviewwerecarefullydesignedandcarriedout．4.1.1.0bjectivesoftheInvestigationThestudyWasdesignedtoaddresstheFollowingfourquestions：1.WhatgeneralattitudesdoChinesecollegestudentsholdtowardlearnerautonomy?inEnglishasaforeignLanguageatpresent?2.WhatarethefactorsandwhatextenttheyaffectChinesestudents’Englishautonomous14 learning?3.Arethereanycorrelationsbetweenlearners’languageproficiencyandinternalandexternalFactors.4.TheinfluenceofChinesecultureoncollegestudents’autonomouslearning4.1.2SubjectsThesubjectswhoparticipatedinthisresearchwere500collegeStudents(270males,230females)fromfouruniversities.DetailsoftheparticipantsArepresentedinthefollowingtabularform：Master’sThesisChineseCollegeStudents’AutonomousLearningSchoolsMaleFemaleGrade’SumHenanUniversityoftechnology6159Threeyear120ZhengzhouUniversity7565Threeyear140ZhengzhouUniversityofLightIndustry8649Secondyear135HenanUniversityofEconomicsandLaw4757Secondyear104Sum270230500Thestudentscarriedfromdifferentdepartmentsandwereofvariousmajorsofbothartsandsciences.WetookthesubjectsfromHenanUniversityoftechnologyandZhengzhouUniversityasproficientlanguagelearners,andthosefromZhengzhouUniversityofLightIndustryandHenanUniversityofEconomicsandLawaslessproficientonesaccordingtotheirperformanceinthecollegeentranceexamination．4.1.3Instruments14 4.1.3.1QuestionnaireThedataforthisresearchwerecollectedthrougha75itemquestionnaire．Thequestionnairewasdividedintofiveparts：partonewith13itemswasthegroundinformationofthelearners；parttwowith10itemspainedattentiontothelearners’viewsonEnglishlearning；partthreewith20itemsaimedatinvestigatingwhatlearnersdoduringthelearningprocess；partfourwith15itemsdescribedthecurrentlearningenvironment,andfinallypartfivewith17itemswasdesignedtofindlearners’beliefsandattitudesinlearnerautonomyinEFL．4.13.2In-depthInterviewAfterthequestionnairesurvey,inordertostatesomedimideasreflectedfromthequestionnaire,theauthorconductedanin—depthinterviewwith20students,halffromHenanUniversityoftechnologyandhalffromZhengzhouUniversity,whoattendedthequestionnaireinvestigation．Amongthemweretenmalestudentsandtenfemalestudentsofkinddegreesoflanguageproficiency．Thefifty-minutesinterviews,intheirnativeChinese,weretapedinarelaxedatmosphere,Sothatthestudentscouldfeelfreetoexpressthemselvesandlatertheyweretranscribed．4.1.4DatacollectionandanalysisThequestionnairesurveywascarriedoutinlateNovemberandearlyDecember2013．Datawerecollectedfromfouruniversities：HenanUniversityoftechnologyandZhengzhouUniversityZhengzhouUniversityofLightIndustryandHenanUniversityofEconomicsandLaw,whichisonlywellknowninthatcityandthestudentstherealemostlyfromdifferentareasofthatcityandarecomparativelyatalowerleveloflanguageproficiency．Toensurethereturnrateandthesubject’sseriousnessincompletingthequestionnaireandtoavoidmisunderstandingofsomeoftheitemswhenthesubjectshavesomeproblemsinunderstanding,thequestionnaireinvestigationwasconductedduringclasstimeandwiththeteacherpresent．Allthedatawascollectedfromthequestionnaireweresubjectedandthequantitativedataanalysisinvolvesfrequenciesofdescriptivestatistics．Inordertofindtherelationshipbetweenlearners’languageproficiencyandinternalandexternalfactors,Parsonsanalysisofcorrelationcoefficientisused．Accordingtostatisticsdecisiontheory,therearethreecorrelations,namelypositivecorrelation,negativecorrelation,andzerocollation·Positivecorrelationreferstothecasewheretwovariablesarevariedinthesamedirection．Negative14 correlationmeansthetwovariablesarevariesintheoppositedirection．Zerocorrelationmeansthetwovariablesconsumeddonothaveanyrelationatall．Twoweeksafterthequestionnaireinvestigation,anin．Depthinterviewwasconducedtoaddaqualitativeresearchsupporttothewholeinvestigation.4.2AnalysesandDiscussionsThissectionreportsonsubjects’responsestothequestionnaireandtheirviewsintheinterview.Hisgenerallydividedintofourpartsaccordingtotheresearchquestions：Chinesecollegestudents’generalattitudestowardlearnerautonomyinEFLatpresent；thefactorsandtowhatextenttheyaffectChinesestudents’Englishautonomouslearning；differencesofinfluenceOilproficientandlessproficientlearnersfrominternalandexternalfactors；TheinfluenceofChinesecultureoncollegestudents'autonomouslearning．Thedataarepresentedintablesandbarfigures．Toallowgeneralizationstobemadetheoveralltrendsofsubjects’responses,theresponsestothecolumns…stronglyagreeandagree,arepresentedtogether,Soitiswiththencolumns…disagreeandstronglydisagree．5.TheinfluencefactorsofautonomouslearningThestudentsthemselvestostudying,understandingandmastery.Aftermostofthetimeforthestudent,theteacherteachingunderstanding,digestion,cementandsooneachlinkmainlybythestudentindependentlytocomplete,thiswillrequireastronglearningconsciousness,notlikehighschoolstudentsbytheteacherassigned,checkandsupervision.Therefore,cultivateandimprovetheabilityofautonomouslearning,ismusthavetheabilityofcollegestudents.Learncan'tlikehighschoolattheuniversityofrelyingsolelyonteachersplanandarrangement,studentscan'tsimplyandblindlyaccepttheclassroomteachingcontentandpointofview,mustgivefullplaytothesubjectiveinitiative,playtotheirpotentialinthestudy.Underthenewteachingmodelreform,studentsbecomethemainbody,teachershavebecomeadominant,studentsarenolongerpassiverecipientsofknowledge,butstudentshavethechoiceofreceivingandprocessingknowledge.TomakecollegestudentsreallybecomeautonomouslearnersinlearningEnglish,youmustfirstunderstandtherelatedfactorsthataffectcollegestudents'autonomouslearning.Thefactorsinfluencingcollegestudents'autonomouslearninghasinternalfactorsandexternalfactors.Internalfactorsincludingintelligencefactors14 andnon-intelligencefactors.Intelligencefactorsincludingperception,memory,reasoning,judgment,etc.Andnon-intelligencefactors,includingmotivation,interest,attitude,mood,cognitivefactorssuchasstructure,andthesefactorshelptostimulatestudentslearningmotivation,bringuptheirawarenessofautonomouslearning,tofullyexploretheirinnerpotentialoflearning.Thesenonintelligencefactorsoncollegestudents'Englishautonomouslearningbringdirectandimportantinfluence.Thelearninginterest,motivationandemotionwerediscussedinthearticle.Thepaperanalyzesthefactorsthataredividedintotwoparts.Thoseareinternalcauseandexternalcausewhichaffectcollegestudents’autonomouslearningEnglishinChina. Followingtexts’contentistheinfluencingfactorthatisobtained.5.1InternalfactorsLanguagelearningisnotmerelyacognitivetask．Learnersdonotonlyreflectontheirlearningintermsofthelanguageinputtowhichtheyareexposed.ortheoptimalstrategiestheyneedinordertoachievethegoals(Xie200)．Rather,theSuccessofalearningactivityis,someextent,contingentuponcarriers’stancetowardstheworldandthelearningactivityinparticular,theirsenseofself,andtheirdesiretolearnTheonemostemphasizedbyallthephilosophersoftheConfuciusbothintheoryandpractice,recognizedthattheintelligenceoftheindividualdiffers.Sothatteachingcannotbeextendeduniformlylockstep,toeveryone.Alllanguagelearnersaleindividualswiththeirownssetofneedsandpreferred.learningstyles(Holee18-19)．Itisofgreatimportancetoshedtightonindividualdifferences．