SAS-Aided Autonomous Learning In College English Classrooms

EFL teaching and learning is a two-way operation which needs contribution and cooperation from both parties --- teachers and students. Although the effective selection and implementation of teaching methodology is of great importance, the autonomous learning based on the SAS (style analysis survey) calls for even more attention under the new circumstances of teaching reform in College English , a compulsory course for students of non-English major in the tertiary schools. It is self-evident that students have their learning styles, and SAS will definitely help them know their preferred ways of learning things and solve problems. Autonomous learning, on the other hand, which means learning on their own in the literary sense, is sure to benefit their College English learning and their lifelong learning as well. This thesis will be searching for the answers to the practicability of the combination of SAS and autonomous learning and the extent to which their combination can be achieved in the College English classroom-based teaching and learning context through the literature reviews on both the learning styles and autonomous learning, the elaboration of the practicability of their collaboration as well as the pedagogical experiments in College English classrooms. It is worthwhile to point out that, though learning styles analysis survey is not a decisive means, it works as an indispensable means and that autonomous learning approach, as the mainstream approach, will definitely empower students to achieve the most efficiency in the College English learning environment.