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1.1. Background of the study
It is widely recognized that modem Education has already adjusted its target to theimprovement of individual ability and comprehensive quality. As required by theMinistry of Education in College English Curriculum Requirements (try-out) (2003), thenew teaching mode, which can be free from the limit of time and space on the basis ofthe latest information technology, especially network., should be individualized andpromote learners' initiative. Moreover, the rapid advance in science and technology alsooffers rich media resources, creating simulated communication environment. So anever-increasingly number of colleges introduce the concept of autonomous learning intoEnglish learning.Of many English learning groups in China, here is a special group from theundergraduates whose major are classified into art rather than science, like music andpainting. The group has its distinctive features in terms of English learning . TheirEnglish is poor, so is their motivation; 2. Special evaluation standard for their majormakes them ignore the academic courses, and little effort is put in English learning; 3.The teaching methods are inflexible and tedium; 4. English teaching for theseundergraduates is always on the brink of English teaching, much less the relevantteaching materials and methods.As is known, today's mode of teaching and learning in university is still fresh to thestudents surveyed in this paper who have suffered from the the score-orientated teachingmode existing extensively in senior high schools for a long time. In their past experience,teachers would prefer to care about what they learn rather than how they feel whenlearning. It's not uncommon that teachers cannot treat a student as a whole person, andsuch an ignorance of affective factors trigger corresponding problems to serious extent,which eventually give rise to students' low efficiency in class learning,https://www.51lunwen.org/languagethesis/org201211011215443759.html much less theautonomous learning after class. Besides, driven to deal with a series of exams, theyabandon their own goals of getting some certificates and learning abroad, and the failuresin such struggles make English learning a big barrier on their ways to success. Therefore,it's necessary to realize and utilize the positive emotions and affect to promote theirlanguage cognition in the development of those students' autonomous learning.

1.2. Significance of the study
Autonomous learning gives priority to learners' initiative, enthusiasm and creativitybecause the kernel of it is actually a psychological mechanism which means affectiveinvolvement is a key to the success of autonomous learning. Unfortunately, in previousstudy, the matter of affect cannot be stressed so much as it's supposed to be.Subsequently, learners , with no necessary affective support, naturally fail to get theanticipated learning outcome, and then might retreat from learning. By further exploringaffective factors in various aspects, ranging from the common phenomenon ofcognition-only mindset in language teaching to the impact of affective factors onnon-native learners' autonomous English learning, this paper encourages Englishlanguage pedagogues to get a full appreciation of affective learning in students.Although there are some researches home and abroad get to empha本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。