| Learner Autonomy (LA) has been promoted across the globe and, consequently, has become currently as a buzzword in language learning and teaching. A great number of theoretical and empirical researches in literature (Benson2005; Cotterall200; Littlewood1999; Qi Hongbo 2002; Wang Duqin2003; etc.) have demonstrated that LA plays a key role in the success of foreign languages learning, and researchers (Wang Duqin,2004; Zhang Lixin,Li Xiaoyu,2004) found that LA has positive relation to learners'study in language. That is the more autonomous learners are, the more successful learners will be in language learning. So to acquire a foreign language successfully, it is of utmost importance to foster learner's autonomy.The concept of LA has been transmitted to China for nearly twenty years, and now it is very popular in Chinese schools, especially in colleges and universities. But according to research by Xu Jinfen (Xu Jinfen) et al. (2004) and the writer's investigation (see Chapter 5) in 2006, most Chinese students are not clear about LA or even some of them do not know anything about it, and their autonomy in foreign language learning is weak. In light of such situations, it is necessary for learners to know something about LA and foster their autonomy. So, the writer in the thesis firstly explains the term, including its origins, definitions, relevant terms, characteristics, underlying theories, and factors affecting LA; and then she proposes the way to promote LA through self-access centers (SACs).To prove that SAC can foster learner autonomy, the investigation adopts pretest and posttest. Quantitative instrument (pre- and post-survey questionnaires) and qualitative one (interview) are employed in order to have a comprehensive understanding of students'affects, beliefs and learning strategies employment in English learning. After one term's investigation, results of T Test reveal that there are no significant changes in learners'beliefs and learning strategies in language learning, except in their affects. Taken as a whole, learners'autonomy does not change much after the experiment,which seems to suggest that the SAC can not promote learner autonomy. But the result of Correlated Test shows that the SAC and learner autonomy are positively related, that is to say, the SAC has great influence on some learners' autonomy. Why the SAC can not promote most learners'autonomy in this experiment? Based on questionnaires and interviews, compared with other successful SACs, it is found lack of teachers'role and learner training in the SAC are the main reasons. To better play the role in promoting learner autonomy, the thesis provides some suggestions for the future SACs: (1) teachers'preparation work in SACs; (2) learners'preparation work in SACs; (3) preparation for SACs; and (4) well combining the role of classrooms and SACs, and changing the way of evaluation.This thesis contains seven chapters:Chapter One introduces the significance of the thesis.Chapter Two makes a detailed introduction to the concept of autonomy, including autonomy's origins, definitions, other relevant terms and the underlying theories.Chapter Three explains factors affecting learner autonomy, which are motivation, beliefs, learning strategies and environment.Chapter Four is mainly about self-access centers (SACs), in which definitions, functions, types of SACs, possibility and necessity of setting up SACs and evaluation are contained.Chapter Five and Six are the main body of this thesis. In Chapter Five, there are discussions and majoring findings derived from the data collection and analysis. So, based on the discussions and findings, Chapter Six deals with how to promote learner autonomy in SACs.Chapter Seven is the conclusion of the thesis and limitations of the study.
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