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◆Summary： The role of autonomous learning ability in learning has been given different understandings by researchers over the years， but the common point is that with the ability to learn autonomously， learners can consciously and actively learn in a targeted manner， changing the unreasonable before. Learning methods or methods， the ability to achieve better learning results. The author of this article discusses the cultivation of college students' English autonomous learning ability.
◆Key words： College students; autonomous English learning; ability; training; countermeasures;
Entering the 21st century， we have entered the information age， not only the total amount of knowledge and information is increasing day by day， but also the speed of updating is also accelerating. As a college student in the new century， school education alone can no longer meet the needs of modern social development. At present， cultivating students' autonomous learning ability has been listed as an important goal of college English teaching in my country's universities. Teachers should cultivate students' learning autonomy and guidance of learning strategies during the teaching process， so that they have the ability to manage and control their own learning.
1 Importance of Cultivating Autonomous English Learning for College Students
The development of society naturally puts forward higher requirements for talents. Under the new international situation， the standards for talents should be diversified， and they will have more abilities. As a new teaching model， autonomous learning It has a unique function in cultivating students' abilities.
1.1 Cultivating students' ability to learn independently is not only the need of educational development， but also the need of social development
The modern education philosophy emphasizes the proactive and self-adjusting role of students. The management of universities is more free and loose， and university students are also very free and have greater autonomy. In view of the current status quo， the teaching mode of high school is still dominated by traditional teachers. As a result， many students will have many unsuitable places after graduating from high school and entering the university. Therefore， in order to allow students to adapt to university life as soon as possible， Therefore， it is very important to cultivate the ability to learn independently.
1.2 Cultivating college students to learn independently is conducive to improving the quality of teachers， enhancing the overall strength of the teaching team， and then improving the quality of education Although the main body of autonomous learning is the students themselves， autonomous learning will increase their own thinking， more active thinking， and clear learning goals. Students themselves will encounter more problems and difficulties while exploring knowledge. At this time， the teacher It is a provider of information resources， helping students to answer their questions and guiding them to learn. Since the students have found some problems themselves， then the teacher will have such a situation at this time： the teacher may have this aspect of reserves or not. Therefore， in the context of autonomous learning， teachers must have a large amount of knowledge reserves in order to enable teachers to better help students. In addition， the personalities of the students are not the same， and the teachers' guidance methods should also be different. At this point， the teacher's actual experience is required， so that the teacher can actually guide the students to complete some learning tasks. Therefore， self-directed learning does not have no requirements for teachers at all， but puts forward higher requirements for teachers.
1.3 Autonomous learning is conducive to cultivating students' creativity
Because the cognitive level of different students is also uneven， teachers can organize more activities to allow students to communicate with each other， which is conducive to the training of divergent thinking among students， which can help students to exchange ideas and share ideas. Multi-angle thinking and divergent thinking will be more conducive to cultivating students' creativity.
2 Factors Affecting College Students' English Autonomous Learning Ability
2.1 The motivation of college students' autonomous English learning is not clear
The author found through a survey of senior students in our school that 55% believed that their English ability had improved a bit during college， while 40% of the students thought that they had not improved， and some students thought that their English had declined. The students who think they improve are also improved during the preparation for the fourth and sixth grades and graduate exams， and the improvement is also limited to the ability of the test， mainly in vocabulary， and secondly in reading. Rather than reading professional articles within the scope of the exam， the reading ability of the entire book such as newspapers and periodicals has not improved significantly. The degree of improvement in translation and writing is even lower. However， the English proficiency of the students who did not enter the postgraduate entrance examination did not improve or even declined after the fourth and sixth test. The problems brought by this single test motivation for the follow-up teaching of college English are worthy of reflection by college English teachers. 2.2 The lack of English context hinders the development of potential abilities
At present， some students think that English is just a communication tool， and has nothing to do with our future career. This kind of understanding makes the character students think that they have finished learning English and that the professional courses have nothing to do with English. They don't want to spend time and effort to learn things that are of no practical use. Therefore， transforming the purpose of learning English from examination to use is an important part of further developing and continuing students' English ability. Curriculum setting should be closely integrated with the learning motivation of students. The goal of nurturing talents also needs to be achieved through specific courses. However， traditional English textbooks are mostly literary and lack systematic cross-over with other subjects. This lacks sufficient useful information for college students who are more concerned about practicality. Students’ cognition and emotion cannot be awakened， and the learners’ existing learning motivation may be frustrated and bored due to such long-term useless information input.