5.11LearninginterestandmotivationEnglishlearningmotivationthatthecollegestudents'desireandmotivationtolearnaforeignlanguage.ImprovingThemotivationofstudents'autonomouslearningcanbeenimprovedthroughtwowaysthatarefusionmotivation"and"instrumentalmotivation".Fusionmotivation"issomenaturalinterestandmotivationfromthecollegestudents’interestinEnglishlanguageandthecultureofEnglish-speakingcountries,.InstrumentalmotivationisInterestandmotivationthatthecollegestudentsregardEnglishtheimportantevaluationcriterionofcourseandlearning,employment,evaluation,goabroadforfurtherstudy,andotheraspects’aim.14 researchshowsthatsexualmotivation“fusionthanmaintainLonge”rinstrumentalmotivation",collegestudentsdon'tstudyEnglishasanessentialtool,andshouldregardeditasagoldkeytounderstandforeignculture.InterestinlearningwillbemoredurableandThemotivationoflearningwillbemoreclear.Thelevelofcollegestudents'motivationandautonomouslearningwaspositivelyrelationship,thestrongerthemotivationis,thestrongerlearningautonomyis.Howtostudyisthefirststageforstudentsachieveautonomouslearningthatistosay,studentmusthavecertainlearningstrategies,successfullanguagelearningisnotonlytomasterlearningtheskillsandstrategiesinengagingavarietyoflearningactivitiesandsolvingavarietyofdifficulties,butalsocanchoosesomewaysthataccordingtothespecificlearningtasksandconditionsoftheappropriatetosolvetheproblem.Butthroughthesurvey,wefindthatofstudentsinusingeffectivelythelearningstrategiesisveryless,mostpeopledonotuseavarietyoflearningstrategies,learningisstillinastatethatisdynamicandmechanical.AfterinvestigationwefoundthatmostofthestudentshaveacertainEnglishautonomouslearningconsciousness,buttheydon'treallyunderstandtheconnotationofautonomouslearning,anddon'thaveagoodlearningstrategy,thelackofacorrectlearningmotivationleadtoanumberofstudentslackthepurposeoflearningisstilllacking,planned,squaremethod,monitoring,inEnglishlearning,whichmakesthestudentsdifficulttomastertextbookknowledgeineffectivetime,moredonottalk.Therefore,theteachershoulddosystematicaltrainingoftheautonomouslearninginclass,whichcanmakethestudentsunderstandtheimportanceofautonomouslearning,ownautonomouslearningconsciousnessandability,cultivatingthecorrectlearningmethodandattitude,usingproperlearningstrategieswellcanchangedependentlearningstylesandhabitsandmakestudentsautonomouslearningconfidentlyandcorrectly,flexibleandindependently.5.12LearningconfidenceandattitudeLearningconfidenceandattitudetowardssuccessfullearningactivitiesaredecidedbythelearner'sattitudetowardtotheworldandselfconscientiousnessacertainextent,,especiallythedesiretolearn.Obviously,thepositiveattitudeofself-confidencewillpromotelearning,theoppositewillhinderlearning.Thequestionnaireshowsthatmostcollegestudents’learningattitudeandconfidenceintheEnglishlanguagelearningareveryactivelytofaceandsolvedifficultiesinstudy.Whichprovidesthepremiseofagoodthingforcultivateactivelearning14 ability.About40%ofthestudentsisnotoptimisticandlackofenthusiasmforlearningEnglish,About25%ofthestudentshaveafearoflearningEnglish.Theseareoftenjusttocopewiththeexam.Intheteachingprocess,teachersneedtoconsiderhowtoarousetheirlearningenthusiasmandletthemexperiencethefunoflearningEnglishandasenseofachievement.Alsoletthemrealizelearningsuccessfulorfailedneedtoresponsiblefortheirown.5.13EmotionalstateEmotionalstateisanothermoreimportantfactorinfluencingautonomouslearningitisdividedintotwopartsthatarejoyandanxiety.joyisthepositivefactoranxietyisthenegativefactor.ifthecollegestudentsdevotegoyemotionalstatetolearningEnglish.ItmustspeeduptheCognitiveprocesses.itisalsohelpfultoyourpracticeoflearningplanandsuccessoflearningaim.joyemotionalstatecanimproveyourautonomouslearning.onthecontraryanxietyhavenegativeinfluenceintheprocessofacknowledge.clearaimofcollegestudentsbuildingoflearningplan.theuseoflearningwaysandfinallyitwillinfluencingeffectoflearningandpreventingautonomouslearningofstudents.emotionalstateandthecommandinautonomouslearningispositiverelationship.5.14Self-monitoringandevaluationofself-monitoringSelf-monitoringandevaluationofself-monitoringislearners'masteryandcontrolintheprocessoflearningactivities.Itcaninspireandencouragelearnerstoactivelyparticipateinlanguagelearningwiththemethodofautonomouslearning(Zhao132),italsowouldbebettertoimprovelearninginitiativeandimprovethelearningefficiency.Selfassessmentintheprocessoflearningisalinejudgeforlearningabouttheirownlearninglevelandprogress.Throughself-evaluation,learnerscanfindtheirownstrengthsandweaknesses,targetingtoselectlearningmaterials,betterimproveeffect.Surveydatashowthatonlyabout10%ofthestudentswilloftenmeasuretheirstudyplanimplementation,thisshowsthatmoststudentshavenotyettorealizeimportanceofselfmonitoringandevaluationinimprovingtheroleofthelearningefficiency.ThisremindEnglishteachersnotonlypayattentiontothelanguageknowledgetransmissionbutalsoletstudentsrealizetheimportanceofselfmonitoringandappraisalinthefutureteachingwork,soastobettercultivateactivelearninghabits.14 5.2ExternalcauseExternalfactorsarethefactorsthataffectingcollegestudents'Englishautonomouslearning,externalfactorsarenamedvariousringenvironmentalfactors.Environmentalfactorshavedirectfactorsandindirectfactors.Directenvironmentalfactorsincludetestpressure,teachingmode,teachingmethod,teachers,teachingmaterials,etc.Indirectenvironmentalfactorsincludethefamilyfactorsandsocialenvironmentalfactors.Thefollowingisthetestpressure,teachingmodeandteachingDiscussestheteacher5.21LearningstyleLearningisalsocalledthelearningstyle.Itcanbedividedintoperception,recognition,emotionandcommunication.Perceptuallearnersneedtotransferthevisual,auditoryandothersensoryorganstocompletethelearningprocess,cognitivemodeloflearningdependsontextualcontentorparticularscenario,theemotionaltypelearningpersontendstosufferfromtheinfluenceoftheirownemotions,communicativelearnersarewillingtoparticipateingroupactivitiesandcommunicatewiththeteacherstudents.Thesefourlearningmodeiscommonamongcollegestudents.ItisveryimportanttounderstandthedifferentwaysoflearningforlearnersandteachersLearnersthemselveshasunderstandtheirownlearningmodel,sotheycanbetterlearningplanandpromotelearningefficiency.Teachersunderstandthestudents'differentlearningmodewhichcanbebettertoworkoutteachingplansaccordingtotheiraptitudeandarrangethediversificationofteachingactivity.5.22TestpressureInordertogetascholarship,manycollegestudentspaymuchattentiontotheirfinalexaminationresultsinclass,academicrank,sotheyadoptusuallytherotememorizationmeansduringthefinalexamtogetgoodgrades.Inordertogetcertificateprovingtheirforeignlanguagelevelandthecertificateisveryimportantinthefutureemployment,mostcollegestudentsregardpassingEnglishasEnglishlearninggoals,Theythinkthatestablishedstudent-centeredautonomouslearningmodeisnouse.Increaseoflearninggradesisnotveryeffectualinshorttime,sotheychooseusuallythewaysthattheytrytheirbesttodomostsubjectsbecausePerformancehasadirecthelp.mostofChinesestudentschoosethetraditionalwaysinordertogetcertificatewithoutahitch.14 