A Study On Cultivating Learner Autonomy In English Language Learning In Senior High School

As early as two thousand years ago, our ancient educationalist Confucian had pointed out that "Give a man a fish, you have fed him for today; Teach a man to fish, and you have fed him for a lifetime." His argument has, in fact, shown the importance of developing learner autonomy. With the change from teacher—centeredness to learner—centeredness in education, learner—centeredness and learner autonomy have become a hot issue in the research of foreign language education. Most of the researches and educators hold the same point of view that fostering learner autonomy is one of the most important goals in language teaching. Similarly, in China, the development of learner autonomy has received more and more attention.However, learner autonomy does not mean that the teacher becomes redundant, abdicating his/her control over what is transpiring in the language learning process. In the present study, it will be shown six parts to present the ideas of this thesis.Chapter One gives a brief introduction of the background and significance of the present study. Chapter Two presents the definition and theoretical background. Chapter Three questionnaires are used to analyze current situation and problems in senior high school EFL classroom. Chapter Four: After making sure that there is no obvious dissimilarities in English learning proficiency, a class of students is selected as the experimental subjects(class1)and another class as the control class (class2).After two term—long training, the students' self—regulated ability in experimental class is higher than that in control class obviously, and their English marks are also higher than those who are in control class. Chapter Five: To better the current situation of English learning in senior high school, the author, based on the result of the experiment, brings forward some constructive recommendations with respect to English teaching. Chapter Six, whether LA can be realized or not depends on the transition of the educational thought, the development of the education state and the learners' quality.To educational practitioners, this is not only an opportunity but also a challenge.