Learner Autonomy In ELT In Middle School In China

Over the last two decades,the concepts of learner autonomy and independence have gained momentum,the former becoming a 'buzz-word' within the context of language learning(Little,1991:2).It is a truism that one of the most important spin-offs of more communicatively oriented language learning and teaching has been the premium placed on the role of the learner in the language learning process(see Wenden,1998:ⅹⅰ).However,LA 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 five parts to present the ideas of this thesis.Part One,the brief introduction to learner autonomy forms.But what is LA? What is its rationale? Is LA a universal concept that is also adaptable to Chinese context? If so,what's the significance of fostering LA in ELT in middle school in China? And how can it be fostered? All of these questions get discussed in the rest parts of this thesis.Part Two,concerning with the significance of fostering LA ELT in China.Firstly,on the basis of the discussion about LA's "cross-cultural appropriacy",we point out that LA is a universal concept that is also suitable to Chinese context.Secondly,fostering LA in ELT in China matches our wider educational goal-to train learners to be independent individuals who can live and work successfully and independently in society;and it meets practical societal needs like life-long learning and educational reform in China.Thirdly,it is helpful to the implementation of Quality-Oriented Education.Fourthly,it helps students make improvements beyond knowledge.Part Three,Definitions and Rationale for LA in language learning. The definitions of LA given by Holec,Huttunen,Littlewood and Benson & Voller are separately discussed.But we don't think any of these definitions is suitable to describe the LA that we discuss here.Thus,on the basis of all these discussions we formulate a working definition. Besides,we point out that autonomous learning is not learning in isolation. It also needs cooperation and facilitation.With the rationale for LA in language learning,the discussions cove eight aspects:constructivism,the key idea of which is that effective learning is "active" learning; Maslow's self-actualization theory,which stresses the importance of an individual's wish is to develop as a whole person(to actualize oneself); schemata,which stresses that knowing and thinking develop with experiences; humanistic curriculum and learner-centeredness,both of which emphasize learners' role in language learning;learning styles& strategies,which are treated as a precondition for LA;motivation,which is regarded as an important characteristic of autonomous learners;metacognition,which is believed to be related to success in language learning;and consciousness, which determines whether learners can make appropriate decisions about their own learning or not.Part four,focusing on ways to foster LA.This part is divided into three big sections.The first section introduces Nunan's suggested ways to foster LA and the second section Benson's suggested ways to foster LA.In the third section,writer suggests some ways to foster LA in ELF in China, which includes:direct learners/teachers attitudes towards autonomy,be aware of learning strategies and provide supportive environment.Concerning ways to give students more opportunities to take responsibility for their own learning,writer suggests independent learning,learning contracts, learner diaries and self-access centers.Part Five,a brief generalization of the main content of the thesis. Although deficiency of the theses is also pointed out in this pat,the writer finally claims that this these can make more EFL teachers in China come to realize the importance of fostering LA among their students,and at the same time,urge them to search for ways to put the theory into practice.