Constructivism And The Learners' English Self-Access Ability

The constructivist theory of learning has emerged recently. With the development of the "building a learning society", creating a chance for nurturing the learners' ability of "self-access" or "autonomous learning" has become a hot topic for researchers and teachers. This thesis aims at finding out the relationship between the constructivist theory of learning and the "self-access" or "autonomous learning" through study the constructivist theory of learning, as well as the way of nurturing the learners ability of ''self-access" or "autonomous learning".This thesis first illustrated the key points of the constructivist theory of learning, such as making the "zone of proximal development", "coding system", and also the key points of "self-access" or "autonomous learning". The constructivist theory of learning has close relationship with "self-access" or "autonomous learning". The "zone of proximal development" together with "coding system" and "scaffolding" provides a strong support for "self-access" or "autonomous learning". On this base, the thesis discussed the way of nurturing the learners' ability of "self-access" or "autonomous learning" with the support of the constructivist theory of learning.The learners set up and strengthen their knowledge structure, as well as develop the abilities for further learning. The learners who are full of confidence may have more chance to fulfill their task of making the "zone of proximal development", setting and strengthening the "coding system" independently. The teacher should try to find out the learners' "zone of proximal" development", and promote the course of "coding" in the learners' learning process. Help the learners to learn how to set up the "zone of proximal"development". and perform effective "coding" of the learned knowledge so as to reach the goal of "learn how to learn". In this way the learners may be abie to perform "life-long-learning".This thesis is composed of eight parts. The first part is the brief introduction of the constructivist theory of learning and "self-access" or "autonomous learning". By illustrating the purpose of making the study on this topic, the thesis started. The second pan is the brief introduction of the constructivist theory of learning. Socrates. Jerome Brunei; Jean Piaget and Lev Vygotsky contributed a lot to the constructivist theory of learning. The third part is the understanding of the constructivist theory of learning, mainly about the possibility and necessity of "self-access" or "autonomous learning". The writer analyzed the characters of "self-access" or "autonomous learning", the advantage of "self-access" or "autonomous learning", and the theoretical foundation of the "self-access" or "autonomous learning". The fifth part is the problems solved by "self-access" or "autonomous learning", focusing on who, when, where and how to make "the zone of proximal development", "coding system" and "scaffolding". "Self-access" or "autonomous learning" has made an effective connection between the constructivist theory of learning and it practical usage. The sixth part stated the way to promote "self-access" or "autonomous learning". The teacher should be the active promoter of "self-access" or "autonomous learning". The learners should be the builder of their own knowledge structure. The seventh part is the important part of the thesis. By questionnaires and analysis, the writer tried to find out the deciding factor of successful "self-access" or "autonomous learning". The eighth part contains the suggestions for promoting the development of "self-access" or "autonomous learning".