淺談小學高年級學生英語自主學習能力現狀與對策研究

PAGEPAGE3能力現狀與對策研究摘要：2011年頒布的《義務教育小學英語課程標準》中明確提出教師要從小學階段就培養(yǎng)學生的自主學習能調查六年級學生的自主學習意識和能力。142名南京市棲霞區(qū)實驗小學六年級的學生參與了本調查。研究發(fā)現其現狀，提出可行性對策。研究發(fā)現，小學高年級學生初步具備了一定的自主學習意識和能等方面還存在一些問題。針對這些問題，筆者提出了一些具體的策略，例如引導學生合理制定英語學習計劃、設計學生自我評價表等。AresearchonthecurrentsituationandcountermeasuresofEnglishautonomouslearningabilityofseniorprimaryschoolstudentsIntroductionManyresearcheshaveshownthatautonomyplaysanimportantroleinstudents’learning.NationalEnglishCurriculumStandardsforCompulsoryEducation(2011)advocatesautonomouslearning,cooperativelearningandinquirylearning.Soasitrequested,teachersshouldguidestudentstoestablishtheawarenessofautonomouslearning,andteachthemsomeautonomouslearningstrategiessothatstudentscaneventuallylearnautonomously.Afterall,teachinghowtolearnismoreimportantthanjustteachingstudentstheknowledge.PrimaryschoolisasignificantperiodforstudentstolearnEnglishwell.Inthisperiod,thecultivationofstudents'interest,thecultivationofhabitsandtheestablishmentofself-confidencehaveagreatinfluenceonEnglishlearninginthefuture.ThroughtheinvestigationofEnglishautonomouslearningawarenessandabilityofseniorprimaryschoolstudents,thisstudymainlyfocusesonthecurrentsituationofautonomouslearningabilityofseniorprimaryschoolstudents,andputsforwardcountermeasuresfordevelopingtheirautonomouslearningability.LiteratureReviewThispartintroducesthevariousdefinitionsofautonomouslearningandsomerelatedresearchesonautonomouslearningathomeandabroad.DefinitionofRelevantTermsAutonomousLearningInthelatetwentiethcentury,HenryHolec(1981)firstintroducedautonomouslearningintothefieldofforeignlanguagelearning,andforeignscholarsbegantodefinetheconceptof'autonomouslearning'.Huttunen(1986)believesthatautonomouslearningisakindoflearningbehavior,anditisthebehaviorthatlearnersmakelearningplansindividuallyorjointly,monitorandevaluatethemselves.Benson(2001)believesthatautonomouslearningisamulti-levelability,whichisthedegreeoftheirabilitytocontroltheirownlearningprocess.Differentlearnershavedifferentformsofexpression.Thesamelearner,indifferentlearningtasks,environmentsandtimeperiods,willhavedifferentmanifestations.ChinesescholarChenShuiqing(2000)believesthat'autonomouslearning'referstothelearningsubjectleadinghisownlearning,whichisanactiveconstructionprocessofself-design,self-management,self-regulation,self-detection,self-evaluationandself-transformationinvariousaspectssuchaslearningobjective,processandeffect.Bysummarizingthedifferentdefinitionsofautonomouslearning,theauthorbelievesthattheessenceofautonomouslearningistheprocessoflearners'activelearning,whichistheprocessofstudentsmakinglearninggoalsaccordingtotheirownconditionsandactivelyadjustingthelearningprocess.Fromthisperspective,students'autonomouslearningcanincludethefollowingaspects:(1)Theabilitytoadjustattitudes,motivationandotheremotionalfactorswhenfacingdifficulties;(2)TheabilitytoformulateandadjustEnglishlearningobjectivesinaccordancewiththeirowncircumstances;(3)TheabilitytochooseanduselearningstrategiesinEnglishlearning;(4)TheabilitytomonitorandadjusttheEnglishlearningprocess;(5)TheabilitytoevaluateEnglishlearningprocessandresults.Ofcourse,'autonomouslearning'isanabstractconcept,whichmaycontainmorethantheseaspects.TheauthorwillfocusontheaboveaspectstostudythecurrentsituationofEnglishautonomouslearningabilityandtrainingstrategiesofseniorprimaryschoolstudents.ResearchesatHomeandAbroadResearchonAutonomousLearninginESL/EFLAbroadTherehasbeenalonghistoryofforeignresearchonautonomouslearning.Theconceptof'autonomouslearning'wasfirstintroducedintothefieldofforeignlanguageteachingbyHolec(1981).Somescholarsbegantostudythecurrentsituationofstudents'autonomouslearningabilityandtrainingstrategiesandtheythinklearnersmustmastercertainlearningstrategiestopromoteautonomouslearning.Forexample,OMally&Chamot(1994)emphasizestheroleofmeta-cognitivestrategiesinautonomouslearning.Theybelievethatlearnersshouldmastertheskillsofmakinglearningplans,monitoringlearningprocessesandevaluatinglearningoutcomes.Theresearchonautonomouslearningreacheditspeakinthelate1990s,andmanyforeignscholarspublishedresearchmonographsoneafteranother.Forexample,inthebookHandbookofself-regulation,Pintrich’s(2000)heproposedanautonomouslearningmodelfromthesocialcognitivelearninginthisbook.ResearchonEnglishLearners’AutonomousLearningatHomeSinceancienttimesinChina,autonomouslearningwasgreatlyvaluedbymanyancienteducationistsForexample,Confuciushasasayingthat:Don’tenlightenothersuntiltheyhavereallytriedhardbutevensofailtounderstand.Don'tinstructothersuntiltheyhavesomethingtosayandmakethemselvesunderstood.However,althoughChinaputforwardtheconceptandmodelof"student-centered"foreignlanguageteachinginthe1990s,anddevelopedaseriesoftextbooksforit,thetheoryandpracticeofautonomousforeignlanguagelearningstilllagbehindthedevelopedcountriesforalongtime.Atpresent,therearealotofresearchaboutthestatusquoofstudents’EnglishautonomouslearningabilityandthecultivationofEnglishautonomouslearningstrategies.MaXiuting(2015)andLiuXiaoxia(2016)havereachedarelativelyconsistentviewthroughresearchthatthecurrentEnglishautonomouslearningabilityofprimaryschoolstudentsisatarelativelylowlevel,theautonomouslearningabilityofgirlsisslightlyhigherthanthatofboys,andtheautonomouslearningabilityofstudentsinexcellentclassesisslightlyhigherthanthatofordinaryclasses.Theresearchoncultivatingstrategiesofprimaryschoolstudents'Englishlearningabilityismainlycarriedoutfromtwoperspectives:howtoimproveEnglishautonomouslearningawarenessandhowtoimprovestudents’Englishautonomouslearningability.WangWenhui’s(2017)researchshowsthatteachersshouldchooseappropriateteachingstrategiestocultivateandimprovestudents’autonomouslearningability,andteacherscanchoosethestrategiesaccordingtotheMeta-cognitivetheoryandConstructivismtheory.PangWeiguo（2001）believesthatautonomouslearninghasinitiative,effectivenessandrelativeindependence.Therefore,therearebothinternalandexternalnecessaryconditionsforimprovingstudents'autonomouslearningability.IntheaspectofautonomousEnglishlearning,thereareabundantresearchesonjuniorandseniorhighschoolstudents,whiletherearefewresearchesonseniorprimaryschoolstudents.ThisstudymainlyfocusesonexploringthecurrentsituationofautonomousEnglishlearningofseniorprimaryschoolstudentsandputtingforwardsomesuggestions.ResearchDesignThispartmainlyintroducesresearchdesign,includingthecoreresearchquestions,theparticipants,themainresearchinstrument,datacollectionanddataanalysis.ResearchQuestionsAutonomouslearningplaysanimportantroleinseniorprimaryschoolstudents’Englishlearning,however,manystudentshavedifficultyinconductingautonomouslearningandmanyteacherscan’tguidestudentstolearnautonomously.Awareoftheseproblems,thefocusofthisresearchistofindouttheanswerstothefollowingquestions:Whatarethecurrentsituationofseniorprimaryschoolstudents’awarenessandabilityofautonomouslearning?Whatproblemsexistinseniorprimaryschoolstudents’autonomouslearning?Whatarethecountermeasurestotheseproblems?ResearchSubjectsThesubjectsofthisstudyarethestudentsofGradeSixofNanjingQixiaExperimentalPrimarySchool.142sixthgradersareselected.Afterthreeyears’learningofEnglishinprimaryschool,studentsofthisgradehavemasteredsomebasicknowledgeofEnglishandhowtolearnEnglish.Besides,theyhavepossessedsomebasicabilitiesofautonomouslearning.ResearchInstrumentInthisstudy,questionnaireswereusedtoinvestigatetheautonomouslearningawarenessandabilityofseniorprimaryschoolstudents.ThequestionnairesurveywasconductedamongthestudentsofGradeSixinNanjingQixiaExperimentalPrimarySchool.Thequestionnairewasderivedfromthe“AutonomousLearningQuestionnaire”usedbyZhouZhizhong(2004),andsomemodificationsweremadeaccordingtothecharacteristicsoftheseniorprimaryschoolstudents.Thequestionnairesurveyaimstoinvestigatetheseniorschoolprimaryschoolstudents’Englishautonomouslearningawarenessandability.Itconsistsof22items,whicharedividedinto5dimensions:attitudesofautonomouslearning(item1-4),self-planning(item5-6),self-monitoring(item7-10),learningstrategy(item11-17),self-evaluation(item18-22).ThisquestionnaireadoptstheLikertScale.Thereare5optionstochoosebehindeachsurveyproject:1=stronglydisagree;2=disagree;3=neutralityagree;4=agree;5=stronglyagree.ThedataobtainedwillbeprocessedwithEXCEL.Theauthorwillcalculatethemeanoftheoriginaldataobtained.Thehigherthescoreis,thestrongertheconceptofautonomouslearningisandthehighertheabilityis.Onthecontrary,theconceptofautonomouslearningislowandtheabilityispoor.Also,studentsneedtosigntheirnameinthequestionnaire,whichcanensuretheauthenticityoftheresults.DataCollectionandAnalysisAtthebeginningofJanuaryin2021,theauthorobservedandstudiedtheseniorprimaryschoolstudentsinNanJingQiXiaExperimentalPrimarySchool.ThequestionnairesurveywasconductedinthemiddleofJanuary.Thequestionnaireswerecollectedassoonastheyweredone,andthedatawascollectedandsorted.Afterthedatawerecollected,quantitativedatawasobtainedfromthem.ThentheauthorusedEXCELtoanalyzethedataofthequestionnaireinFebruary.Throughtheanalysisoftheresultsofthequestionnaires,theauthorknewthecurrentsituationandtheexistingproblemsofseniorprimaryschoolstudentsinautonomouslearning.ResultsandDiscussionAtotalof142questionnairesforstudentswereissued,allinGradesix,and131validquestionnaireswereretrieved.AfterstatisticalprocessingofthesurveydatawithEXCEL,thestatisticalresultsareasfollow.SeniorPrimarySchoolStudents’AttitudestowardsEnglishAutonomousLearningTheTable4.1belowshowsthesituationofstudents’attitudestowardsEnglishautonomouslearning.Table4.1Students’attitudestowardsEnglishautonomouslearning(%)128.242(%)128.24214.5Item1:I’mveryinterestedinEnglish.34.583.1242.14530.53134.35Item2:IhavegreatconfidenceinlearningEnglishwell.210.692.98

