| After the concept of learner autonomy was put forward by Holec in 1981, it has aroused researchers' interests since then. There have been many studies on it, but to the theoretical studies. The empirical studies, especially for promoting Chinese non-English majors' autonomy in the classroom through learner training, are very few. Therefore, based on the theory of learner autonomy and learner training at home and abroad, this paper studies how to promote non-English majors' autonomous language learning competence through learner training. It will explore the following research questions:Based on the investigation, the author made a tentative suggestion of building a "Teacher-directed and Learner-driven" training model (TDLD learner training model) to promote subjects'learner autonomy, and conducted a one-semester experiment as an assistant. The research approach adopted in this dissertation includes the qualitative research and the quantitative research. During the empirical studies, the authors used a series of training forms (classroom lectures, special exercises, discussions, self-assessment sheet, etc.) to train students' autonomous learning competence, and then collected the quantitative and the qualitative data through questionnaires, interviews, students' weekly journals, final exam scores, etc.The findings from this research provide evidence that through learner training non-English majors had the significant change in belief of foreign language learning. They had re-established the correct concept of learner autonomy. And also, the study has found that the overwhelming majority of students' autonomous learning competence had been promoted. The main conclusions drawn from this study are that:(1) Through TDLD learner training, non-English majors' autonomous learning competence could be promoted. (2) The promotion of learner autonomy is highly related to students' academic achievements. This will have a positive meaning in the future of foreign language teaching.
|
PDF Full Text Request