Fostering Learner Autonomy In ESL Teaching

As we all know, changes in the field of language teaching have never stopped. Among the changes that took place in recent years, the main one has been a shift of focus from teachers onto the language learners. Learner autonomy is the new 'buzz-word' in the field of applied linguistics. It is starting to be an unquestionable goal and integral part of language teaching and learning methodologies throughout the world. How to cultivate LA becomes a key concern for educators and researchers. Once the learners have the ability to learn autonomously, they will be able to master new knowledge, new technology, face new challenges and tasks. In the future, the illiterate are not those who have no knowledge, but those who have not mastered the way to learn. English, as an international language, is now being used more and more in every area. Thus, to cultivate learner autonomy (LA) in English learning is urgent and necessary.This thesis starts with the definitions of learner autonomy given by Holec, Huttunen, Littlewood, Benson and Voller. Then, the writer formulates a working definition. The thesis also concerns theoretical basis for learner autonomy in language teaching and learning.After having reviewed the current theory, this author attempts to examine the necessity and feasibility of developing learner autonomy in foreign language teaching and learning in Chinese universities. Autonomy as the ultimate educational goal is emphasized in the thesis and the current features and situations of Chinese education are taken into account.When learners cannot learn the way we teach them, we have to help them to find ways of doing their own learning. The thesis introduces Nunan and Benson's suggestions for fostering learner autonomy. The writer suggests some ways to foster learner autonomy, which includes: directing learners/teachers attitudes towards autonomy, being aware of learning strategies and providing supportive environment.In order to know whether the LA could be cultivated and the cultivation of LAcould benefit the students or not, the author carried out an experiment in Grade One in the Mathematics and Information School in Shandong University of Technology. The experiment was carried out in one year in two classes. One was the Experimental Class (EC) and another was the Control Class (CC). The instruments used in the experiment were a questionnaire and three examination papers. The questionnaire which was adapted from Nunan (1996) and modified by the writer included 27 items concerning autonomous learning. Each time after the questionnaire was handed out, the students had an examination. The examination papers had the same style as the CET-4 and they were made by the experienced teachers in groups. The students in the EC were trained on some learning strategies and motivated to be interested in English learning. The CC had the regular classes. The results of the questionnaire and the grades of the three examinations were collected and analyzed to find out whether LA could be cultivated and whether the cultivation of autonomous learning would benefit the students' English learning. Analysis of the quantitative data was performed on the computer using SPSS for Windows (Version 10.0). Our conclusion is that LA could be cultivated and the cultivation of LA benefited the students' English learning. The thesis included the methodology used in the experiment, the procedure of the experiment and pedagogical implications we could get from the study.In a word, we should have a full understanding of the superiority of learner autonomy, explore its potential as much as possible and make it serve as the catalyst in foreign language teaching and learning. We do believe this thesis can make more EFL teachers in China come to realize the importance of fostering learner autonomy among their students, and at the same time, urge them to search for more and better ways to put the theory into practice.