A Study On Non-English Major Students’ Autonomous Training In English Listening

With the development of our country and the globalization of economy, our country is getting stronger and stronger. The exchanges between China and other foreign countries is increasingly necessary, so English has become an indispensable tool of the international communication. Listening and speaking skills are the necessary communication skills in our daily life. Due to the traditional way of English teaching that has been practicing for a long time, we pay more attention to the English reading and writing skills in the process of teaching in college school, but tend to ignore the importance of listening skill, which, in a sense, brings some obstacles in the social development of international communications. Since the twenty-first century, great changes have taken place in university English teaching in our country. Students-centered autonomous learning is accepted by more and more teachers and students. Based on this change in teaching, this thesis attempts to make a study on non-English majors’ autonomous learning in training their English listening comprehension ability.This paper takes the metacognitive and affective strategies as the theoretical basis, using the method of interval scale of a questionnaire and tests to collect the basic data. The questionnaire includes twenty five items from six aspects to see the students’ basic condition of English listening. The tests contains two parts--the pre-test and the post-test while subjects of the study includes sixty students. The sixty students are divided into two classes, one being the control class, and the other class being the experimental class. The experimental class has purposefully been trained with the sense of autonomous learning in listening comprehension ability while the control class conforms with the traditional teaching method, after two months of experimental training, the results of pre-test and post-test are collected and analyzed to see the effect of the different methods. Both the questionnaire and the test results are analyzed by SPSS 17.0. The results show that on the same conditions, the two classes which are taught with different teaching methods have significant differences after two months of training. After the experimental training, students of the experimental class begin to have the sense of choosing suitable learning strategies and methods by themselves, and they appeared to have the interests of learning and practicing of listening autonomously while the students in the control class have no obvious differences. The results show that by using the methods of autonomous learning, the students have some positive changes in English listening training. The students’ autonomous learning ability is cultivated in one way or another and they begin to learn more actively, and their English listening comprehension ability has been improved accordingly.