Developing Learner Autonomy For Non-English Majors In English Teaching-Based On The Case Of Some Undergraduates In Classes Of 2007 In Kmust

English is assuming greater importance with the rapid growth of China's economy and opening to the outside world. English has been the most important international language for cross-cultural communication. But the present situation of college students'ability is far from satisfactory. Learning English is a headache for most Chinese students. However, students are now more concerned with the demands of job markets and future work and study on their English proficiency. Based on this point we may conclude that the students under study are liable to cherish a long-term motivation of English learning. So there is a pressing need to develop autonomy among the English learner.The idea of autonomy in language learning originated in the late 1960s. When Holec's Autonomy in Foreign Language learning was published in 1981, the problem of learner's autonomy began to attract researchers and language teachers'attention. Under the influence of humanistic psychology and constructivist theories, learner autonomy has gained momentum and become the focus of relevant researches in the past two decades. Autonomy can be broadly defined as the capacity to take control over one's own learning. People come to realize that it is essential for language learners to'learn how to learn'rather than'learn'the language. Researches show that successful or intelligent language learners take responsibility for their own learning and play active roles in practice. Learner autonomy would help shift the responsibilities from the teacher to the learners.The present research attempts to probe into the following question: the strategies in learner autonomy, which includes three questions:1.What learning strategies do students in Kunming University of Science and Technology (KMUST) more frequently adopt?2.What learning strategies are appropriate for students in Kunming University of Science and Technology (KMUST) to promote their learner autonomy? 3.If so, how can autonomy be enhanced in KMUST?I have proposed the following hypotheses:Hypothesis 1: The subjects use more cognitive strategies than meta-cognitive strategies, and the least frequently used strategies is social/affective strategies. Hypothesis 2: Students have the desire to learn English well. They think it is important for their future career and studies. They also have the desire to manage their learning but do not know how?Hypothesis 3: Various perspectives of autonomy learning are necessary. Teachers in KMUST should emphasize the value of interdependence: the ability of learners to work together for mutual benefit, and to take shared responsibility for their learning. The study attempts to investigate the real situation of learner autonomy and what learning strategies can help students to develop autonomy for non-English majors in English teaching in the writer's college---Kunming University of Science and Technology (KMUST). According to the results of the study, the implication will be worked out and some measures will be taken to develop learner autonomy. A questionnaire and some interviews are conducted in this study to undergo quantitative and qualitative analyses.This thesis is organized into five major sections. Chapter one deals with the significance of learner autonomy. Chapter two establishes a sound theoretical foundation for this study. Chapter three is a questionnaire survey of the research on language learning motivations and learning strategies and data analysis. Chapter four demonstrates the implications for English teaching. The last chapter points out the limitations and draws the conclusions.