5.23TeachingmodeTeachingmodeisthatrelativelystableteachingactivityprocessinacertainteachingtargetandundertheguidanceofthetheory.Inthetraditionalteachingmode,teachersisthemainroleinclass,thestudentsispassiveacceptknowledgeteachersteach,students'learningisbasedontheteachers’teaching;studentshavenochoice,autonomyandparticipation.Students'learningenthusiasmcannotimprove.Classroomrigidteachingformandbadatmospherepreventoncollegestudents'autonomouslearning.ThesearchhasshownthatmostChinesestudentsarenotoptimisticenough.Theyareaccustomedtoteacher-centeredteachingmode,andthereforetheydonotaccepttheinitiativeoflearning.Thisphenomenonistheinevitableresultoftheexam-orientededucationinprimaryandsecondaryeducationstages.Inordertoadapttoenvironmentalchange,learnersshouldlearntomorestudywaysandachievethebesteffectoflearning.Alsoneedtofurtherdeepenthereformofoureducationsystemandgetridofeducationpatternatanearlydate.5.23TeacherFirstofall,becauseeveryonelikebeautifulpersonteacher’smannerismsanddresscanmakestudentsproduceagoodimpression.Studentswillbecomeeasiertoacceptyourclassandextent'students’interestinlearning.Secondlyteachersmustownhighqualitycultivation,andprofoundknowledge,becauseitcanmakestudentsrespectteachersandtrustteachers.Therespectandtrustwilltransformstudents’learningautonomy.Finallyencouragefromteacherisalsoisveryimportantforthestudents'learning(Gong211).itisakindofspiritualstimulation,canmakestudentslearnmorepositivelearning,andimprovelearningautonomy.5.24SocialenvironmentandfamilyenvironmentSocialenvironmentisautonomouslearnerslearningresourcesavailable.inordertoeffectivelyautonomouslearning,theymustmakefulluseoffavorablefactorsinsociety.Therefore,agoodlearningenvironmentandabundantresourcesisthemainfactorscanbeanimportantconditionforthesuccess.Familyenvironmentissummationofthematerialconditionsoffamily,socialstatus,thefamilymember’srelationshipandknowledge,behaviorandemotion.Familyisanimportantpartincastingthestudentgoodpersonalityandquality(Holliday2011).ThestandorfalloffamilyenvironmenthasadirectimpactforthecollegeEnglishautonomouslearningabilitycultivationandpromotion14 Inthesurvey.Imeetapoorstudentinmaterialconditionsandhedonothaveacomputer.sohedonotwaystostudyininternet.theyhasnotexcessmoneytogetinternet.butmuchoftaskisonlycompletedincomputer.whichmakehistemperblue.itshowsfamilyisveryimportantpoleinourlearning.Asaimportantpartofthecompleteteachinglink,thechoiceoflearningmaterialhasdirectimpactonlearningeffect.Teachingmaterialisthemostbasiclearningmaterialsintheschooleducation.Totraintheabilityofactivelearning,teachingmaterialmustembodytheprinciplethatlearneriscentered.FourtypesofmaterialswidelyusedinanalysisofthepresentChina'suniversityEnglishteaching,fromthepointofwritingpurpose;theycanbringuptheintegrateduseofcapacityindifferentdegrees.Butattimesthecontentsisdifficultandnotenoughsystematicthespecializedtrainingisnotwrittenforactivelearning.Whichneedtheteachers’arrangementonmaterialbecauseitcanmakeitmoresuitableforourstudents.Suchasmakingupproperpractice,andthecorrespondinglearningtasks,teachercanevendesignsomeadvantagenewmaterialinactivelearning.Throughtheseeffortsitcancultivatestudents'activelearninghabits.Inadditiontotheteachingmaterial,wecanalsotakeadvantageoftheotherlearningmaterialssuchasavarietyofpublications,allkindsofonlineEnglishlearningmaterialsandsoon.Alotofresearchesresultsshowthatthefamilyisanimportantsourcethatcanletstudentsobtaintheindependentlearningabilityofmotivation.Independentlearninghabitplaysanindispensableroleintheprocessofindividualform.Whilemostofcollegestudents'learningbehaviorhappenedinschools,butparents'educationandedificationhasgreatinfluenceontheformofautonomouslearning.Thecultivationofstudents'autonomouslearningabilityistheresulttheintegrationofexternalregulationandinternalizationfluency;parentsaretheimportantfactorsinstudents'interpersonalenvironment,whatwastheattitudeoftheirself-disciplineofchildren,whichwillaffectthelevelofstudents'autonomouslearning(RollickingandRyan,189).Forparents,encouragingtheirchild'sdemonstrationandprovidingthemwithlearningconditionscansignificantlyimprovethestudents'autonomouslearninglevel;italsocanimprovetheiracademicperformancethroughimprovingthestudent’sabilityofselftuneinChapter6.Conclusion14 Learnerisahotissueinmoderneducation．