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摘要： Learner autonomy aims at cultivating learners’ ability to learn autonomously and enabling learners to manage their own learning and learn throughout their lifetime. Language learning process is not only cognitive development, but also affective development. However, there is little research on the combination of affective factors and learner autonomy and cultivating learner’s affective factors such as motivation, attitude and self-confidence.
關键词： Learning AutonomyFactors Affecting Autonomous Learning
1 Current situation of college English teaching and learning
Recently, in the current college English teaching and learning, the students need to pass many practical English tests for college students. Therefore the traditional teaching methods are prevailing because of the examoriented education system. The students in class are only sitting there passively to receive what their teachers say. Especially those students who are poor in English as to show low motivation and less interest in learning English are reluctant to express themselves for fear of making mistakes. They are accustomed to depending on their teachers and taking notes aspassive recipients but not participating in class activities. Most of college students fail to set learning goals and make few learner abilities to learn autonomously. So college students’ learner autonomy should be developed and emphasized. If we want to enable students to be qualified in the future and improve English teaching and learning in colleges, we should cultivate learner autonomy.
2、Research methodology
2.1 Research questions and Subjects
This paper uses the combination of an experimental study and a survey study to examine the influence of affective factors on learner autonomy in the English language learning.
The students subjects for my survey are 50 students of English major students form Grade two to Grade four of Dalian University of Foreign Languages . They are from 3 different departments including education, senior interpreter and language culture. Their age range from 19-23. All of them graduated from senior middle schools and have studied English for at least 7 years, six years in middle schools and one year at college. These college students have at least passed TEM-4.
2.2 Procedure
The questionnaire was conducted in different classes at the break time. Choosing the time in dormitories to conduct this questionnaire can guarantee that all the respondents would be serious about it. Before the investigation, the subjects were told that all the information they provide would have nothing to do with their course grades. The information is only for the research. All the subjects were encouraged to reveal their true feelings of whether positive or negative without any preservation. The investigation lasted 15 minutes on average. The students are very cooperative and careful so the activities were organized and conducted successfully to greatly reduce the missing data. The valid rate is 100﹪. And then, statistic work was done quickly and the data were analyzed, which is presented in the next chapter.
3、Results and discussion
3、1Data collectionand Analysis
The following results are from the response to the items investigating the current situation of the subjects’ affects influencing the learner autonomy.
50 students have participated in this research, 25 are male and 25 are female which consist of 3 departments. From question 3, we should see that the students’ distribution is normal distribution which implies 50 students could represent all the students to some extent. From question 6, we get a conclusion that almost every English student in English education major knows the learner autonomy to some extent and about 80 percent of the students heard about the learner autonomy. From question 7 to question 8, we could see that almost every student want teachers to be a guide to learn English, a helper, a fosterer to English learning and a people to answer to English questions. Moreover more than 60 percent students hold that teachers’ role is not the centre in English learner autonomy.
3.2Implications
Interest made from motivation is a perquisite for autonomous learning. If students are forced into joining English learning, they may not learn as efficiently as those who volunteer. If students acquire these skills, they become able to take an increasing share of the responsibilities of learning: deciding their learning objectives, choosing the means by which they will be achieved, developing their own knowledge and understanding, devising and implementing methods of evaluation and assessment. The autonomy they thus develop should both make them more effective life-long learners and enhance their chances in a professional career.
4、Conclusion
4.1Major findings
Most Chinese learners have some knowledge of learner autonomy, although some of them revealed a somewhat shallow understanding of learner autonomy. Attitude, motivation and self-confidence all affect college students’ English autonomous learning.
5、2Suggestions for further research
According to the findings and limita-tions in the present research, the author proposes some suggestions for further research.
Since the promotion of learner autonomy is a long-term process, it demands a large amount of time and energy for developing learners’ affective factors. As the effect of affective factors may be changeable, it is necessary to investigate learners’ change. A relatively longer period of time should be availed to foster learners ’positive attitudes, motivation, self-confidence and attitude.
