An Experiment On Cultivating Learner Autonomy In English Language Learning In Senior High School In No.37 Middle School Of Chong Qing

Autonomous learning has been a buzzword in foreign language teaching in the past 20 years. Most of the researchers and educators regard fostering learners'autonomy as one of the most important goals in language teaching and the center of the educational research pay more attention to the learning of students than to the teaching of the teachers. According to the present education in China, the New Curriculum Standard for English teaching in China suggests that teachers should change the traditional teaching models and help students improve their learning ability by adopting self-regulated learning model. How to foster senior students'English learning autonomy is still at issue. With this question, the author will do some researches to probe some useful solutions.At the beginning of this thesis, the author gives a historical overview of the background of autonomous learning and describes the present situation of learner autonomy both in the west and in China. And then, the author defines the term of autonomous learning and shows some basic characteristics of autonomous learning. Next, the author summarizes the factors which affect it. After that, a questionnaire which is analyzed to examine the degrees and the present situation of the students'autonomous learning is done in No.37 middle school in Chong Qing. Besides, the author also does some interview with some of these students. Based on the questionnaire and interview, the author finds that there exist some problems in their autonomous learning.According to the independent study's teaching concepts, the author chooses two classes of Grade 1 in No.37 middle school of Chong Qing whose English bases are almost equal. One is the comparison class, performing the traditional teaching mode while the other class is the experimental class, adopting the self-access English teaching and learning model. Revolving the students'study goal, the teacher and the students launch all kinds of activities in and out of the class. It proposes the class operational model transiting from the leading autonomous learning to the self-instruct autonomous learning mode. At different activities in and out of the class, teachers and students play different roles respectively in order to cultivate students'autonomous learning ability gradually. With this teaching model, the author tries to seek the relation between the development of autonomous learning ability and the improvement of English score in order to explore the English teaching model of autonomous learning which suits senior high school students.After half year's research, the author finds that the students in the experimental class have developed greater autonomy and have made greater progress in their English learning during the experimental time.After analyzing the results of the experiment, the author makes a conclusion that the self-access English teaching and learning model is superior to the traditional teaching models. The author also indicates that there exist some problems in the practice of the self-access English teaching and learning model in middle school. These are what the author will probe in the future.