A Study Of Correlation Between English Reading And Writing Classroom Behaviors And Learner Autonomy Of Non-English Major Postgraduates

In recent years,the idea of "life-long learning" has become more and more popular,and one of the important ways to realize this idea is to let students learn to learn and be able to learn independently and automatically.Research shows that students’ classroom behaviors play a certain reference and promoting role in cultivating and improving their autonomous learning ability.In view of this,this study focuses on the correlation between English reading and writing classroom behaviors and learner autonomy of non-English major postgraduates,so as to provide a reference for English learning and teaching of non-English major postgraduates.Based on theories of constructivism and humanism,with the help of questionnaire,classroom observation and interview,this study takes 200 non-English major postgraduates of grade 2021 in Guangxi Normal University as the research subjects to probe into the following three questions:（1）What is the general picture of non-English major postgraduates’ English reading and writing classroom behaviors?（2）What is the overall situation of non-English major postgraduates’ learner autonomy?（3）Is there any correlation between non-English major postgraduates’ English reading and writing classroom behaviors and learner autonomy? If yes,how are they related to each other?The English Reading and Writing Classroom Behavior Questionnaire for Non-English Major Postgraduates is from Elisabeth Hayes’ Classroom Behavior Questionnaire for College-Age and Adult students in higher education（1992）,and the Learner Autonomy Questionnaire for Non-English Major Postgraduates is based on the Autonomous Learning Questionnaire for Non-English Major undergraduates designed by Xu Jinfen et al.（2004）.Both of these two questionnaires are modified slightly and then used in the study.Results are as follows:（1）On the whole,there is a medium level in the general picture of English reading and writing classroom behaviors of non-English major postgraduates,among which the highest level is support-seeking,and the lowest is dominating others.（2）In general,there is a relative high level in the overall situation of learner autonomy of non-English major postgraduates,but they can not monitor and adjust their learning process very well.（3）There is a moderate correlation between English reading and writing classroom behaviors and learner autonomy of non-English major postgraduates at a significant level.Meanwhile,there are moderate correlations between the rest six aspects of English reading and writing classroom behaviors and learner autonomy,but dominating others is the low correlation.According to the results,this paper puts forward some suggestions from the perspective of students and teachers.For students:（1）enhance the intrinsic motivation of learning;（2）develop the habit of continuously monitoring and regulating the learning process;（3）improve self-confidence and self-efficacy;（4）dare to question on others’ views appropriately.For teachers:（1）change teaching concept and methods as well as content;（2）create a favorable classroom atmosphere and play the roles of teacher;（3）guide students to choose and use appropriate and effective learning strategies;（4）pay attention to the influence of affective factors.