An Experimental Research On College English Teaching Model Of Autonomous Learning

The information era, characterized by the multiplication of the multimedia and Internet technology, has changed people's way of life fundamentally. Along with the increasing application of the Internet in college English teaching, traditional teaching approach is faced with great challenge. The knowledge obtained in school will soon become obsolete due to the rapid development of technology. Hence, only autonomous life-long learner can survive in the new era.On the basis of the previous studies on autonomous learning and the reformation history of language teaching in the west, as well as current language teaching models influenced teaching practice as theoretical guidance, the author of this thesis designed a new model—College English Teaching Model of Autonomous Learning (CETMAL). Within this model, the learners are put at the center of learning; each learner constructs his own knowledge through exploration on the basis of his previous knowledge and with the instruction of the teacher. The teachers'role is shifted from an authoritative knowledge transmitter to a more approachable assistant, facilitator, consultant, assessor and manager, whose duty centers on task design, motivating and assisting learners to learn effectively and offering evaluation as well as assessment.To test the effectiveness, the author applied the model to teaching practice and made an experiment in grade 2007. The results show that: 1) learners'autonomy are greatly improved under the model; 2) high level learners'linguistic performance in listening, speaking, reading, and writing benefits a lot from such kinds of activities, but for low or intermediate learners, the new model didn't play a satisfied role. So it is necessary for us to develop new effective models which can fit the requirements of learners in different levels.