Theideaofbeinganautonomouslearner”hasbeenlightedandemphasized．Theshiftoffocusofresponsibilityfromteacherstolearnerscorrespondscloselyillthenewtrend．Butthisshiftdoesnotexistinspaceandtherealesomanyfactorsaffectingcollegestudents’autonomouslearning．Highereducationshouldproducepeoplewhocantakeresponsibilityfortheirownactionsandjudgments,therefore,promotingChinesecollegestudents’autonomouslearningistheurgentrequirement．Thisstudyaimstoexploreinternalandexternalfactorsaffectingcollegestudents’autonomouslearningandthefindingsofthestudyCanbeconcludedasfollows：First,Chinesecollegestudentsexpresstheirapprovaloflearnerautonomybuttheydon’tthinkChinesestudentsaregoodatautonomouslearning．Second,amongtheinternalfactors,learningstrategiesandstyles,self-monitoringandself-evaluatingshouldbepaidmoreattentiontoandamongtheexternalfactors,teachershavegreatinfluencing．Third,differencesofinfluenceonproficientandlessproficientlearnersfromthefourfactors(1earningstrategiesmadstyles,self-monitoringandself-evaluating,teachersandlearningenvironment)arequiteobvious．Ingeneral,lessproficientearners’autonomouslearningismoreinfluencedbyexternalfactors．Fourth,thethreefactors(1earningstrategiesandstyles,self-monitoringandself-evaluatingandteachers)aresignificantlycorrelatedtolearners’110Master’sThesisConclusionlanguageproficiency．Thistidyis,howeverbynomeansaperfectone．Foronething,thequestionnairemightnothavebeenquitecomprehensiveandconvincingtofullyexplorethefactorsaffectingautonomousEnglishlearning．Second,itsquiteprobablethatthesubjects’responsesalenotasreliableasexpected．Theresponsescanreflectgeneralintelligence．desiretogivethefight’answerortopleasetheteacherandsoon．(PoliterandGroarty118)Third,theresearchmethodologyusedhereandthedataanalysisofthequestionnaireareperhapsnotsufficientenoughtogiveremarkableandpracticalinsightsintothestudyandtheconclusionsaretentative．Fourth,learnerautonomyisacomplicatedsubject．Therearestillmanyareasworthexploringandfurtherresearchesshouldbeconductedonthecorrelationbetweendifferentfactors．Thelimitationsabovemakeitevennecessaryandurgenttolearn：whatexactlyalethosecorrelationsbetweenthenfactorsandhowtotakeadvantagesofthefactorsandcorrelationsto14 promoteEnglishautonomouslearninginaworkableway．Itishopedthatthefindingsreposedinthispapercanbeused,togetherwiththoseobtainedinotherstudiesinsimilarsituations,tolearnmoreaboutandgiveSomehelptocollegeEnglishlearnersinChina,oneofthebiggestpopulationsofEnglishlanguagelearnersintheworld．WorksCitedAllWright，D.Focusonthelanguageclassroom.Cambridge:CambridgeUniversityPress，1991(2):22-38.Atkins，R.IntroductiontoPsychology.ForthWorth:HarcourtBrace，1993.Dickinsom.“Aspectsofautonomouslearning”.ELTJournal，4(1993):14-23.HolecH.AutonomyinForeignLanguageLearning.OxfordUniversityPress，1981.Holliday，M.A.K.LanguageasSocialSemiotic.London:EdwardArnold，1979.Knowles，M.S.Self-directedlearning.NewYork:AssociationPress，1975.N.Chomsky.AspectsoftheTheoryofSyntax.London:MITPress，1965.Willing，K.TeachingHowtoLearn.Sydney:NationalCentrePress，1989.陈坚林.要求更完善，方向更明晰—对《大学英语课程要求》的新解读.外语电化教，2008.谢小童.自主学习的影响因素及其相对性.黑龙江社会科学，2007.赵喜纯.大学生英语自主学习探究.教育与职业，2011.弓卫平.论大学英语教学中的学生自主学习.中国科教创新导刊，2011.吴一安.中国英语本科学生素质调查报告外语教学与研究.1993.14