Promoting Learner Autonomy In ESL

With the globalization of world economy and China's entry into WTO, English is playing more and more important role in our life. English learning becomes even more important for school students. Although much time and efforts are put into learning, some learners do not achieve such satisfactory outcomes as high-test scores or eloquence. With my analysis and research into the current situation of English learning and the latest available L2 literature, the problem seems to lie in these learners' lack of responsibility for and control of their language learning. This paper focuses on how to promote learner autonomy to improve the efficiency of English learning with regards to the characteristics and needs of Chinese learners. The key questions addressed in this paper are:1)Is it possible to promote learner autonomy in China?2)What's the necessity of promoting learner autonomy?3)What are the problems preventing our learners being autonomous?4)What are the theoretical bases for developing learner autonomy in ESL? 5)Finally, how to help our learners to be autonomousAccording to the research, a hypothesis is put forward to meet the needs of promoting learner autonomy in ESL. Teachers need first of all, take learners' affective, motivational needs into consideration to create a supportive environment, in which learners can emotionally and actively involve in their language learning; secondly, help learners learn how to learn and use L2 through strategy training, which explicitly teaches learners how, when and why strategies can be used to facilitate their efforts at learning and using L2; finally help learners to reflect on their learning process to have explicit awareness of their own learning strengths, weaknesses and learning styles etc, because a clear understanding of these factors will lead to learners' effective goal-setting; plan and choice-making. In doing so, better results will hopefully be expected from second language learning. .