The Influence of Affective Factors on Autonomous Learning in English Among Non-English Majors in Independent University

Abstract

The study guided by affective theory, psychology and educational psychology theories, and assisted with questionnaire that investigated 62 non-English majors’ affective status in an independent university in eastern China, discovered that affective problems were universal, and that the learners with high English level had little affective problems while those with low English level had serious affective problems. At the same time, it presented the possible countermeasures against non-English major students’ affective problems according to the actual affective status. The research and the related teaching practice attempted to prove that paying close attention to the non-English major students' affective factors in English learning, and adopting effective countermeasures of affective cultivation are of great importance in overcoming non-English major students’ affective problems, improving their academic grades, and transforming them into the learners of healthy and all-round development.