商務(wù)英語專業(yè)論文3500字

商務(wù)英語專業(yè)論文3500字商務(wù)英語專業(yè)論文3500字商務(wù)英語是以適應(yīng)職場生活的語言要求為目的，內(nèi)容涉及到商務(wù)活動(dòng)的方方面面。今天我要與大家共享的是：商務(wù)英語專業(yè)相關(guān)論文〔3500字〕，歡迎瀏覽!AbstractWiththeestablishmentofstudent-centeredteachingconcept,independentlearninghasbeenahottopicinthefieldofeducationalpsychologyresearchathomeandabroad.HoweverinChina,owingtotheimpactoftraditionalteachingpattern,teacherneglectlearnersstatusasthemainroleinlanguagelearning.InmodernEnglishteachingconcept,studentsindependentlearningcompetenceisthekeytoimprovingEcation.Theinvestigationshowsthatthestudentsindependentlearningabilityisatmediumlevel.Indetail,mostofstudentsinstrumentalmotivationisstrongerthanintegrativemotivation;theyholdpositivelearningbeliefbutseldomknowtheteachersaimsandrequirements;theyhaveclearlearninggoalsandplansbutseldomcarrythemout;Inaddition,theylackknowledgeoflearningstrategies,self-monitoringandself-assessment,andtheymakelittleuseoflearningresources.Theauthortriestoanalyzethepossiblereasonsandproposessomeappropriatesuggestionstopromotelearnersautonomy.Keywords:Englishmajorfreshmen;Independentlearning;ImproveEnglishLevel.摘要隨著以學(xué)生為中心的教學(xué)觀確實(shí)立,自主學(xué)習(xí)成為國內(nèi)外教育心理學(xué)研究的熱門。然而，由于遭到傳統(tǒng)教學(xué)形式的影響，忽視了學(xué)習(xí)者作為學(xué)習(xí)主體的地位的現(xiàn)象。在當(dāng)代英語教育教學(xué)理念中，英語專業(yè)學(xué)生的自主學(xué)習(xí)能力是提高本身英語總體水平的關(guān)鍵。通過調(diào)查發(fā)現(xiàn)英語專業(yè)新生的自主學(xué)習(xí)能力處于中等水平，大多數(shù)新生學(xué)習(xí)英語的外部動(dòng)機(jī)強(qiáng)于內(nèi)在動(dòng)機(jī);學(xué)習(xí)觀念積極，但是對老師的教學(xué)目的與要求不是很了解;新生有明確的學(xué)習(xí)目的和計(jì)劃，但是很少付出實(shí)際行動(dòng);學(xué)習(xí)策略匱乏，自己監(jiān)控和評估的能力缺乏，不能充分利用學(xué)習(xí)資源。針對以上情況，分析其原因并給出建議以提高學(xué)習(xí)者的自主學(xué)習(xí)能力。關(guān)鍵詞：英語專業(yè)新生;自主學(xué)習(xí);提高英語水平ChapterOne:Introduction1.1ThestructureofthethesisThispaperiscomposedofsixchapters.Chapteroneisanintroductiontothesituationofindependentlearning,itsnecessityandsignificance.Chaptertwoistheliteraturereviewrelatedtoindependentlearning,includingsomeconceptsandpreviousstudiesathomeandabroad.Chapterthreeconcentratesontheconcerningfactorsonindependentlearning.Chapterfouristhesurveydesign,whichdescribesthesubjectsandquestionsofthesurvey.Chapterfivereportstheresultofsurveyandanalyzesthedata.Basedontheresultsofsurvey,factorsaffectingindependentlearningandreasonsarediscussedindetail.Chaptersixistheconclusion,whichdiscussestheimplicationofsurvey,withhopestopromoteindependentcompetence,thensomesuggestionsonteachersroles,learnersrolesandteachingenvironmentareputforward.1.2NeedforindependentlearningInrecentyears,withthedevelopmentofdomesticandinternationaleconomic,thedemandsforforeigntalentsincreasegraduallyinChina.Secondlanguagelearninghasbeenaheatedpointforeducatorsathomeandabroad.Since1980s,Holecputforwardtheconceptofindependentlearning,whichhasbeenapopulardiscussionintheWest.Comparedwiththetraditionalteachingteacher-centeredteaching,whichteacherspaymoreattentiontohowtheyteachratherthanhowstudentslearn,thecontemporaryEnglishteachinglaysemphasisonthemainroleoflearners.InChina,mostofteachersadopttraditionalteachingmethodsinforeignlanguageteaching,theydevotetoomuchtimeandattentiontohowtoteachmorethanhowtolearn,unilaterallyemphasizeteachersroleofinputandstressuniquenessandstandards,theroleoflearnersaslearningsubjectshasbeenoverlooked.EducatorsadvocateanewEnglishteachingpattern:student-centeredteaching.Withthisnewteachingmodel,developingstudentsindependentlearningabilityisaprimarytaskforteachersandeducators.Furthermore,independentlearningisalsovitalforsecondlanguagelearnersinthefuture.Atpresent,inChina,Owingtobigsizeofclass,ateachercannotinstructeverysinglestudentatanytime.Inaddition,oneforeignlanguagelearnersabilitydiffersfromothers,solearnersshouldspendmoretimeonindependentlearningtoachievetheirgoals.Especiallyforfreshmen,theyshouldadjustthemselvestothecollegeEnglishteaching,whichadvocatesstudent-centeredteachingpattern.Oncetheyfosterasenseofindependentlearningandtakeaction,theywillgetgreatprogressinEnglishlearning.ChapterTwo:LiteratureReview2.1TheconceptofindependentlearningOverthelastfewdecades,autonomyhasbeenaheatedtopicforlanguagelearninginthewesterncountries.Theconceptofindependentlearningstemmedfromdebatesaboutthedevelopmentoflife-longlearningskillsandthedevelopmentofindependentthinkers,bothofwhichoriginatedin1960s(GardnerMiller,2002:6).Itisdifficulttodefineconceptsofautonomy,becausedifferentwritershavedefinedtheconceptsindifferentways.Varioustermsareusedbymanyscholarssuchaslearnerautonomy,self-instruction,self-direction,self-access,etc.ItwasHolec(1981:3)whofirstbroughtforwardthedefinitionofindependentlearningin1981,hedefinesautonomyastheabilitytotakechargeofonesownlearning.AccordingtoGardnerandMiller(2002:6),therearesomedefinitionsofautonomy.Dickinson(1987:11)acceptsthedefinitionofautonomyasasituationinwhichthelearneristotallyresponsibleforallofthedecisionsconcernedwithhisorherlearningandtheimplementationofthosedecisions.Intermsofdifferentschoolsofthoughts,therearethreemajorschools.Little(1990:7)considerslearnerautonomyasessentiallyamatterofthelearnerspsychologicalrelationtotheprocessandcontentoflearning.Kenny(1993:436)statesthatautonomyisnotonlythefreedomtolearnbutalsotheopportunitytobecomeaperson.Bothofthemseeautonomyasapersonalcharacteristic.Astherepresentativeofpoliticalframework,Benson(1997:29)defineslearnerautonomyisarecognitionoftherightsoflearnerswithineducationalsystems.Asforoneschoolofthoughtsviewingautonomyasaneducationalpractice,Bound(1988:17)suggeststhatautonomyisanapproachtoeducationalpractice.Theabovedefinitionsdealwiththeconceptoflearnerautonomyinpastyears.Lateryears,moreandmorediscussionandadditionaldetailsarecarriedoutbyagreatnumbersofscholarsinwesterncountries.Theseresultsofferperfecttheoryframeworkandinstructionforresearchersinlanguageteaching.TheresearchonindependentlearninginChinabeganintheearly1990s.TheresearcherscombinewesternscholarsachievementandthesituationinChinaandthendefineindependentlearningindifferentways.PangWeiguo(龐維國，2001:79)describestheindependentlearningfromtwoangles:1).Thefirstisdiscussedfromdimensionality:iflearnerscanmakechoiceandcontrolthemselvesconsciously,theprocessoflearningcanberegardedasindependentlearning.Tobespecific,iflearnersmotivationisself-driven,thecontentoflearningisself-selected,learningstrategiesareself-regulationandthelearningtimeisplanedandmanagedbylearners,theycancreatetheconditionoflearningandevaluatetheresults.Thenwecansaythatthelearningisindependent.2).Thesecondisdefinedfromtheprocessoflearning:iflearnerscansetgoalsandmakeplansbeforelearning,monitororadjusttheprocessandplansoflearningduringtheprocess,andchecktheresultsandevaluatethemselvesafterlearning,thenthelearningprocesscanberegardedasindependentlearning.HuaWeifen(華為芬，2002:109)makesaninductionfromwesternscholarsdefinition.Sheconsiderstheindependentlearningasaprocessoflearningaswellasanoutcome.Learnersshouldnotcompletelyrelyonteachersbuttakemorechargesofonesownlearning.Learnersautonomyasapotentialabilityoflearningdecision,itneedsanenvironmentwherelearnerscanexecuterightstopromotetheprocessoflearning.Meanwhile,italsorequiresbackupandinstructionsfromteachers.PengJinding(彭金定，2002:16)concludesthatthedefinitionofindependentlearningshouldincludefiveaspects:1).Takingresponsibilityforlearning;2).Understandingoflearningaims;3).Makingplans;4).Evaluatingtheresults;5).Regulatingthestrategies.XuJinfen(徐錦芬，2007:11)pointsoutthatthelearningautonomyintheEnglishteachingcontextinChinashouldcoverthefollowingfiveaspects:1).Identifyingtheaimsandrequirementofteacher;2).Formulatingappropriatelearningobjectivesandplans;3).Selectingandimplementinglearningstrategies;4).Monitoringtheuseoflearningstrategies;5).Monitoringandevaluatinglearningprocess.Tosumup,allscholarsviewlearnersasparticipantswhoconsciouslysettheirowngoals,regulatethemotivation,selectappropriatestrategiesandevaluatethelearningoutcomes.Aftertakingintotheconsiderationofthedefinitionsbyotherscholars,combiningthepresentstudyaswellastheactualsituationinChina,theauthorisinclinedtoadoptXuJinfensdefinitionofindependentlearning,consideringoneaspect:usingeffectivelearningresourcesinaconstructivelearningprocess.Basedontheabovediscussion,independentlearningcanbedefinedasanabilitythatlearnersareinitiativeandresponsibleinsettinggoals,adoptingtheappropriatestrategies,monitoringandevaluatinglearningprocessandusingeffectivelearningresourcesinaconstructivelearningprocess.2.2PreviousstudiesonindependentlearningathomeandabroadItwasinthemiddleof1970sthatlinguistsabroadbegantoprobeintothefieldoflearnerautonomyinforeignlanguageteachingandlearning(高吉祥,2005:61).In1981,HolecraisedthedefinitioninhismonographAutonomyandForeignLanguageLearning.Fromthenon,agreatnumbersofresearchappearedandgotgreatachievementintheoreticalstudies.Ingeneral,westernresearchesfocusontheconceptofindependentlearningandhowtocultivatelearnerautonomy(Bound,1988,BrookesandGrundy,1988,Little,1990,Dickinson,1987,BensonandVoller,1997,GardnerandMiller,2002).Theseworksdiscussthetheoreticalbackgroundoflearnerautonomyindetailandanalyzeeachfactorthataffectslearnerautonomyclearly,suchasattitude,belief,strategyandrole,andanalyzehowtopromotelearnerautonomyinpractice(徐錦芬,2007:25).InChina,astheresearchonindependentlearningislaterthanwesterncountries,thereexistslimitation.Since2001,moreresearchonthisfieldhasbeenconducted.WangDuqin(王篤勤，2002:17-23)conductsasurveytostudyuniversitystudentsmetacognitivelevel,andclaimstodevelopstudentsself-learningabilitythroughstrategytraining.LeiXiao(2005:68-74)discussescollegestudentsbeliefofindependentlearningandprovidesafewtechniquestodealwiththecorrespondingproblemsintheirbeliefs.WeiYuyan(魏玉燕,2002:8-14)introducesthisnewteachingideaintoFLTinChina,includingthedefinitionoflearnerautonomy,thenecessityandmethodsoffosteringlearnerautonomyinforeignlanguagelearning.XuJinfenetal.(徐錦芬、彭仁忠等,2004:64-68)investigatetheactualsituationofnon-EnglishmajorsophomoresEnglishindependentlearning.TheresultsuggeststhatcollegestudentsdegreeofindependentlearningstaysatalowlevelinChina.Thesestudiesenrichthetheoryofindependentlearningandpracticeofguidingtheforeignlanguageteaching,whichisofpracticalsignificance.AlthoughthepreviousresearchershavemademanyachievementsinChina,mostempiricalstudiesfocusontheobjectsofnon-Englishmajor,studiesonEnglishmajorarelimited.ChapterThree:TheConcerningFactorsonindependentLearningFromtheabovediscussion,weknowthatindependentlearningcanbeconsideredaslearningactivityaswellaslearningability.Takingmanyconcerningfactorsintoconsideration,itisverydifficulttoimprovethecapabilityoflearnersindependentlearning,especiallytochangeindependentlearningawarenesstopractice.Domesticresearchershaveadeepdiscussionabouttheconcerningfactorsonindependentlearning,andgroupthemintothreemainpairsofclassifications:personalityfactorsandcommonfactors,controllablefactorsanduncontrollablefactors,internalfactorsandexternalfactors.Inthisthesis,theauthorprefersthethirdclassification.Thatistosay,theconcerningfactorsonindependentlearningcanbedividedintotwocategories:internalfactorsandexternalfactors.Asalearningactivity,independentlearningneedsinternalconditionandthesupportofexternalcondition.Atthesametime,asakindoflearningcapability,learningautonomyisarelativelystablecharacteristicunderalong-terminteractionbetweenlearnersandexternalenvironment(徐錦芬,2007:62).independentlearningisinfluencedbysuchinternalfactorssuchaslearnersmotivation,learnersbelief,learninggoalsandplans,learningstrategies,self-monitoringandself-assessment.Inthemeantime,itisalsoaffectedbyexternalfactorsliketeachersinfluence,learningresources,andsoon.3.1Internalfactors3.1.1LearnersmotivationMotivationisoneofmajorfactorsthatinfluencesecondlanguagelearning.Learningmotivationisaconceptofpedagogicpsychology,whichindicatestheinteriorimpetusanddesiretostimulatelearnerstoacquireknowledge(徐錦芬,2007:67).Iflearnershaveastrongpositivemotivationintheirlanguagelearning,theywilldowellinindependentlearning.Thatistosay,withoutpositivemotivation,learnerscannotsetarightgoalormakeanyplanstocompletetheirlanguagelearning.GardnerandLambert(1972)highlighttwodifferenttypesofmotivation:1).Instrumentalmotivation:thedesiretolearnalanguagetofulfillcertainutilitariangoals,suchasgettingajob,passinganexamination,etc.2).Integrativemotivation:thedesiretolearnalanguageinordertocommunicatewithpeoplefromothercultures;ordesiretojointcloselywiththetargetlanguagegroup.(quotedin徐錦芬,2007:67)SomestudentslearnEnglishoutofinterest,somestudentsconsiderEnglishasatoolinordertopasstheexaminationorfindajob.Thedifferentmotivationcanarousedifferentinterestandgoals,andtheseinterestandgoalswouldimpactonthelearnerslearningmethodsandeffects.3.1.2LearnersbeliefLearnersbeliefreferstolearnerscomprehensionofstudy,whichlearnersunderstandthelearningobjectives,tasksandteachersappraisal(陸根書、于德弘,2003:47).Learnersbeliefinfluencethewaytheylearn,iflearnershavepositivebelieftolearnasecondlanguage,thebeliefwouldinfluencetheirlearningattitudeandlearningmethods.Thatistosay,positivebeliefsarebeneficialtostrengthenlearningattitude,andthenfacilitateforeignlanguagelearning.Onthecontrary,thenegativebeliefwouldweakenthelearningmotivationevenleadtofailureoflearning.Inlanguagelearning,beliefsandattitudesareshapednotonlybytheeducationalenvironmentbutalsobyfamilyandsocialvalues.Theseinfluencesonapproachestolearningalanguagemayencouragelearnerstoexperiencenewmethodsoflearning,orconverselyconstrainandrestricttheirdesireforanewlearningexperience(GardnerMiller,2002:37).Somelearnersmistakenlythinkthatlanguagelearningwouldsucceedinthewayofacceptingteachersinstructionsandfollowingteacherssteps.Thus,theyarenotinterestedinthestudent-centeredteachingpatternwhichaimsatcultivatinglearnersautonomy.3.1.3LearninggoalsandplansWhetherlearninggoalsareefficientornotdirectlyinfluencesthelearningresultsandefficiency.Ontheotherside,learningplansalsoplayanimportantroleinindependentlearning.Learningautonomyneedslearnersconsciouslysetlearningspecificlearninggoalsandmakeefficientplans.Establishingandformingalearninggoalistoestablishthedirectionoflearningbehavior(劉亞軒,2006:35).Iflearnersrealizetheirowngoal,hewouldendeavortoworkontheirstudymoreclearlythanthosewholackoflearninggoals.Somelearnersdonotsettheirgoalsaccordingtotheself-situationandactualconditions.Thus,eventhoughtheyestablishalearninggoal,theirindependentlearningresultscouldnotbesuccessful.AccordingtoLiuYaxuan(劉亞軒，2006:35),Learninggoalscommonlyincludegeneralaims,specificgoalsandstagetargets.Generalaimsindicatethatlearnersexpectationtotheirownlearningactivityinalongperiodoftime,whichleadslearnerstoworkhardontheirlearning,whereasstagetargetsrefertoashorttimeexpectationunderthechargeofgeneralaims.Specificgoalsaretoestablishamostbasicgoalaimingatsomeparticularlearningsituationandactivity.Thesethreegoalsareinterrelatedandmutuallyconstraining,learnersshouldsetappropriategoalsbasedontheirownsituation.Afterestablishingagoal,learnersshouldmaketheirlearningplanstocarryout.Thelearningplansalsoshouldbebasedonthegoalsandactualsituation.Properplanscanpromotetheprocessoflearningautonomy.Contrary,excessiveplansnotonlyholduptheindependentlearningbutalsomakelearnersslideintodepressionandfailtolanguagelearning.3.1.4LearningstrategiesAlanguagelearningstrategyisanattempttodevelopsecondlanguagecompetence.Learningstrategiesinsecondlanguagelearningresearchcanbedefinedasbehaviorsoractionslearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable(丁言仁,2004:149).Inlanguagelearning,itisnotalwayseasytodeterminewhethertheuseofastrategyisconsciousoronlypotentiallyso,butanyuseofappropriatelearningstrategiescouldenablelearnersaccesstosuccess.Someresearchersdrawadistinctionbetweencognitive,metacognitiveandsocial/affectivestrategies:cognitivestrategiesaredirectlyrelatedtolearning.Forinstance,somelearnersmaymemorizethenewwordstoormayreadaloudthesentencethatcontainsthosenewwordsforseveraltimes.Metacognitivestrategiesarerelatedtomanageoneslearningactivities.Forinstance,alearnermayarrangehisownstudyandevaluatetheresults,ormaypreviewalessonbeforegoingtoclass.Social/affectivestrategieshavetodowithhowonerelatestoothers.Forexle,seekingoutopportunitiestopracticesecondlanguagewithothersorconsultingteachersforadvices,workingwithotherpeerstolearnlanguage.Inlanguagelearning,learnersconsciouslyuselearningstrategiesinlanguageskills,suchaslistening,speaking,readingandwritingskills,whichwillpromoteEnglishstudyeffectivelyandincreaseefficiency.Theeffectiveutilizationoflearningstrategiescanhelplearnersstrengthentheirresponsibilityandimproveindependentlearningandindependentability.3.1.5Self-monitoringandself-assessmentFromthedefinitionmentionedabove,weknowthatlearnersshouldmonitortheirprocessoflearningandevaluatetheresults.InChina,teacherstraditionallyuseteacher-centeredteachingmodel.Theydonotspendmuchtimetomonitoreverysinglestudent,whichresultinlearnerspassivelearning.Therefore,learnersshouldhavestrongcapabilityofmonitoring,especiallyduringL2learning,learnershavetoovercometheinterferenceofL1.Eventhoughlearnersmakeplansontheirstudy,iftheydonotmonitortheprocessoflearning,theywouldnotinsistontheirstudyandfindouttheproblemsduringthelanguagelearning.Holec(1981:3)pointsouttheautonomyastheabilitytotakechargeofonesownlearning,soregularself-assessmentoflearningprocessandtheoutcomeisausefultooltoassistlearnersbecauseitpromotesmonitoringofprogress,stimulateslearnerstorectifystrategies,andpromotesfeelingsofself-efficiency.Althoughtheexaminationresultscanmakelearnerseasilyfindouttheproblemsinstudy,thepoorresultsevenmakelearnerscauseasenseoffrustration.Comparedwiththetraditionalexamination,self-assessmentcancomprehensivelyreflectthelearnerslearningcondition.Forexle,whenlearnersrealizetheirachievementinlanguagelearning,theywillfeelagreatsenseofaccomplishment.Withthispositiveaffection,learnerscouldbemucheasiertofacetheirowndisadvantage,andendeavortorevisetheirpoorlearning.3.2Externalfactors3.2.1TeachersinfluenceTheteacherisoneoftheimportantexternalfactorsthatinfluencelearnersindependentlearning.Collegeteachersnotonlyimpartknowledgeandskillstostudents,butalsoteachstudentshowtomanagetheirownstudy.Teachersplaydifferentrolesinindependentlearning.Theycanbepromoters,mangers,consultersorguiders.Generallyspeaking,themoreinspirationteachersgive,themoreexperiencestudentsgain.Teacherschoosetheteachingmethodsorbooksaccordingtoteachingneeds,studentshavetoknowthecontentoflearning,learnhowtouselearningstrategyandgivefeedbacks.Ininteractiveactivity,learnerscanadjusttheirplansaccordingtheresultsandpromotethesuccessfulindependentlearning.Withoutteachershelp,itisdifficultforlearnerstorealizeindependentlearning.Thus,teachersplayimportantrolesinpromotinglearnerautonomy.3.2.2LearningresourcesLearningresourcesincludesphysicalsettings,equipmentandfurnitureandothersoftwaresettings.Thephysicalsettingsincludeclassrooms,libraries,orself-accesscentersandsoon.Theseresourcesprovideindependentlearningwithanexternalcondition.Forexle,muchlanguagelearningcantakeplaceintheclassroom,thisisthesimplestsettingwherestudentsstudy.Schoollibraryisausefulresourceforlanguagelearners.TherearemanysoftwaresettingsliketheInternet,multi-media.Learnerscanexceedthelimitsofclassandchoosethecontentandarrangetheirtimeandplaceaccordingtotheiractualsituation.Somescholarsadvisethatself-accesscentersofferalearningenvironmentwithgoodcondition.Somededicatedself-accesscentershaveawiderangeoftechnicalequipmentincludingcomputers,audio-playerandsatelliteTV.Inaddition,learnerscanuseanythingrelatedtoEnglish,forexle,learnerscanconsultadictionaryorlearnfunnyEnglishfromlife,orseekchancestotalkwithforeignpeopleorasksomeadvicesfromothers.Althoughtherearemanyusefulresources,iflearnersdonottakeadvantageoftheconditionbutsimplyreadbooksordohomework,theycouldnotpromotetheefficiencyofindependentlearning.Accordingtotheabovediscussion,weknowthatindependentlearningisinfluencedbymanyinternalandexternalfactors.Iflearnerswanttoimproveindependentlearningability,theyshouldtakethesefactorsintoconsiderationanddealwellwiththem.ChapterFour:SurveyDesignThesurveyaimstogetabetterunderstandingofgeneralsituationofindependentlearningforEnglishmajorfreshmenatHunancollegeofforeignstudiestryingtofindouttheweakaspectsintheirindependentlearning,andexploresomeeffectivewaystoimproveEnglishlearningandteaching.4.1SurveyquestionsThroughtheinvestigation,theauthorwantstoknow:1)WhatisthegeneralsituationonindependentlearningforEnglishmajorfreshmen?2)Howisthestudentsperformanceintheaspectsofindependentlearning?3)Whatarethedifferencesonindependentlearningabilityinlearningenvironment?4.2SubjectsThesubjectsinthissurveyare119freshmenofEnglishmajorsatHunancollegeofforeignstudies.Thereasonwhyfreshmenareselectedisthatmostofthemhadnotbecomeindependentinlearningsincetheyjustenteredtheuniversity.Theauthorwantstoknowwhetherthefreshmencanadaptthemselvestoindependentlearningfromtraditionalteachingpatterninmiddleschool.ChapterFive:DataandAnalysisThequestionnairesweredistributedtoallfreshmenintheirclasswiththehelpofanEnglishteacher.Allthequestionnaireswerecollectedand114ofthemarevalid.Theresponseitemsarerecordedinthefollowingway:1pointisgiventochoice1,and2pointstochoice2,3pointstochoice3,4pointstochoice4,and5pointstochoice5.5.1Theoverallviewonindependentlearning.Table1showsthemeanofoverallviewoneachsection.OverallviewsofresultsonindependentlearningIntable1,themeanvaluesoftheresponsetotheseaspectsbasicallyareabove3.00exceptthelastaspect.Amongtheseaveragesofdata,thelearnersbelieftowardsindependentlearningishighest,whichriseupto3.82.Thesecondhighestistheaspectoflearnersmotivation,whichgets3.39.Theimplementingoflearningresourcesis2.92,whichisthelowest.Theresultssuggestthattheoverallviewsonindependentlearningoffreshmenstayatamediumlevel;theyarementallyindependentbutbehaviorallynot.TogetabetterunderstandingofindependentlearningofEnglishmajorfreshmen,allsevenaspectsareanalyzedindetail.5.2Studentsperformanceintheaspectsofindependentlearning5.2.1StudentsmotivationTable2ResultsonstudentsmotivationtowardsEnglishlearningTable2displaysthemean,percentageoflearnersmotivationtowardsEnglishlearning.Wecanseethatthemeanscoresofitem3anditem5areabove4.00,thepercentageofitem3showsthatmostofstudentschooseEnglishastheirmajorbytheirowndecisions.82.5%(40.4%+42.1%)ofstudentsconsiderthatEnglishisausefulcommunicationtoolinsociety(A5).Themeanscoresofitem1rankthethird,about59%(35.1%+23.7%)ofstudentssaytheylikethelanguage.SomestudentslearnEnglishbecausetheymayfindagoodjob,thepercentageofwhichaccountsfor49.1%(35.1%+14.0%)(A4).42.1%(33.3%+8.8%)ofstudentsthinkthattheychooseEnglishastheirmajorbecausetheyareinterestedinforeigncountriesandtheirculture(A2).Accordingtothemotivationclassificationmentionedabove,82.5%(40.4%+42.1%)ofstudentsregardEnglishasausefulcommunicationtool.Thatistosay,theirlearningmotivationcanbeconsideredasinstrumentalmotivation.58.8%(35.1%+23.7%)ofstudentslearnEnglishbecausetheylikethislanguage,andthismotivationbelongstointegrativemotivation.Therefore,theinstrumentalmotivationishigherthantheintegrativemotivation.Fromthisresult,wemightdrawaconclusionthatEnglishmajorsaremoreextrinsicallymotivatedthanintrinsicallymotivated.Althoughbothmotivationsplayimportantrolesinindependentlearning,intrinsicmotivationissuperiortoextrinsicmotivation.MostofstudentschooselearningEnglishwithoutparentscompulsion,whichshowsthatthefreshmenholdpositiveattitudestowardEnglishlearning.5.2.2StudentsbeliefTable3ResultsofstudentsbelieftowardsindependentlearningInthistable,wecanseethatmeanvaluesabove4.00areintheseitems(item1,3,5,7).Amongoftheseitems,item7ishighest,whichgets4.75.Item5anditem3followingthefirstinsuccession.Mostofstudents(79%)(38.6%+40.4%)hopethatteacherscanpointoutthedifficultiesintheirstudy(B1).About51%ofstudentshopeteacherscantellthemwhattolearnandhowtolearn(B2).Initem4,43.8%(33.3%+10.5%)ofstudentsconsiderthatteachersshouldrevisetheirerrorsinEnglishlearning.Somestudentsconcernthatteachersshouldberesponsibleforevaluation,thenumbersaccountfor31.6%(27.2%+4.4%)(B6).Only15%(13.2%+1.8%)ofstudentsconsiderthatteachershighcapabilitywouldinfluencelearnersEnglishlevel(B8).Fromthisresult,wecanseethefreshmenhaveacertainsenseofindependentlearningtosomeextent;theyholdapositivebelieftoEnglishlearning.Atthesametime,theyrelyon