The Research And Cultivation Of Learner Autonomy In Writing In Senior High School English Teaching

Since the 1980s, study on the cultivation of learner autonomy has been the focus of thelinguistists in and out of China, especially the conception of learner-based teaching strategymade it a common purpose to cultivate and arouse the students'autonomy in the 20 years thathave passed. As the old Chinese saying goes: teaching a person how to fish is better than onlyoffering him the fish. In 1981, Holec put forward a view that there should be two aims forschools: one is to help the students acquire the language itself and the ability to communicatewith others; the other is to help the students acquire the ability of autonomous learning. In theteaching field in China, there is the common sense that we should apply to quality educationin the process of teaching, which is based on the actual needs of the development of humanbeings with the purpose of developing the students'overall abilities and basic qualities. Alsoin this process, students'motivation and activity are really valued.In senior high school, as one of the basic abilities in English study, writing has been theweakness for Chinese English learners, which has something to do with the students'learningattitudes. In the process of traditional writing classes, students lack the essential motivationand interest in writing. In order to improve the students'writing and the students overallEnglish abilities, the thesis discusses ways of cultivating the students'autonomy in writingand employs different approaches to improving the students'writing ability and alsoanalyzing and comparing all the consequences and results. The thesis aims to probe at tworesearch questions: One is whether the cultivation of learner autonomy will improve thestudents'writing ability a lot in writing classes, the other is how to adopt different teachingmethods to further cultivate the students'learner autonomy and then enhance their writingability further. The comparison between the two classes and the results of the questionnairesindicates that the cultivating of the senior high school students'autonomy in writing classescan help improve their writing ability and arouse their interest in learning English and also laythe solid foundation for students'lifelong learning.