2.3 Students lack knowledge of English learning strategies
The key for students to have the ability to learn English autonomously is to have some common English learning strategies， otherwise autonomous learning cannot be carried out. Most college students lack understanding of English learning strategies and cannot use English learning strategies effectively.
2.4 Influencing factors
The first is the lack of independent personality training and educational democracy. The second is the perplexity of learning freedom. The last is the impact of the social environment. The utilitarian thoughts in society have gradually permeated the college students. They are eager for quick success， impetuous， and in the choice of learning content， they attach importance to the practical value of knowledge and ignore the learning of humanistic knowledge related to self-cultivation. In addition， the problem of difficulty in obtaining employment for college students is increasingly emerging. Facing the pressure of employment， some students treat it negatively， thinking that “reading is useless”. During school， it is not good to study and waste four years of precious time. The relationship between the university and the society Compared with primary and secondary schools， it is closer. Therefore， the overall atmosphere of the society has a very important influence on the autonomous learning of college students. 3 Countermeasures to strengthen the cultivation of college students' English autonomous learning ability
3.1 College students should establish the learning philosophy of lifelong education
Lifelong education emphasizes that people should constantly "learn to recognize， learn to do things， learn to live together， and learn to survive" throughout their lives. Emphasize the coordinated development of individual cognition， ability， thinking， emotion， value， body， etc.， and ultimately realize the all-round development of people and promote the healthy development of society. Lifelong education breaks the traditional concept of one-time education. At the beginning of this century， the "University English Curriculum Teaching Requirements" （for trial implementation） promulgated by the Ministry of Education requires the reform of traditional teaching models and teaching methods. It clearly points out that the goal of college English teaching is to cultivate students' comprehensive English application ability and comprehensive cultural literacy， so that they can In future work and social interactions， English will be used to effectively communicate oral and written information. In order to achieve this goal， the "University English Course Teaching Requirements" advocates optimizing students' learning strategies and learning methods， enhancing students' subjective initiative， enabling students to have learning autonomy， becoming true active learners， and thus having sustainable development. ability.
3.2 Colleges and universities should strengthen the creation of a good self-learning atmosphere
Colleges and universities should combine teaching content with students' learning interests， take each course or a certain chapter as a project， and carry out real project teaching activities in connection with reality. Teachers are no longer the dominant players. Their role is mainly reflected in the mechanism of inspiring students to learn independently and self-education， fully stimulating students' interest and enthusiasm in learning， tapping the potential of each student， and giving students according to the characteristics and hobbies of different student’s Appropriate guidance. In project teaching， students are no longer passive recipients of knowledge， but based on the content of the course they have learned， and linking with the actual implementation of project teaching activities. In this process， group-based units are fully cultivated to carry out project teaching activities between schools. In this process In the process of fully cultivating the subject teaching in small groups， fully respect and reflect students' learning autonomy and management power. In an autonomous learning environment， the classroom is no longer a single classroom， and students can use the learning platform， in order to achieve the purpose of mastering the knowledge and skills learned. 3.3 Enhance students' learning effectiveness
In the process of cultivating students' autonomous learning ability， the school adopts incentives and encouragement methods to minimize the impact on students' academic work; more platforms are added for students' academic exchanges， so that students can experience the feeling of success more， which will not only improve Students' general self-efficacy can also promote the effectiveness of students' management of learning motivation. Of course， success and the enhancement of self-efficacy are not a simple relationship. Success in easy tasks is of little value in evaluating self-efficacy. When completing more difficult tasks， students' self-efficacy can be gained. improve. The evaluation of others also indirectly affects the evaluation of students' self-efficacy. People with similar or slightly higher abilities provide individuals with the most confidence in measuring their own effectiveness.
3.4 Guide students to improve time management efficiency
Due to the drawbacks of our country's education system， that is， at the elementary education stage， teachers have almost no education on student time management. Students' time in junior high and high school is arranged by teachers and parents， but when students arrive at university， the extracurricular time has increased， but college students are obviously not adapting to the relaxed management model. This poses a severe challenge to the time management of college students. Many students do not have the concept of time management after entering colleges， and for the free time left by teachers. Usually， they can't make good use of it. Many students are addicted to online games， social software， etc.， completely ignoring the importance of time management， and they do not realize the importance of time management. For colleges and universities， teaching students how to manage time correctly is an important topic. Students themselves must first realize the importance of time management， and then it is possible to learn to manage their own time， so that students can improve their time management. Utilization rate and awareness of the importance of time. If the school can offer courses on time management types or related quality development training， it will teach students to establish correct time management from the front， and improve the effectiveness and effective utilization of unit time.