Percentage

Mean34.58422.9527.48129.77217.56Item3:IstudyEnglishformorethanhalfanhourafterclasseveryday.39.922.95412.98529.77132.8229.92Item4:I’mveryenergeticincompletingEnglishtaskthatattractsme.36.113.62427.48523.663.17AAstheaboveTable4.1illustratedthatthemeanofthesefouritemsofstudents’attitudestowardsautonomouslearningis3.17,whichmeansseniorprimaryschoolstudentsinthisschoolhavepositiveattitudestowardsEnglishautonomouslearning.Amongalltheseitems,item4hasthehighestmean,whichis3.62.Itshowsthatstudentswillhavemoremotivationtofinishthetasksthatattractthem.Item1-4areaboutstudents’attitudestowardsEnglishautonomouslearning.Fromtheresultsofitem1anditem2,theauthorfindsthatsomestudentshaveinterestsandconfidenceinlearningEnglish.Itisagoodtransition.Butfromitem3,weknowsomestudentscan’tstudyafterschool,whichmaybepartlyrelatedtotheheavyworkloadofseniorprimaryschoolstudentsinrecentyears.SeniorPrimarySchoolStudents’AbilityofEnglishAutonomousLearningAccordingtothecontentsofthequestionnaire,theEnglishautonomouslearningabilityofseniorprimaryschoolstudentsincludesthefollowingaspects:(1)theabilityofmakinglearningplansbythemselves;(2)theabilityofself-monitoring;(3)theabilityofusinglearningstrategies;(4)theabilityofself-evaluating.Self-planningTheTable4.2belowshowsthesituationofstudents’Englishautonomouslearninginself-planning.Table4.2Students’Englishautonomouslearninginself-planningItem 12

Percentage(%)30.5321.37

MeanItem5:IcanmakeanEnglishlearningplaneverysemester.Item6:IcanmakemyownEnglishlearningplaneveryweekoreveryday.

3 10.694 19.085 1 35.882 16.793 9.924 17.565 19.85

2.732.692.71FromtheaboveTable4.2,thedatacanbeseenclearly.Item5-6areaboutself-planningoftheseniorprimaryschoolstudents’Englishautonomouslearning.Themeanofthesetwoitemsis2.71,whichmeansmanystudentscan’tmeetthestandardintermsofautonomouslearningability.Theresultofthedatacorrespondswiththecharacteristicsoftheseniorprimaryschoolstudentsthattheyarenotgoodatself-planning.However,theauthorfindsthattherearestillsomestudentswhocanplantheirEnglishlearningwell,whichprovedthattheymayhavetheabilityofautonomouslearning.Self-monitoringTheTable4.3belowshowsthesituationofstudents’Englishautonomouslearninginself-planning.Table4.3Students’Englishautonomouslearninginself-monitoringPercentageItem Option(%)

MeanItem7:Icancontrolmystudytime.Item8:IcanfinishmyEnglishstudyaccordingtomyplan.Item9:Icancorrectmymistakesintime.

1 29.012 16.793 7.634 17.565 1 33.592 9.163 6.874 15.275 1 28.242 13.743 9.164 21.375

3.003.093.06133.5929.9237.633.00420.61528.243.04Item10:Icanovercomethenegative133.5929.9237.633.00420.61528.243.04Thelowestscoreisitem7anditem10.Themeanofthesetwoitemareboth3.00,whichmeansneutral.WecaninferthatstudentsmayhavedifficultyincontrollingtheirEnglishlearningtimeandtheycan’tovercomethenegativeemotionsappearedinEnglishlearning.Themeanofitem7-10is3.04.Fromthedata,theauthorfindsthattheoveralllevelofself-monitoringislow.Mostofthestudentscannotdoself-monitoringwell.TheycannotregulatetheirprocessofEnglishlearningaswell.LearningStrategiesusingTheTable4.4belowshowsthesituationofstudents’Englishautonomouslearninginlearningstrategiesusing.Table4.4Students’EnglishautonomouslearninginlearningstrategiesusingItem

Percentage(%)