參考文献：
[1] Holec, H. Autonomy and Foreign Language Learning. Oxford: Pergamon Press, 1981.
[2] Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.
關键词： Learning AutonomyFactors Affecting Autonomous Learning
1 Current situation of college English teaching and learning
Recently, in the current college English teaching and learning, the students need to pass many practical English tests for college students. Therefore the traditional teaching methods are prevailing because of the examoriented education system. The students in class are only sitting there passively to receive what their teachers say. Especially those students who are poor in English as to show low motivation and less interest in learning English are reluctant to express themselves for fear of making mistakes. They are accustomed to depending on their teachers and taking notes aspassive recipients but not participating in class activities. Most of college students fail to set learning goals and make few learner abilities to learn autonomously. So college students’ learner autonomy should be developed and emphasized. If we want to enable students to be qualified in the future and improve English teaching and learning in colleges, we should cultivate learner autonomy.
2、Research methodology
2.1 Research questions and Subjects
This paper uses the combination of an experimental study and a survey study to examine the influence of affective factors on learner autonomy in the English language learning.
The students subjects for my survey are 50 students of English major students form Grade two to Grade four of Dalian University of Foreign Languages . They are from 3 different departments including education, senior interpreter and language culture. Their age range from 19-23. All of them graduated from senior middle schools and have studied English for at least 7 years, six years in middle schools and one year at college. These college students have at least passed TEM-4.
2.2 Procedure
The questionnaire was conducted in different classes at the break time. Choosing the time in dormitories to conduct this questionnaire can guarantee that all the respondents would be serious about it. Before the investigation, the subjects were told that all the information they provide would have nothing to do with their course grades. The information is only for the research. All the subjects were encouraged to reveal their true feelings of whether positive or negative without any preservation. The investigation lasted 15 minutes on average. The students are very cooperative and careful so the activities were organized and conducted successfully to greatly reduce the missing data. The valid rate is 100﹪. And then, statistic work was done quickly and the data were analyzed, which is presented in the next chapter.
3、Results and discussion
3、1Data collectionand Analysis
The following results are from the response to the items investigating the current situation of the subjects’ affects influencing the learner autonomy.
50 students have participated in this research, 25 are male and 25 are female which consist of 3 departments. From question 3, we should see that the students’ distribution is normal distribution which implies 50 students could represent all the students to some extent. From question 6, we get a conclusion that almost every English student in English education major knows the learner autonomy to some extent and about 80 percent of the students heard about the learner autonomy. From question 7 to question 8, we could see that almost every student want teachers to be a guide to learn English, a helper, a fosterer to English learning and a people to answer to English questions. Moreover more than 60 percent students hold that teachers’ role is not the centre in English learner autonomy.
3.2Implications
Interest made from motivation is a perquisite for autonomous learning. If students are forced into joining English learning, they may not learn as efficiently as those who volunteer. If students acquire these skills, they become able to take an increasing share of the responsibilities of learning: deciding their learning objectives, choosing the means by which they will be achieved, developing their own knowledge and understanding, devising and implementing methods of evaluation and assessment. The autonomy they thus develop should both make them more effective life-long learners and enhance their chances in a professional career.
4、Conclusion
4.1Major findings
Most Chinese learners have some knowledge of learner autonomy, although some of them revealed a somewhat shallow understanding of learner autonomy. Attitude, motivation and self-confidence all affect college students’ English autonomous learning.
5、2Suggestions for further research
According to the findings and limita-tions in the present research, the author proposes some suggestions for further research.
Since the promotion of learner autonomy is a long-term process, it demands a large amount of time and energy for developing learners’ affective factors. As the effect of affective factors may be changeable, it is necessary to investigate learners’ change. A relatively longer period of time should be availed to foster learners ’positive attitudes, motivation, self-confidence and attitude.
參考文献：
[1] Holec, H. Autonomy and Foreign Language Learning. Oxford: Pergamon Press, 1981.
[2] Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.