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摘要：Under current situation, strengthening autonomous learning is an essential goal ofinstruction, an essential ability that every learner should possess to meet the challenge of ourrapidly changing society. Therefore developing autonomous learning has been significant fordemands of College English Curriculum and education in China.

........ 35-48
    4.1 A General Picture on AEL of Non-English Majors......... 35-37
    4.2 Students' General Beliefs towards Autonomous English Learning .........37-39
        4.2.1 Major Results on Students' General Beliefs......... 37-38
        4.2.2 Analysis from Interviews on Students' General Beliefs......... 38-39
    4.3 Students' Motivation towards Autonomous English Learning.........39-41
    4.4 Students' Use of Learning Strategies.........41-47
    4.5 Summary......... 47-48
Chapter Five:Conclusion .........48-57
    5.1 Major Findings of the Present Study.........48-51
    5.2 Implications of the Present Study......... 51-54
    5.3 Limitations of the Study .........54-55
5.4 Summary......... 55-57

Conclusion

This investigation is carried out to look into the Autonomous English Learning situationof non-English major freshmen in different kinds of universities through a questionnaire,interviews. It aims to probe into the inadequacy of the military students in terms ofautonomous learning in comparison with students from local university, and make valuablesuggestions on the further teaching in the military university the author works for. Meanwhile,call for the Chinese college teachers', especially the military teachers' conscious awareness ofthe importance of autonomous learning for the purpose of effectively motivating students.Both qualitative and quantitative data show that the overall degree of autonomouslearning among the non-English majors in their English language learning has not reached thehigh level. They are subjectively active, but actually it is hard for them to put the activeemotions into practice.
According to the major findings, the author presents some implications for teaching incollege English，especially for the non-English majors in the military academy: teacher shouldenhance students' general beliefs about AEL, and help them be conscious of theirresponsibility in learning. Moreover, it is very important to foster their intrinsic motivation.Teacher should improve the training of learning strategies on non-English majors. Besides, changing the teaching mode from teacher-centered to student-centered sounds important innowadays learning; creating a better environment for autonomous learning can not beneglected at the same time.All in all，autonomous learning cannot be realized overnight and there is a long way togo to develop AL in Chinese pedagogical context. It is hoped that what has been found in thisstudy can bring some enlightenment to students who want to improve their language learning,and to teachers who want to improve their foreign language teaching.

Bibliography
[1] Allwright, D. (1990) Autonomy is language www.51lunwen.org/dxyylw/ pedagogy. CRILE Working paper 6. Lancaster:Universality of Lancaster, pp. 212-216.
[2] Benson P. Concepts of autonomy in language learning [A]. In Pembenon R. et al. TakingControl: Autonomy in Language Learning [C]. Hong Kong: Hong Kong University Press，1996.
[3] Benson, P. & Voller, P. Autonomy and Independence in Language Learning [M]. London:Longman, 1997.
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