3.5 Supervise teachers to carry out academic evaluation of students The school did not consider the teachers' own characteristics and the teachers 'individual needs when setting up posts for teachers. If the teachers' psychology is not satisfied， it will affect the enthusiasm of the teachers for work， and the low quality of the work of the teachers will directly affect the students' academic work Schools should not only consider the psychological needs of excellent teachers and students with excellent academic performance， but it is also necessary to motivate teachers whose scientific research performance or teaching level needs to be improved and students with poor performance. The punishment mechanism can only serve as a warning， but cannot solve the problem fundamentally. To motivate the underachievers and teachers who need to improve their teaching level from the side， not only can they take care of their psychology but also get good results.
3.6 Teachers should strengthen their own learning and update teaching concepts
In the current college English classroom， the teachers are mainly born in the 1980s， and most of them are young teachers who graduated from common colleges and universities in English， English language， English translation and other similar majors. They lack systematic and complete higher education， psychology， and teaching methods. The theoretical knowledge and teaching experience are insufficient. Classroom teaching is mainly instillation， and there is a lack of information exchange， sharing and feedback between teachers and students， students and students. And some college English teaching objects are born in the 90s who have grown up with the rapid development of informatization. They have distinct characteristics of the times： the use rate of electronic products and mobile Internet has increased year by year， and the Internet has become the main carrier of learning and life; The screen-style information acquisition and interpersonal communication have been deeply rooted in the hearts of the people. In this situation， English teachers should consciously strengthen the learning of educational teaching theories and methods， change the traditional concept of "learning by teaching"， and establish the teaching concept of "student-oriented and teacher-led" through WeChat， Weibo， professional QQ exchange groups， free online courses and other ways to strengthen business improvement， consolidate their own professional knowledge， and have the ability to guide students in independent learning. 3.7 Teachers should communicate with students in a timely manner and encourage students to write down their learning experience on a regular basis
The process of education is the process of dynamic interpersonal relationship between teachers and students in both rational and emotional aspects. "A good teacher-student relationship is an effective basis for the implementation/happy learning concept." Teachers should communicate with students in a real sense." Understand their "Learning experience and experience" encourage students to write down their learning experience regularly. Through this practice， students will have a better understanding of their own learning and can analyze the reasons for their own learning successes and failures， so as to achieve better self-learning results. The purpose of "At the same time， teachers can help students analyze their learning situation and put forward reasonable suggestions in time." This can help students enhance their understanding of their own learning methods and strategies.
3.8 Provide students with lively and diverse learning methods
Create a variety of English learning methods， provide a variety of practical activities， stimulate students' interest in learning English， and enable students to swim in the knowledge world of English. It is necessary to actively create an environment for learning English， make full use of class time， and use group discussion-style teaching to stimulate students’ desire to express their opinions， which invisibly exercises students’ oral English and listening skills; encourages students to read English magazines， Expand English knowledge and improve English reading ability; require students to write diaries in English and communicate with each other， which not only exercises students' writing skills， but also cultivates students' habit of thinking in English， which is of great significance for Tibetan college students to improve their overall English proficiency The driving role of the. In the classroom， teachers should fully explore students’ hobbies and combine them with English learning， so that the English classroom attracts students like a huge magnetic field， and actively guides students to think and discuss English with multimedia technology to make teaching the form is vivid and lively， so as to establish a harmonious teacher-student relationship and cultivate students' strong interest in learning English. Outside class， English reading， English speech and other intelligence and knowledge competitions are often held， which not only satisfies the students’ strong desire for self-expression， but also enhances students’ confidence in learning English actively. Make good use of the school’s FM station and set up listening counseling for students. A good language environment; encourage students to listen to VOA， BBC and other radio channels， expand multiple channels， and cultivate students' interest in learning English actively.
references
[1]王晏.論非英语专业大学生英语自主学习能力的培养[A].四川西部文献编译研究中心、成都翻译协会、《科教兴国丛书》编委会.外语教育与翻译发展创新研究（第九卷）[C].：四川西部文献编译研究中心，2020：3.
[2]冯欣欣.网络环境下大学生英语自主学习能力培养研究[A].Singapore Management and Sports Science Institute， Singapore、Huazhong Normal University， China.Proceedings of 2017 7th ESE International Conference on Management Science， Education Science and Human Development （ESE-MEH 2017）[C].Singapore Management and Sports Science Institute， Singapore、Huazhong Normal University， China：智能信息技术应用学会，2017：4.
