An Applied Study On Autonomous Learning In Teaching Junior High School Student’ English Writing

In recent years, autonomous learning has become a hot topic in domestic English teaching, and it also emerges as a new trend in our high school English teaching. But in the exploring of modes for developing students’ autonomous learning ability, there seems to be a disjunction between the theory and practice, empirical studies are relatively fewer than theoretical ones, and even rare are studies on junior high school English autonomous learning. Under these circumstances, to improve the effectiveness of English teaching, it is very significant to apply the relevant research results from foreign and domestic theoretical studies in developing autonomous English learning ability and to probe into an effective mode for junior high school students’ autonomous English learning. Therefore in this study, integrating the related theories and practices and focusing on development of junior high school students’ English writing ability as the research category, an empirical research was conducted on autonomous learning mode for cultivating junior high school students’ English writing ability.This study, based on the cognitive psychology, constructivism and humanistic learning theory, explored the internal and external factors affecting junior high school students’ autonomous learning of English, proposed on this basis an autonomous English learning mode for developing junior high school students’ English writing ability and tried to solve the related problems emerged in this empirical study. Two classes in the Seventh Grade were selected from a junior high school in Yong An, Fujian, for this study, and the investigation and experiment were made through the empirical research methods of education measurement, questionnaire survey and the education experiment.The results of this study show that there are obvious differences between junior high school male students and female students in their autonomous learning ability and that the foundation of their English learning determines the divergences of their autonomous learning ability. This empirical study has proved that, besides promoting the achievement in learning English writing, the autonomous learning mode has a considerable effect on enhancing the junior high school students’ interest, attitude and communicative language ability. It has been further proved that implementing autonomous learning mode in the junior high school English teaching to improve the students’ English writing ability is not only very necessary but also completely feasible.