Exploration And Practice Of Autonomous Learning Based English Classroom Teaching In Vocational Colleges

Based on the practice of English teaching in our vocational colleges, this thesis studies the effect of applying autonomous learning in vocational colleges. The thesis starts with a systematic introduction of theories and practices of autonomous learning both abroad and at home, including an overall and objective analysis on researches and practices of autonomous language learning. In particular, it gives a detailed analysis of previous researches on autonomous language learning in our vocational colleges. With these reviews, this thesis puts forward a new model of English classroom teaching based on autonomous learning theories as well as the characteristics of students in vocational colleges. The framework of this new model is made up of four parts: psychological and methodological preparation stage, autonomous text learning, autonomous extra-text learning and autonomous extracurricular learning. To testify the effect of this new model, an experiment is conducted in Zhejiang Business Technology College. Two classes are chosen, one as the experimental class and the other as the control class. The experimental class is taught in the new teaching model while the control class follows traditional teaching approach. The experiment lasts one term. Exams, questionnaire, interviews and observation are adopted as the main tools to collect data, and both qualitative analysis and quantitative analysis are applied. The following results are reached at the end of the experiment: 1) the students'language performance is improved; 2) the students'learning interest and learning confidence are increased; 3) the students'learning skills and abilities are developed; and 4) the effect of classroom teaching is obvious. The results prove that autonomous learning is suitable for English teaching in vocational colleges. And it is expected that introducing autonomous learning into our present classroom teaching may help to solve the problems with English teaching in our vocational colleges. The thesis ends with an analysis of the underling rationales and some suggestions on the practice of autonomous learning based English classroom teaching in vocational colleges.