Autonomous Language Learning-Implications For Reform Of Chinese College English Teaching

Learner autonomy was originally put forward by Henri Holec in 1981. Ever since the birth of this notion, there have been numerous studies on this topic, and it has taken on a growing importance in the field of language education, especially over the last two decades. This paper is a qualitative synthesis of the secondary literature related to autonomous learning, constructivism, humanistic psychology, and current general pedagogical practices in College English Departments at Chinese Universities. Since Chinese College English teaching is now faced with unprecedented challenges, the thesis attempts to investigate how autonomous language learning might be a method of addressing the existing problems. Based on discussions concerning definitions of learner autonomy, origin of this concept, and other related terms, this thesis puts forward a synthesized definition of learner autonomy, which is both practical and dynamic. This thesis furthermore discusses the possibility of incorporating autonomous language learning into Chinese educational culture. Besides fostering learner autonomy in classroom practice by enhancing motivation and confidence, and by implementing strategy-based instruction, the thesis emphasizes the importance of providing resources for language learning beyond the classroom; that is, to set up self-access language learning centers in universities and colleges. Self-access language learning centers are still a novelty in Chinese higher education; this thesis explores the possibilities of implementing this concept as a practical reality. As this paper is mainly theoretical, it would have greater validity if experiment based on these theories had been conducted.