Improvement Of Learner's Autonomy Through The Interactive Teaching Method In Secondary Vocational Schools

English, as a very important international language, has become ever increasingly important for students in the secondary vocational schools. Due to certain reasons, there are some problems for both teachers and students in those schools, which has hindered teaching and learning to a large extent. In some cases, students never learn actively.Then, learner's autonomy has gradually been proposed to be a hot issue in discussing teaching in secondary vocational school students. At the same time, their foundation and learning ability are weak. The teachers'teaching work is very difficult. How to deal with this problem? Try to cultivate their autonomous learning ability. Facing the vocational educational subjects, we should try to develop teachers'leading role, and make students'the center role outstanding and cultivate their English autonomous learning ability, grasp English language knowledge and the speech ability for their life-long learning and sustainable development foundation.Learner autonomy is one of the topics of general interest in ELT and research in recent years in China and will be a trend for the future ELT (Xu Jinfen 2004). Learner autonomy, nowadays, is required by syllabus of vocational school ELT as well. It means that learners are capable of taking charge of their own learning. At the information age, it is essential to cultivate learner autonomy among English learners to help them with a good command of effective English learning strategies. More importantly, English teachers should help students realize the importance of learner autonomy, and act as the organizers, evaluators and consultants for students'learner autonomy. The main idea of learner autonomy is that students should take responsibility for their own learning, rather than be dependent on the teachers.In recent years, there is plenty of research on autonomy learning in China, but from the data we collected, we can see that the existing researches are mainly based on high school students, college or university students, but few are conducted on interactive English teaching and secondary vocational school students'autonomy learning.This paper begins with the contradiction between English teaching and studying situations, and proposes the way that solves the problem is to train and develop the secondary vocational school's students'learner autonomy ability. The present paper mainly studies the three-year secondary vocational schools students in their English study. In this paper, the questionnaires and the comparisons between the teaching methods adopted before or after have been made. Actually, the traditional language teaching method as Grammar-translation method has been prevalent in English teaching with Chinese teachers, which is dominated as teacher-centered and book-centered. The students are relatively weak in interacting in English with others. Through the interactive teaching, the situation has changed remarkably, as a result of which, the students can interact freely and their autonomous learning has been greatly enhanced, which can be shown in the results of the present study based on the analysis and comparison of the above-mentioned teaching methods.This paper includes four chapters. The first chapter is about the origin and development of Learner autonomy .The related literatures were reviewed. The second chapter introduces the present situation of English teaching and learning in secondary vocational schools and the significance of adopting interactive English teaching method in the secondary vocational schools. Chapter 3 and 4 are the core parts of the paper, involving the experiment implementation and the experiment results and analysis. Finally, this paper concludes that in the English teaching in the secondary vocational schools, using interactive teaching effectively promotes the learner autonomy...