Mean129.01216.03Item11:IcanpreviewandreviewEnglish.37.633.02418.32529.01135.88212.21Item12:IusuallylistentotherecordingoftheEnglishtext.38.402.84419.08524.43126.72217.56Item13:IcanlistencarefullyinEnglishclass.38.402.95428.24519.08129.77216.03Item14:IcantakenotesinEnglishclasscarefully.33.823.06419.08531.30126.72221.37Item15:IcantakepartintheEnglishclassandspeakactively.39.922.95414.50527.48130.53212.98Item16:Icanrecitethepassageandnewwordsregularly.36.113.08418.32532.06128.24227.48Item17:IoftengetEnglishmaterialsthroughvariousways.36.872.80410.69526.722.96Fromthemeanoftheseitemsinthistable,weknowstudentsarenotgoodatchoosingandusinglearningstrategies.Butinsomeaspectstheyarenotsobad.Forexample,inItem11,14and16,almost1/4studentschooseagreeandstronglyagree,whichshowsthattherearestillsomestudentscanusesomesimplestrategieswhilelearning,suchasreviewingorpreviewingafterclass,recitepassageandnewwordsafterclass,etc.,whichmayhavesomeconnectionswiththeassignmentsthatassignedbyteachers.Teachersalwaysassignstudentstodotheabovethingsintheirhomework.Andwecanseefromthetablethatthemeanofitem15isquitelow,whichshowsmanystudentsarereluctanttoshoworexpressthemselvesinclass.ThisisalsoaverycommonphenomenoninChineseEnglishclasses.Thelowestoneamongtheseitemsisitem17,whichindicatesthatthemajorityofstudentswillnotfindothermaterialstolearnEnglish.Thismayhavesomethingtodowiththelackofteachers’guidanceinfindingandchoosingextralearningmaterials.Item11-17reflectthatstudentsneedsomeguidanceinusinglearningstrategies.Self-evaluationTheTable4.5belowshowsthesituationofstudents’Englishautonomouslearninginself-evaluation.Table4.5Students’Englishautonomouslearninginself-evaluationPercentageItem Option

(%)

Mean12Item18:IcanoftensummarizetheEnglishlearningsituationinonestage. 345

30.5325.1911.4515.2717.56

2.64126.72232.0636.872.7548.40525.95Item19:AftereveryEnglishexam,Icanreflecton126.72232.0636.872.7548.40525.95Item20:IcananalyzethereasonimmediatelywhenmyEnglishscoresfall.Item21:IcanchangemyEnglishlearningmethodintimetoadapttostudy.Item22:IalwaysencouragemyselfwhenmyEnglishisnotgood.

1 31.302 25.953 6.114 12.985 1 31.302 25.193 6.874 14.505 1 32.822 16.033 4.584 22.905 23.66

