On The Correlations Between Teacher Autonomy And Learner Autonomy For English Najors

Learner autonomy has become the focus of relevant research since Holec's Autonomy in Foreign Language learning was published in 1981. As more and more researchers study learner autonomy, they come to realize that teachers, in the process of the development of learner autonomy, play a very important role, even determining to some extent whether learner autonomy can be realized. However, most research seems to pay more attention to learners'emotional aspects with little consideration of their academic achievements. There is a lack of strong links in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. Starting from the current situation of teaching English as a foreign language in China, this dissertation carries out research, verifying the research question that teacher autonomy does have positive effects on learner autonomy to some extent, asserting the patterns of teacher autonomy that are conducive to the development of learner autonomy.The present research explores one research question and two hypotheses. The research question is: Does teacher autonomy have positive effects on learner autonomy? The two hypotheses are: 1) Teacher autonomy does have positive effects on learner autonomy to some extent; 2) Learners with autonomous learning ability can make faster progress in language proficiency than those without learner autonomy.This dissertation carries out investigation using both quantitative and qualitative analyses. The subjects in the present research include two parties: a) 73 Chinese speaking students of English drawn from the foreign language department of Harbin University of Commerce, all of whom are English majors from three different classes of grade three; b) eight Chinese teachers of English and one American teacher who are all working at the foreign language department of this university. In order to collect data, instruments such as questionnaires, interviews, and TEM-4 test scores are used to undergo quantitative and qualitative analyses. In analysis of the relationships between learner autonomy and language proficiency, these undergraduates are divided into three groups based on their TEM-4 scores: high language proficiency group (HLP), moderate language proficiency group (MLP), and low language proficiency group (LLP). The nine teacher-subjects are involved in the interviews concerning teacher autonomy for qualitative analyses. Two questionnaires were distributed among 73 subjects for quantitative analyses. The data used in the quantitative analyses are collected by using the software package SPSS 13.0. The research finds correlation exists between teacher autonomy and learner autonomy. Findings can be summarized as follows:1) There exists teacher autonomy at Harbin University of Commerce with regard to teachers'manipulation ability in class, flexible teaching operation, and the development of learner autonomy. However, the teacher-subjects in the interviews are rather weak in the practice of teacher autonomy in pursuit of their professional development and more than half of the undergraduate-subjects (54.3%) are fairly weak in understanding of teaching objectives, in carrying out their study plans, and in mastery of effective and efficient learning strategies.2) Teaching methodologies should combine traditional teaching methodologies and new teaching methodologies, and classroom teaching should be both teacher-dominated and student-centered. Accordingly, the role that teachers play in class is determined by courses they are dealing with and levels of students they are teaching. When they teach knowledge-oriented classes like grammar classes, they play the role of an instructor or explainer more than a facilitator.3) Teacher autonomy has positive effects on learner autonomy to some extent. However, there are degrees of teacher autonomy and teacher autonomy takes different forms in different courses. Of the seven courses, teacher autonomy in Intensive Reading and Reading courses is found to have more positive effects on learner autonomy than in the other courses. Grammar and Listening courses have the least positive impact on learner autonomy. Writing and Translation courses maintain stronger influence on learner autonomy than Speaking course does.4) Of the items of autonomous teaching practice, organizing class activities (OCA) is the most powerful factor in the development of learner autonomy, followed by the promotion of teaching and learning effectiveness (PTE and PLE), manipulation ability (MA) in class, creation of a harmonious atmosphere in class (CHA), the development of learners'interest and confidence (DIC), and the development of learning strategies (DLS). Teacher autonomy is found to most strongly affect learner autonomy in learners'class performance (CP1) and reading strategies (RDS). In contrast, learner autonomy in listening strategies (LS), general learning strategies (GLS), class performance of problem-solving in class (CP2), evaluation of studies (EV), review of lessons (RE), and class performance of being active in group activities (AGA) are less influenced by teacher autonomy. 5) Learner autonomy is found to be correlated with language proficiency. Subjects at HLP and MLP levels have better control of their study than LLP subjects do. However, LLP subjects seem to enjoy group work in class more than those at HLP level do, and they are more capable of adjusting themselves to environment for their studies'sake than those at HLP and MLP levels are.The findings of the present research may offer some theoretical and pedagogical implications for the study of the relationships between teacher autonomy and learner autonomy.Theoretical implications are summarized as follows: First, the present research confirms the claim put forward by previous researchers that teacher autonomy and learner autonomy are interdependent. Second, teacher autonomy involves the harmonious relationship between teachers and students. Third, the practice of autonomous teaching varies on the basis of different teachers and different classes they are teaching. Few studies have provided empirical evidence showing the different degrees of teacher autonomy in different courses and the interdependence of teacher autonomy in different courses. The development of learner autonomy is to some extent determined by teachers'flexible teaching operation, lying largely in teachers'immediate adjustment to learners'response to teaching in class---teachers'on-the-spot teaching in class has rarely been studied and few arguments in this respect have been found in the teacher autonomy literature. Fourth, LLP subjects seem to enjoy group work in class more than those at HLP level do, and they are more capable of adjusting themselves to environment for their studies'sake than those at HLP and MLP levels are. This finding is an improvement in that it suggests that learner autonomy in control of one's psychological environment and in participation in group activities are less influential factors than others of autonomous learning in improving learners'language proficiency.Pedagogical implications can be summarized as follows: First, it is advisable that English teaching in China should combine traditional teaching methodologies and new teaching methodologies. Second, teachers should think carefully about how to organize effective class activities in order to promote learners'learning effectiveness. Third, in an effort to develop learner autonomy, importance should be attached to the development of learners'learning strategies, then, to the development of learners'capability of dealing with information on the Internet. Fourth, while focusing on the development of learners'capability according to specific courses, teachers should teach courses with broader consideration of learners'overall development in terms of listening, speaking, reading, writing, and translation. Fifth, it is advisable for teachers to pursue their professional development in the process of the development of learner autonomy.