Developing Learner Autonomy In ELT In China--A Self-Directed Program On Writing

Learner autonomy is increasingly taken as the goal of FL teaching. This paperattempts to develop learner autonomy in ELT in China, and it focuses on the initiationof learner autonomy in writing.This paper consists of five chapters. Chapter One first looks at the definitions oflearner autonomy and abstracts its essential point, then moves on to introduce thetheoretical background, and finally explores the characteristics of autonomouslearners and the factors influencing the development of learner autonomy in ELT inChina, thus preparing for initiating this kind of ability in classroom teaching.Chapter Two analyzes the current situation of learner autonomy of the EFLlearners in China based on a survey conducted in the writer's students, second-yearnon-English majors. It involves the areas of learners and teachers'beliefs aboutautonomous learning and teachers'beliefs about learners'ideas on this conceptfollowed by the explanation of the reasons why learners lack autonomy so as toprovide some clues for initiating learner autonomy.Chapter Three probes into the current situation in writing and examines thereasons for learners'lack of autonomy in writing contributable to teachers andlearners.Chapter Four proposes an integrated approach of teaching writing: writing shouldbe integrated into listening, speaking and reading. In this process, the teacher shouldfocus not only on the product of writing but also on the writing process. This chapterpaves the way for initiating self-directed writing.Chapter Five offers the self-directed program on writing, and it focuses onself-monitoring learning with the facilitation of the teacher.It is concluded that learners have become aware of their roles in learning,especially in writing; it's a starting point for the further development of autonomouslearning in ELT and other fields of learning in China. The evaluation and problems aswell as suggestions on the program are discussed in the part of conclusion.