Fostering Learner Autonomy Of High School Students Through Classroom English Teaching

Learner autonomy has been a buzzword in foreign language teaching in the recent twenty years. This paper aims at introducing this new teaching idea into FLT in China as a tentative endeavor to renovate the current time-consuming and inefficient English teaching. Specifically, it seeks to establish the optimal coordination of classroom teaching and extracurricular autonomous learning. Based on a teaching experiment, the research is intended to foster learner autonomy of high school students through classroom English teaching.This thesis consists of seven sections. Introduction gives a general picture of the research purpose and the layout of the thesis. Chapter 1 reviews relative literature on Learner Autonomy and FLT. Chapter 2 illustrates the research deign. The following three chapters highlight the whole thesis. Conclusion summarizes the research and comments on the experiment as well as the limitations of the study.The research concerns the following issues: 1. The role of the classroom; 2. The changing of the teacher's role; 3. The characteristics of Asian learners; 4. Learning motivation and learning strategies; 5. Language learning mechanism; 6. The functions of assessment.The research involves qualitative and quantitative analysis with the instruments such as questionnaires, interviews, tests, etc. The experiment was conducted in three stages: re-orienting the classroom teaching to arouse interest of the students; improving the classroom teaching to cultivate learning strategies and learner autonomy; consolidating learner autonomy.