The Study Of Autonomous Learning In English Reading For Junior Chool Students

The era of the knowledge economy calls for constant advance in EFL (English as a Foreign Language) teaching in our country. The new round of curriculum reform with the aim of students'development is designed to push forward the reform of classroom teaching approaches, strategies and techniques and the change of students'understanding and habit of learning and their learning strategies and behaviour. In the field of basic education in our country, one of the most important targets of English teaching is to improve the reading ability of middle school students. And students'ability of English reading remains an important area of study and experiment in English teaching in middle schools. After a substantial research of the domestic and international ELT theories, successful experience and teaching methods, the author is convinced that it is more than necessary and even urgent to cultivate students'independent ability for successful and meaningful reading. Under such circumstance, this thesis is intended for a close examination of the English reading in junior middle schools, with a purpose that successful teaching of English reading in junior middle schools should not only help improve students'reading skills, but also cultivate their self-regulated learning ability, namely the student-centered self-regulated learning ability. This research intends to come up with a systematic and academic account of what may result in rewarding modes and methods of self-regulated learning, the purpose of which is to help develop autonomous reading ability on the part of the students, stimulate students'interest in learning, focus on the process of the students'reading, and make sure every student can enjoy the improvement and progress from reading.Relevant theories and teaching practices are in favour of the belief that the teaching of reading based on the idea of self-regulated learning is as sensible as it is practical and effective, to the extent that it has a positive meaning in improving the students'fundamental reading ability. It increases students'opportunities to intake more comprehensible , authentic and various language input , allowing students to acquire lexical,grammatical, and cultural background knowledge, thus actually helping to improve the students'reading comprehension in terms of quality and speed . With a focus on cultivating learner autonomy in the process of teaching English reading in junior middle schools, this study is meant for exploring ways in which the teachers can help foster learner autonomy through day to day classroom teaching and encourage more student independent reading efforts and active thinking on their own.This study is also the author's academic attempt to integrate theories and research findings relevant to autonomy learning, reading in English and classroom teaching practice, and propose approaches and strategies that we can possibly employ to cultivate students'awareness and ability of autonomous learning in English reading. The author goes further to suggest that in their course designing and teaching practice,teachers take students'personality and potentiality into full consideration and experiment on more student-centered modes of teaching and learning. And students, thereby, can have more time and opportunity to work on their own as true readers with more efficient reading strategies and skills, and ultimately, become successful readers with confidence and independence, and enjoy both reading and its benefits.