A Study On The Current Situation Of Senior High School Students’ English Autonomous Learning Ability

The new curriculum reform emphasizes the change of students’ learning style,and advocates the construction of student-centered autonomous learning mode.The new curriculum standard points out that learning ability is one of the important core qualities of students in English learning,and autonomous learning ability is an important part of learning ability,which is closely related to students’ future development.Therefore,it is an important topic that we should actively explore to cultivate students’ autonomy and autonomous learning ability.On the basis of previous studies,this study intends to investigate senior high school students’ English autonomous learning ability.In this study,questionnaire and interview are used as the research methods to explore the overall situation and influencing factors of English autonomous learning ability of senior high school students in three schools in Guangxi.The questionnaire of senior high school students’ English autonomous learning ability is based on Pang Weiguo’s(2003)questionnaire,which is revised slightly according to the needs of the research.There are six dimensions in this questionnaire: learning time,learning content,learning method,learning process,learning outcome and learning environment.Then,according to the results of the questionnaire survey,24 students and 18 teachers are selected for interviews,so as to find out the factors affecting students’ English autonomous learning ability.The purpose of this study is to explore the following questions: 1.What is the overall situation of senior high school students’ English autonomous learning ability? 2.What are the factors affecting English autonomous learning ability of senior high school students?The results show that:(1)Senior high school students’ English autonomous learning ability is at the middle level,in which students’ English autonomous learning ability is the highest in the dimension of learning process,followed by the dimensions of learning method,learning outcome,learning time,learning environment,and learning content.(2)Senior high school students’ English autonomous learning ability is influenced by learning environment,teachers and students themselves.Based on the above findings,the author puts forward the following suggestions:(1)in the school,the school should create a good autonomous learning environment.The school should not only attach importance to the theoretical training of teachers’ autonomous learning ability,so that teachers have certain theoretical knowledge to guide students’ autonomous learning ability,but also strengthen communication and learning with other excellent schools,so as to obtain more scientific methods to improve students’ autonomous learning ability.(2)In the aspect of teachers,first,according to the theory of humanistic learning and constructivism learning,teachers can create situations and consciously train their English autonomous learning ability through the links of learning reflection,try,improvement,sharing,comparison and summary.Secondly,teachers should actively understand the level of students’ autonomous learning ability at all levels,so as to better guide and train students’ English learning strategies,cultivate their own learning consciousness and develop their own learning ability;In the process of self-study ability training,the relevant learning supervision system,evaluation system and reward and punishment system should be formulated through consultation with students.It should pay attention to the process of self-study ability cultivation and the result of students’ autonomous learning ability.(3)For students,first of all,students should realize the importance of autonomous learning ability,and cultivate the habit of making plans and evaluating their learning results.Second,they should create more favorable environment for their English learning,such as example learning.