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1 Introduction

1.1 Background of the Study
With the development of informational society, an increasing number of people realizethat only with limited knowledge and skills acquired in schools, it is hard to adapt to therapidly changing environment and meet the needs of society towards profession. Thedevelopment of informational society demands life-long education, which requires people'sautonomous learning and the cultivation of autonomous learning ability independent fromteachers and classes. Traditional foreign language education attaches importance to instillingknowledge and the fostering of skills, which are not sufficient to meet the demand of thecurrent society. Therefore, education at present, including foreign language education, mustprovide autonomous learning ability needed by life-long learning.The target of modem foreign language education is gradually oriented at enhancingstudents' communication ability and strengthening their comprehensive quality. “TheTeaching Demands of College English Course" (2004) points out that “the goal of collegeEnglish teaching is to cultivate students' comprehensive proficiency in applying English andto improve comprehensive cultural quality, and so to meet the needs required by economicdevelopment of our country and international communication". In order to realize this goal,one of the latest college English reformation measures is to reform the current Englishteaching mode. Transform the passive mode which characterized by teachers' teaching andstudents' listening into individualized and active teaching mode which give priority tocomputer, internet and teaching software. Under this teaching mode, teachers’ primary task isto cultivate students' autonomous learning ability. Teachers should give emphasis to thecultivation of students' learner autonomy, and qualify them the ability of regulatingthemselves and the responsibility toward their study.
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1.2 Purposes of the Study
Since autonomous learning has become one of the most widely discussed topics in thefield of language education，and its relationship with motivation, one of the most importantinfluencing factors, has raised many attention. However, studies on the relationship amongautonomous learning, motivation and English learning achievement have been rare. Thispaper practically links not only motivation and autonomous learning, but also theircorrelation with English achievement respectively. The author will realize the goal byachieving the following purposes:Firstly, I will explore whether there is any correlation between non-English majorundergraduates' English learning motivations and English achievement, if the answer ispositive, then the following questions will be studied further. On the one hand, how does theEnglish achievement correlate with sub-motivations respectively? On the other hand，whatare the differences between high-achievers and low-achievers in their English learningmotivations? This result will give insights to English teachers as to how to ignite learners'English motivations according to their characteristics.
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2 Literature Review

2.1 On Autonomous Learning
Learner autonomy has received considerable attention in the field of foreign languageeducation since its introduction by Holec in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。