◆Key words： College students; autonomous English learning; ability; training; countermeasures;
Entering the 21st century， we have entered the information age， not only the total amount of knowledge and information is increasing day by day， but also the speed of updating is also accelerating. As a college student in the new century， school education alone can no longer meet the needs of modern social development. At present， cultivating students' autonomous learning ability has been listed as an important goal of college English teaching in my country's universities. Teachers should cultivate students' learning autonomy and guidance of learning strategies during the teaching process， so that they have the ability to manage and control their own learning.
1 Importance of Cultivating Autonomous English Learning for College Students
The development of society naturally puts forward higher requirements for talents. Under the new international situation， the standards for talents should be diversified， and they will have more abilities. As a new teaching model， autonomous learning It has a unique function in cultivating students' abilities.
1.1 Cultivating students' ability to learn independently is not only the need of educational development， but also the need of social development
The modern education philosophy emphasizes the proactive and self-adjusting role of students. The management of universities is more free and loose， and university students are also very free and have greater autonomy. In view of the current status quo， the teaching mode of high school is still dominated by traditional teachers. As a result， many students will have many unsuitable places after graduating from high school and entering the university. Therefore， in order to allow students to adapt to university life as soon as possible， Therefore， it is very important to cultivate the ability to learn independently.
1.2 Cultivating college students to learn independently is conducive to improving the quality of teachers， enhancing the overall strength of the teaching team， and then improving the quality of education Although the main body of autonomous learning is the students themselves， autonomous learning will increase their own thinking， more active thinking， and clear learning goals. Students themselves will encounter more problems and difficulties while exploring knowledge. At this time， the teacher It is a provider of information resources， helping students to answer their questions and guiding them to learn. Since the students have found some problems themselves， then the teacher will have such a situation at this time： the teacher may have this aspect of reserves or not. Therefore， in the context of autonomous learning， teachers must have a large amount of knowledge reserves in order to enable teachers to better help students. In addition， the personalities of the students are not the same， and the teachers' guidance methods should also be different. At this point， the teacher's actual experience is required， so that the teacher can actually guide the students to complete some learning tasks. Therefore， self-directed learning does not have no requirements for teachers at all， but puts forward higher requirements for teachers.
1.3 Autonomous learning is conducive to cultivating students' creativity
Because the cognitive level of different students is also uneven， teachers can organize more activities to allow students to communicate with each other， which is conducive to the training of divergent thinking among students， which can help students to exchange ideas and share ideas. Multi-angle thinking and divergent thinking will be more conducive to cultivating students' creativity.
2 Factors Affecting College Students' English Autonomous Learning Ability
2.1 The motivation of college students' autonomous English learning is not clear
The author found through a survey of senior students in our school that 55% believed that their English ability had improved a bit during college， while 40% of the students thought that they had not improved， and some students thought that their English had declined. The students who think they improve are also improved during the preparation for the fourth and sixth grades and graduate exams， and the improvement is also limited to the ability of the test， mainly in vocabulary， and secondly in reading. Rather than reading professional articles within the scope of the exam， the reading ability of the entire book such as newspapers and periodicals has not improved significantly. The degree of improvement in translation and writing is even lower. However， the English proficiency of the students who did not enter the postgraduate entrance examination did not improve or even declined after the fourth and sixth test. The problems brought by this single test motivation for the follow-up teaching of college English are worthy of reflection by college English teachers. 2.2 The lack of English context hinders the development of potential abilities
At present， some students think that English is just a communication tool， and has nothing to do with our future career. This kind of understanding makes the character students think that they have finished learning English and that the professional courses have nothing to do with English. They don't want to spend time and effort to learn things that are of no practical use. Therefore， transforming the purpose of learning English from examination to use is an important part of further developing and continuing students' English ability. Curriculum setting should be closely integrated with the learning motivation of students. The goal of nurturing talents also needs to be achieved through specific courses. However， traditional English textbooks are mostly literary and lack systematic cross-over with other subjects. This lacks sufficient useful information for college students who are more concerned about practicality. Students’ cognition and emotion cannot be awakened， and the learners’ existing learning motivation may be frustrated and bored due to such long-term useless information input.
2.3 Students lack knowledge of English learning strategies
The key for students to have the ability to learn English autonomously is to have some common English learning strategies， otherwise autonomous learning cannot be carried out. Most college students lack understanding of English learning strategies and cannot use English learning strategies effectively.
2.4 Influencing factors
The first is the lack of independent personality training and educational democracy. The second is the perplexity of learning freedom. The last is the impact of the social environment. The utilitarian thoughts in society have gradually permeated the college students. They are eager for quick success， impetuous， and in the choice of learning content， they attach importance to the practical value of knowledge and ignore the learning of humanistic knowledge related to self-cultivation. In addition， the problem of difficulty in obtaining employment for college students is increasingly emerging. Facing the pressure of employment， some students treat it negatively， thinking that “reading is useless”. During school， it is not good to study and waste four years of precious time. The relationship between the university and the society Compared with primary and secondary schools， it is closer. Therefore， the overall atmosphere of the society has a very important influence on the autonomous learning of college students. 3 Countermeasures to strengthen the cultivation of college students' English autonomous learning ability
3.1 College students should establish the learning philosophy of lifelong education
Lifelong education emphasizes that people should constantly "learn to recognize， learn to do things， learn to live together， and learn to survive" throughout their lives. Emphasize the coordinated development of individual cognition， ability， thinking， emotion， value， body， etc.， and ultimately realize the all-round development of people and promote the healthy development of society. Lifelong education breaks the traditional concept of one-time education. At the beginning of this century， the "University English Curriculum Teaching Requirements" （for trial implementation） promulgated by the Ministry of Education requires the reform of traditional teaching models and teaching methods. It clearly points out that the goal of college English teaching is to cultivate students' comprehensive English application ability and comprehensive cultural literacy， so that they can In future work and social interactions， English will be used to effectively communicate oral and written information. In order to achieve this goal， the "University English Course Teaching Requirements" advocates optimizing students' learning strategies and learning methods， enhancing students' subjective initiative， enabling students to have learning autonomy， becoming true active learners， and thus having sustainable development. ability.
3.2 Colleges and universities should strengthen the creation of a good self-learning atmosphere
Colleges and universities should combine teaching content with students' learning interests， take each course or a certain chapter as a project， and carry out real project teaching activities in connection with reality. Teachers are no longer the dominant players. Their role is mainly reflected in the mechanism of inspiring students to learn independently and self-education， fully stimulating students' interest and enthusiasm in learning， tapping the potential of each student， and giving students according to the characteristics and hobbies of different student’s Appropriate guidance. In project teaching， students are no longer passive recipients of knowledge， but based on the content of the course they have learned， and linking with the actual implementation of project teaching activities. In this process， group-based units are fully cultivated to carry out project teaching activities between schools. In this process In the process of fully cultivating the subject teaching in small groups， fully respect and reflect students' learning autonomy and management power. In an autonomous learning environment， the classroom is no longer a single classroom， and students can use the learning platform， in order to achieve the purpose of mastering the knowledge and skills learned. 3.3 Enhance students' learning effectiveness
In the process of cultivating students' autonomous learning ability， the school adopts incentives and encouragement methods to minimize the impact on students' academic work; more platforms are added for students' academic exchanges， so that students can experience the feeling of success more， which will not only improve Students' general self-efficacy can also promote the effectiveness of students' management of learning motivation. Of course， success and the enhancement of self-efficacy are not a simple relationship. Success in easy tasks is of little value in evaluating self-efficacy. When completing more difficult tasks， students' self-efficacy can be gained. improve. The evaluation of others also indirectly affects the evaluation of students' self-efficacy. People with similar or slightly higher abilities provide individuals with the most confidence in measuring their own effectiveness.
3.4 Guide students to improve time management efficiency
Due to the drawbacks of our country's education system， that is， at the elementary education stage， teachers have almost no education on student time management. Students' time in junior high and high school is arranged by teachers and parents， but when students arrive at university， the extracurricular time has increased， but college students are obviously not adapting to the relaxed management model. This poses a severe challenge to the time management of college students. Many students do not have the concept of time management after entering colleges， and for the free time left by teachers. Usually， they can't make good use of it. Many students are addicted to online games， social software， etc.， completely ignoring the importance of time management， and they do not realize the importance of time management. For colleges and universities， teaching students how to manage time correctly is an important topic. Students themselves must first realize the importance of time management， and then it is possible to learn to manage their own time， so that students can improve their time management. Utilization rate and awareness of the importance of time. If the school can offer courses on time management types or related quality development training， it will teach students to establish correct time management from the front， and improve the effectiveness and effective utilization of unit time.
