An Empirical Research On Teacher Roles In Fostering Learner Autonomy Of Non-English Majors

With great advocation of quality-oriented education, gradual rise in learner-centered language teaching and lifelong education, more stress has been put on learners' central role in learning process and more attention has been paid to developing learners' autonomous learning ability. Education also should be aimed at cultivating learner autonomy for the benefit of lifelong learning. Teachers play an important role in fostering learner autonomy, which has a direct effect on developing learners' autonomous learning ability as well as comprehensive quality. Numerous experts and teachers at home and abroad have discussed this point, but few of them are empirical research.In a detailed review of the literature on learner autonomy and teacher roles, the author gives her own understanding. She holds the idea that learner autonomy is the ability to be responsible for one's own learning. The author takes teacher roles as facilitators and resource. To foster learner autonomy, teachers should provide learners with technical and psycho-social support. Specifically speaking, teachers should help learners develop their awareness of autonomous learning, create positive class environment to facilitate learner autonomy, guide learners to make practical learning plans and objectives, introduce and instruct learning strategies combined with regular class instruction in a systematic way, help and encourage learners to monitor their learning process, and help learners evaluate their English learning.This thesis puts forward three research questions: 1) Do non-English majors enjoy a high level of learner autonomy? 2) Can English teachers help non-English majors foster their learner autonomy? 3) How can English teachers help learners foster their learner autonomy? What roles should teachers play in fostering learner autonomy? The answers were explored through questionnaire. The subjects of this study are 92 non-English major freshmen from Xi'an Peihua University. The subjects come from two classes taught by the author. Each class consists of 46 students. Their learner autonomy is tested by questionnaire before the beginning of experiment. The statistical data indicate that no significant difference exists in their learner autonomy. Therefore, one class is randomly chosen as the control class, and the other is the experimental class. Then, the author conducts her empirical research which lasts for one semester. Learner autonomy of these subjects is also tested by the same questionnaire after the experiment. SPSS is employed to analyze the data.Based on the results of the data analysis, the following conclusions are drawn concerning those three questions put forward in the research: 1) Non-English majors do not bear a high level of autonomous learning ability in their English learning; 2) Teachers can help non-English majors foster their learner autonomy. The measures taken by the author in the experiment are effective in fostering learner autonomy; 3) As for the measures to foster learner autonomy and the roles of teachers in this process, the author puts forward her proposals and conducts her experiment. Teachers are facilitators and resource. They can help learners in the following aspects: to help learners develop the awareness of autonomous learning by explicit instruction; to create a positive class environment; to guide learners to make practical learning plans and objectives by collecting learners profiles; introduce and instruct learning strategies combined with regular class instruction in a systematic way; to help and encourage learners to monitor their learning process; and to help learners evaluate their English learning by portfolios, surveys and journals.This experiment proves the feasibility of fostering learner autonomy among non-English majors, builds up confidence and provides a reference for the future researchers. However, the measures may be taken to foster learner autonomy are not completely included in the experiment, so it encourages future researchers to explore more and better ways to achieve their goals.