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1、WelcometomythesispresentationOntheIntrinsicFactorsAffectingAutonomousEnglishLearningofCollegeStudentsContentsⅠ.IntroductionⅡ.LiteratureReviewⅢ.TheResearchandAnalysisIV.StrategiesAndSuggestionstoFosterAELV.ConclusionI.IntroductionThereasonforthispaperThedevelopmentofAELThepurpos

2、esofthispaperLiteratureReviewBriefintroductiontoAELTheintrinsicfactorsaffectingAELincollegeSelf-efficacyAttributionMotivation,attitudeandemotionLearningstrategiesTheResearchandAnalysisTheresearchTheanalysisandmajorfindingsMajorFactorsAffectAELFactorsYesNosometimesAnxiety39%36%3

3、3%Interest65%18%17%Motivation45%20%35%MajorFindings1.StudentshaverealizedtheimportanceofAutonomouslearning2.TheycouldnottellthedifferencebetweenAutonomouslearningandself-study.3.Higherinterestsbutlowermotivation,passivelearninginclass4.Higheranxieties5.Theyknewalmostnothingabou

4、tlearningstrategies.6.FewsuccessfullanguagelearnersStrategiesAndSuggestionstoFosterAELSuggestionstothestudentsSuggestionstotheteachersSuggestionstothestudentsReinforcingcognitiveandmeta-cognitiveknowledgetrainingOptimizingthemixtureofself-efficacy,attribution,motivation,attitud

5、eandemotionReinforcingconsciousnessandmotivationSuggestionstotheteachers1.Cultivatelearnerstoidentifyindividualgoalsbutpursuethemthroughcollaborativeworkinsmallgroups;2.Cultivatelearnerstokeepawrittenrecordoftheirlearning–plansoflessonsandprojects,listsofusefulvocabulary,whatev

6、ertextstheythemselvesproduce;3.Engagelearnersinregularevaluationoftheirprogressasindividuallearnersandasaclass–inthetargetlanguage.ConclusionAtthisstage,themostdirectandeffectivewaytopromotetheabilityofautonomouslearningisclassroomlearning.ButthetraditionalEnglishclassstudentsa

7、renotconducivetothedevelopmentofself-learningability.Andithasbecomeanindisputablefact.Inordertoenhancethecapacityofautonomouslearningisthecoreofteachingreform.inEnglishclass,wecanadoptameta-cognitivestrategycenteredtrainingintheteachingmode,optimizingthestudentsasenseofself-eff

8、icacy,motivationcombinedwithotherfactors,cultivatingop