Cultivating Learner Autonomy In English Reading Teaching In Secondary Vocational Schools

The modern science and society are making great strides, so the main goal of modern education is tending more and more to improve one's ability and strengthen one's overall quality. The knowledge the students received at school can't meet the needs of society development. This situation urgently demands teachers not only to teach students knowledge, but also to teach students how to learn. Learner autonomy is considered a desirable and pedagogical goal by many researchers, for learner autonomy can help student assume greater responsibility and take charge of their own learning. Hence, it is quite necessary for students to cultivate their autonomous learning ability. Learner autonomy is increasingly taken as the goal of foreign language teaching. For the students in secondary vocational schools, they have less autonomy for some reasons and they will meet more challenges if they can keep on learning English after graduation. So it is especially necessary for them to learn how to take responsibility for their own learning at school so as to develop the ability to continue learning and become more valuable to the society after they complete their formal education. In recent years, cultivating learner autonomy has become a hot issue in the field of education both at home and abroad. There are also many studies on cultivating learner autonomy in China. Substantial researches on cultivating learner autonomy have been carried out by researchers and teachers, most of which aim to cultivate learner autonomy in universities, colleges and middle schools and rarely in secondary vocational schools. Thus, the present study focuses on cultivating learner autonomy in English classroom teaching in secondary vocational schools. At the same time, considering the student's present English level and ability, this study focuses on fostering students'learner autonomy through English reading classroom teaching in secondary vocational schools.The thesis consists of seven parts, including the introduction and the conclusion. The main body consists of five chapters.The introduction states the purpose and significance of the present study. Chapter One copes with various definitions of learner autonomy. Besides, a historic overview of literature on learner autonomy both at home and abroad is presented in this chapter.Chapter Two and Chapter Three state the theoretical foundation of learner...