2.722.712.892.74Item18-22areaboutstudents’self-evaluationofEnglishautonomouslearning.Fromtheresultsoftheseitems,theauthorfindsthatself-evaluationistheweakestpartinseniorprimaryschoolstudents’autonomouslearning.Themeanofthese5itemsisonly2.74.Overallspeaking,studentshavealowlevelinself-evaluation.Relativelyspeaking,theydoalittlebitbetterinitem22,whichshowsthattheyhaveagoodmentality.TheywillnotgiveuplearningEnglisheasily.Wealsocanfindthatnearly2/5studentscananalyzethereasonthatresultsinthefailureofexamsandcanthenadapttheirlearningmethodtostudy.StrategiesofCultivatingSeniorPrimarySchoolStudents’AbilityofAutonomousLearningItcanbeconcludedfromthedataanalysisthatseniorprimaryschoolstudents’awarenessandabilityofEnglishautonomouslearningarenotsufficient.Itneedstobeimprovedbothbystudents’themselvesandteachers.SotheauthorputsforwardsomesuggestionsandcountermeasuresbasedonthecharacteristicsofseniorprimaryschoolstudentsandthecurrentsituationsoftheirEnglishautonomouslearning.HelpingStudentsMakeAdaptiveLearningPlanMakingadaptivelearningplanhasmanyadvantages.ItcanraisethepossibilityofachievingEnglishlearninggoals.Anditcanhelpstudentstostrengthentheirwill.What’smore,itcanimprovetheirlearningefficiency.Teachersshouldhelpstudentsmaketheirlearningplans.Forexample,atthebeginning,teacherscanprovidestudentswithlearningtasklists,sothatstudentscandefinetheirlearningtasksandplantheirlearningprocess.Teacherscanmakelearningtasklistsasthepicturesbelow.Then,inlaterlearning,teacherscanaskstudentstomaketheirownlearninglists,inthisway,studentscanbuilduptheawarenessandabilityofself-planningstepbystep.ImprovingStudents’AbilityofSelf-monitoringSelf-monitoringisalsoveryimportant.SunFengjuan(2006)believesthatstudents'self-monitoringabilityisformedanddevelopedunderteachers'demonstrationandguidance.Therefore,teachersmusthavehighmeta-cognitionlevelinordertocultivatestudents'self-monitoringability.Therefore,teachersshouldconstantlyincreasetheirmeta-cognitiveknowledgeindailyteaching,constantlyoptimizetheteachingprocessthroughreflection,andimprovetheirmonitoringability.Students’self-monitoringisformedanddevelopedthroughcontinuouspracticeandexercises.Therefore,inordertotrulycultivatestudents’self-monitoring,teachersmustgivefullplaytostudents’learningsubjectivityinteachingactivities,sothatstudentshavemoreopportunitiestocarryoutself-monitoring.Toimprovestudents’self-monitoring,teacherscaninstructstudentstowriteastudyrecordformorastudysummaryform,whichcontainshowoftenyoustudy,howlongyoustudyandwhatdoyoustudy,etc.Hereisanexample:TheresultshowsthatthemajorityofGrade6studentsdon’thaveasetoflearningstrategiesthatsuitthemselvesduetolackofexperienceandguidance.ItalsoshowsthattheylacktheabilitytofindsuitableextracurricularEnglishlearningresources.However,withthegrowthofage,strategiesplayamoreandmoreimportantroleinEnglishlearning.So,forEnglishteachers,theyneedtopayattentiontoinstructstudentstousemultiplestrategies.Inaddition,forprimaryschoolstudents,it’simpossibleforthemtomasterallthestrategiesatadraught,andnotallthestrategiesaresuitableforeverystudentorsomestrategiesaretoodifficultforthemtouse.Therefore,primaryschoolEnglishteacherscanteachstudentssomeEnglishlearningskillsbeforeteachingEnglishlearningstrategies.Theauthorwillillustratethispartfromthefollowingaspects:First,wecansaythatvocabularyplaysthemostimportantpartduringstudents’Englishlearninginprimaryschool,andmanystudentshavetroubleinmemorizingwords.So,teacherscanprovidestudentssomeskillsinmemorizingwords.Forexample,usingsongstohelpstudentsmemorizeprepositions,suchas'on,in,under,by'.Thissonghasabriskmelodyandiseasytoremember.Itisalsohelpfulforstudentstomemorizeprepositionswithgestures.Andtheuseofsongsforlearningisconducivetostimulatestudents'interestinlearning,andcanimprovetheenthusiasmofstudentslearning.What’smore,listening,speaking,readingandwritingarealsoweakpartsforChinesestudents.Teachersshouldtrytofindsomeusefulskillsorstrategiestohelpstudents.Here,theauthorhassomesuggestions:(1)Forlistening,teacherscanpracticeitmoreinclassandchecktheanswerrightafterlistening,orteacherscanlistentothetapetogetherwithstudentsandthenshareyournoteswithstudentsandteachthemyourskills;(2)Forspeaking,thebiggestproblemexistinginChinesestudentsisthattheyaretooshytoexpressthemselvesinfrontofothers.So,teachersshouldencouragestudentsmoresothattheycanestablishtheconfidencetospeakout.Andteacherscanconnecttheknowledgeinbookswithstudents’dailylife.Forexample,whenwehavethelesson‘Aparty’,teacherscansetsomequestionswhicharebasedonstudents’trueexperience.Thequestionscanbe‘Whatdoyouneedtodowhenyougotoaparty?’or‘Whatshouldwepayattentiontowhenweattendaparty?’,whichcanactivatestudents’backgroundlanguageandcanhelpthemspeakmoreinEnglish;(3)Forreading,theauthorthinksthatthisistheaspectwhichcontainsthemoststrategies.Inseniorprimaryschool,teacherscanchoosethosestrategieswhichaccordingtostudents’characteristicsandlearningabilitylevelandcanhaveageneraladaptabilityinstudents.Forexample,guidestudentstounderstandthepassageaccordingtothegivenpicturesandcanalsoteachhowtousethedictionarycorrectly.(4)Forwriting,thisistheaspectwhichismorecomprehensiveandneedmorepractice(LiuXiaoxia,2016).So,teacherscanassignstudentstowritemorepassagesordairiesinhomeworktodeveloptheirsenseoflanguage.Inaword,teachersshouldbeawareoftheimportanceofEnglishlearningstrategiesandlearnmoreaboutit,andthentheyshouldtakelearningstrategiesintoconsiderationwhentheyarepreparingforlessons.ImprovingStudents’AbilityofSelf-evaluationsAstheresultshowsthatGrade6studentshavepoorself-evaluationandadjustmentabilityintheprocessofEnglishlearning.However,theabilityofself-evaluationandself-regulationisanimportantguaranteeofautonomouslearning,soteachersshouldattachmoreimportancetothecultivationofself-evaluation.Teacherscandoasfollow:Cultivatestudents’awarenessofself-evaluation.Primaryschoolstudentsareusedtolisteningtoteachers’andparents’evaluationinsteadofself-evaluation.Actually,sometimesself-evaluationcanprovidestudentswithmoreintrinsicmotivation,soteachersneedtohelpstudentsestablishtheawarenessofautonomouslearningandencouragethemtomakeperiodicevaluationofthemselves(SunFengjuan,2006).Andafterstudentsmaketheirself-evaluation,teachersshouldrespecttheirsubjectivityratherthanmakesubjectivecommentsonthem,whichcanhelpthembuildconfidenceandaccelerateexperience.Helpstudentsestablishaself-evaluationsystem.Therearemanywaystodoself-evaluation,suchasmakingaself-evaluationformormakingaEnglishlearningfilesforthemselves.Teacherscanmakethetablelikethisorcanmakesomemodificationsaccordingtodifferentsituations:Inaddition,teachersalsoneedtoinstructthestudentstocarryontheself-adjustmentaftertheself-evaluationanddevelopthestrongpointandcircumventtheweakpoint.TeachersalsoguidestudentstoadjusttheirlearningplantimelyandcultivateapositiveattitudetowardsEnglishlearning.6.ConclusionMajorFindingsAccordingtotheresearchresults,theauthorfindsthattheoveralllevelofEnglishautonomouslearningabilityofseniorstudentsinprimaryschoolsisnotoptimistic.Intermsofawarenessofindependentlearning,moststudentsdonothavetheawarenessofindependentlearning.However,theystillhavestronginterestandenthusiasminEnglishlearning,whichprovidesafoundationforteacherstocultivatethewayofautonomouslearning,andalsoshowsthatstudentshavesufficientmentalpreparationandcandeveloptheabilityofautonomouslearning.Intermsofautonomouslearningability,thedataresultsshowthatstudentsarerelativelyweakinself-planningandself-evaluation,whichisalsoinlinewiththecognitivedevelopmentlawofseniorgradestudentsinprimaryschools.Accordingtothedata,thelowestmeanisitem18(IcanoftensummarizetheEnglishlearningsituationoveraperiodoftime),whichisonly2.64,indicatingthatstudentsareinurgentneedofguidanceonself-evaluation.Firstofall,inordertoimprovestudents'self-planningability,teacherscanprovidelearningschedulesorhelpstudentsmakelearningschedules.Secondly,teacherscanguidestudentstomakelearningrecordstohelpstudentstoconductself-monitoringinthelearningprocess.What'smore,theauthorputsforwardsomesuggestionsintermsofvocabularyteaching,listening,speaking,readingandwritings