The Correlation Between Vocabulary Learning Autonomy And English Proficiency Of Non-English Majors

Vocabulary is generally regarded as one of the most important and difficult tasks in the process of learning a language.Highly efficient vocabulary learning strategies can improve the efficiency of vocabulary learning,yet only if students autonomously use high-efficient vocabulary learning strategies can they efficiently enlarge their vocabulary size and thus improve their English proficiency.Vocabulary learning autonomy can generally reflect students' actual vocabulary learning process.This study investigates,through the instrument of questionnaire,the status quo of the vocabulary learning autonomy of the college non-English majors in China,and explores the correlations between their vocabulary learning autonomy and English proficiency.Based on the literature review of researches home and abroad on foreign language learners' vocabulary knowledge and learning autonomy,a theoretical framework is constructed taking into consideration the three circular phases of vocabulary learning autonomy,namely forethought phase,performance phase and self-reflection phase.Under the guidance of this framework,a questionnaire is used to examine college students' vocabulary learning autonomy.The subjects under investigation are 305 second-year non-English majors in North China Electric Power University,and their English proficiency is measured by CET-4 scores.The results of the study show:(1)Chinese non-English majors generally manifest a positive attitude towards vocabulary learning,while their self-efficacy of vocabulary learning is low.Yet while they can all recognize the importance of self-regulating capacity in vocabulary learning,of strategic vocabulary learning autonomy and of the application of vocabulary learning strategies in the process of autonomous vocabulary learning,they are merely apt to autonomously employ the contextual guessing strategies,dictionary strategies and note-taking strategies when learning vocabulary.Most of them are not in a position to judge the efficiency of their vocabulary learning.(2)Significant differences exist between female and male students in satiation control and self-evaluation of vocabulary learning.Female students outperformed male students in vocabulary knowledge and the use of vocabulary learning strategies,but male students can better control their satiation and evaluate the results of their vocabulary learning strategies.(3)There exists a significant positive correlation between the vocabulary learning autonomy of college non-English majors and their English proficiency,which is particularly represented in the skills of English writing and reading.(4)The correlations between vocabulary learning autonomy and English proficiency are different between successful and less successful students.Less successful students' English proficiency are positively correlated with vocabulary learning autonomy,while successful students' English proficiency shows no significant correlation with vocabulary learning autonomy.On the basis of the above findings,the author puts forward some suggestions for college English teaching:(1)College teachers are encouraged to help students build up their self-confidence on vocabulary learning,make effort to create positive learning environment,and to enable students to conduct autonomous vocabulary learning.(2)Teachers should teach students how to effectively use vocabulary learning strategies.(3)Teachers should become aware of the individual differences in vocabulary learning autonomy so that they can teach students in accordance with their aptitude.These findings will be beneficial to EFL language teaching.