| In secondary vocational school,3+2 year students will go to the relevant universities for 2-year further education after they finish 3-year study in secondary vocational school.Therefore,these students always have better study than other secondary vocational school students.However,some of them may be ignorant of the subject matters,such as English,math and become less and less interested in English and spend a little time on it out of class.How to arouse their interests in English learning again is a big challenge for English teachers.Based on these students' learning styles,autonomous learning is one of good methods to help them.Autonomous learning is an active learning and a self-disciplined learning although it is a free learning.In autonomous learning,students can take responsibility for their own learning.English teachers should help their students find effective learning strategies and create a relaxing and positive learning environment for them.In addition,English teachers should improve their teaching perceptions in time.All these are just the factors which have a lot of influences on autonomous learning.The thesis attempts to explore how to foster English autonomous learning for 3+2 year students in secondary vocational school and puts forward the following 3 questions: 1)How does the English teacher promote 3+2 year students' learning interest and self-confidence in English autonomous learning in secondary vocational school? 2)What should 3+2 year students do in English autonomous learning in secondary vocational school? 3)What achievements or progress can 3+2 year students make in English by means of autonomous learning in secondary vocational school? The research was carried out by means of quantitative instrument and qualitative instrument.For quantitative instrument,questionnaire and examination were used and for qualitative instrument,interview as well as observations both in and out of English class was employed.In the questionnaires,from the beginning to the end of the research,it is clearly seen that not only the percentage of the students with correct autonomous learning concept but also the percentage of the students with autonomous learning ability went up greatly.According to the results of the examinations,from the beginning to the end of the research,high-achieved students increased a lot and many former low-achieved became moderate students.Accordingly,low-achieved students decreased greatly.In addition,the average score rose in every examination.Based on the classroom observation,the former passive English learners became active English learners.They could do something related with English out of English class and actively participate in the activities in English class.The students in the interview came to an agreement that after 1-year English autonomous learning,they were interested and confident in learning English and they could actively learn English in their free time.They explicitly demonstrated that they would go on with autonomous learning in their future English study.The research indicates that autonomous learning can play a very effective role in English learning for secondary vocational school 3+2 year students.In this research,the students' learning interests and motivations have been greatly aroused.They can actively learn English and do something related with English.Their English autonomous learning abilities have got promoted a lot,such as their self-management ability,problem-solving ability,self-taught ability and self-evaluation ability.In addition,they have formed some good habits in English learning as well as their lives,so they take pleasure in participation,communication and cooperation.All these changes just make these students' English,especially their oral English greatly improved.The research suggests that English teachers should pay much attention to students' affective factors and cooperate with their families in English autonomous learning.In that case,English autonomous learning will be more effective. |
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