Learner Autonomy Development In Non-English Majors

Washback is an important phenomenon in language testing, which refers to the effect a certain test exerts upon teaching and learning. A large number of researches and studies have been implemented on the washback of language testing, especially the high-stakes tests like TOEFL and IELTS. However, it is a frustrating fact that most of the low-stakes tests are absent from the studies, say, proficiency test or diagnose test. More attempts should be taken to investigate these low-stakes tests, in that they are not only immediately related to daily teaching and learning, but also instantly reflective of the outcomes. Therefore, this dissertation is to take a look at a diagnose test, learner autonomy test (LAT), adopted in college English teaching and learning in Southwest University (SWU). As a point of departure, this dissertation is meant to testify whether or not LAT has washback on fostering learner autonomy competence in college English learners. Besides, some empirical studies are to be carried out to offer evidence for the findings extracted, based upon which suggestions for college English teaching and learning are to be provided.Over the last two decades, the concept of learner autonomy has gained a prominence with the term itself becoming a buzz-word in language learning contexts. Learner autonomy is attached so great significance that many researches have been carried out on it over years. In the mean time, the issue of learner autonomy competence has also been markedly specified in the National College English Teaching Syllabus (Trial Edition)...