3.5 Supervise teachers to carry out academic evaluation of students The school did not consider the teachers' own characteristics and the teachers 'individual needs when setting up posts for teachers. If the teachers' psychology is not satisfied， it will affect the enthusiasm of the teachers for work， and the low quality of the work of the teachers will directly affect the students' academic work Schools should not only consider the psychological needs of excellent teachers and students with excellent academic performance， but it is also necessary to motivate teachers whose scientific research performance or teaching level needs to be improved and students with poor performance. The punishment mechanism can only serve as a warning， but cannot solve the problem fundamentally. To motivate the underachievers and teachers who need to improve their teaching level from the side， not only can they take care of their psychology but also get good results.
3.6 Teachers should strengthen their own learning and update teaching concepts
In the current college English classroom， the teachers are mainly born in the 1980s， and most of them are young teachers who graduated from common colleges and universities in English， English language， English translation and other similar majors. They lack systematic and complete higher education， psychology， and teaching methods. The theoretical knowledge and teaching experience are insufficient. Classroom teaching is mainly instillation， and there is a lack of information exchange， sharing and feedback between teachers and students， students and students. And some college English teaching objects are born in the 90s who have grown up with the rapid development of informatization. They have distinct characteristics of the times： the use rate of electronic products and mobile Internet has increased year by year， and the Internet has become the main carrier of learning and life; The screen-style information acquisition and interpersonal communication have been deeply rooted in the hearts of the people. In this situation， English teachers should consciously strengthen the learning of educational teaching theories and methods， change the traditional concept of "learning by teaching"， and establish the teaching concept of "student-oriented and teacher-led" through WeChat， Weibo， professional QQ exchange groups， free online courses and other ways to strengthen business improvement， consolidate their own professional knowledge， and have the ability to guide students in independent learning. 3.7 Teachers should communicate with students in a timely manner and encourage students to write down their learning experience on a regular basis
The process of education is the process of dynamic interpersonal relationship between teachers and students in both rational and emotional aspects. "A good teacher-student relationship is an effective basis for the implementation/happy learning concept." Teachers should communicate with students in a real sense." Understand their "Learning experience and experience" encourage students to write down their learning experience regularly. Through this practice， students will have a better understanding of their own learning and can analyze the reasons for their own learning successes and failures， so as to achieve better self-learning results. The purpose of "At the same time， teachers can help students analyze their learning situation and put forward reasonable suggestions in time." This can help students enhance their understanding of their own learning methods and strategies.
3.8 Provide students with lively and diverse learning methods
Create a variety of English learning methods， provide a variety of practical activities， stimulate students' interest in learning English， and enable students to swim in the knowledge world of English. It is necessary to actively create an environment for learning English， make full use of class time， and use group discussion-style teaching to stimulate students’ desire to express their opinions， which invisibly exercises students’ oral English and listening skills; encourages students to read English magazines， Expand English knowledge and improve English reading ability; require students to write diaries in English and communicate with each other， which not only exercises students' writing skills， but also cultivates students' habit of thinking in English， which is of great significance for Tibetan college students to improve their overall English proficiency The driving role of the. In the classroom， teachers should fully explore students’ hobbies and combine them with English learning， so that the English classroom attracts students like a huge magnetic field， and actively guides students to think and discuss English with multimedia technology to make teaching the form is vivid and lively， so as to establish a harmonious teacher-student relationship and cultivate students' strong interest in learning English. Outside class， English reading， English speech and other intelligence and knowledge competitions are often held， which not only satisfies the students’ strong desire for self-expression， but also enhances students’ confidence in learning English actively. Make good use of the school’s FM station and set up listening counseling for students. A good language environment; encourage students to listen to VOA， BBC and other radio channels， expand multiple channels， and cultivate students' interest in learning English actively.
references
[1]王晏.論非英语专业大学生英语自主学习能力的培养[A].四川西部文献编译研究中心、成都翻译协会、《科教兴国丛书》编委会.外语教育与翻译发展创新研究（第九卷）[C].：四川西部文献编译研究中心，2020：3.
[2]冯欣欣.网络环境下大学生英语自主学习能力培养研究[A].Singapore Management and Sports Science Institute， Singapore、Huazhong Normal University， China.Proceedings of 2017 7th ESE International Conference on Management Science， Education Science and Human Development （ESE-MEH 2017）[C].Singapore Management and Sports Science Institute， Singapore、Huazhong Normal University， China：智能信息技术应用学会，2017：4.