Promoting Learner Autonomy In Senior High School

As the saying goes, "Give a person a fish, and he enjoys a meal. Tell a person how to fish, and he enjoys his whole life." The idea that students should be encouraged to learn by themselves has been proved to be the essential problem being discussed in the current education research in China. In order to find the possible approach to promote Learner Autonomy in English writing in senior high school, we have carried out a case study of group work in English composition in Chongqing Mianren Vocational School. This case study used different research methods, such as interviews, questionnaires, and class observations. To do a case study is a practical solution to encourage learners to build up a helpful learning style, yet some suggestions for further study are also put forward.The dissertation consists of five chapters.Chapter One is the introduction, which gives the definition of Learner Autonomy, and at the same time, analyzes the current situation of Learner Autonomy in English teaching and learning in senior high school. The significance of the case study is also raised. In order to keep up with the fast pace of the world, a new form of learning style should be developed; and learners are urged to change their old learning style so as todevelop a new one. In Chinese new curriculum reform, the change of learning style has been an important characteristic. We would, however, be shocked by the current situation, especially that of teaching and learning of English writing. Teachers perform their work with little teaching efficiency and learners are bored in their learning. A contrast is stated here between teaching language knowledge and promoting the learning abilities of English language.Chapter Two presents the purpose and the theoretical hypothesis of promoting Learner Autonomy in English writing. Autonomy in English learning is a desirable goal for psychological, pedagogical and linguistic reasons. The world is becoming 'the global world', which has put pressure to communication through language. To better fulfill the act of communication, learners should be equipped with skills in listening, speaking, reading, writing and translating, and communicative competence as well. Since writing skill is a hard nut in English teaching and learning in senior high school, this dissertation puts forward the way to foster Learner Autonomy in English through group work in writing.Chapter Three is the core chapter of this dissertation, which focuses on the procedure of case study of group work in English writing. Based on theories of Learner Autonomy and our hypothesis, the case study has been carried out on some English students in senior high school. The results are analyzed by means of Microsoft Excel 2000 so as to contrast the performance of students before and after the training. The case study is divided into three phases: the attempt period, the test period and the retest period, in which the second and the third are based on the former one respectively.Chapter Four expounds one example by applying group work in English writing. Through careful analysis of the example, it is found that to promote Learner Autonomy in English writing should be performed in interactive group work.Chapter Five concludes the whole dissertation by pointing out that it is feasible to promote Learner Autonomy in English writing. The advantages are summarized and some suggestions are given for further empirical study.