Implementation Of Autonomous Learning In Seniorenglishlisteningteaching

Listening plays an important role in English learning as well as in NMET. Owing to the difference between individualized learners in learning, the traditional teaching approach for listening comprehension doesn't work effectively in practice. In this situation, more and more attention is being drawn to autonomous learning to improve listening efficiency in EFL. Implementing learner autonomy training in listening is one of the ways to enhance learners' listening proficiency. It is now commonly acknowledged that autonomous learning can effectively enhance learners' listening proficiency. This thesis attempts to validate the effectiveness of autonomous learning EFL in high school through an empirical study.The thesis begins with a general literature review on autonomous learning and the listening teaching in EFL. Based on learner autonomy, the author puts forward a four-step training model: (1) determine students' needs in learner autonomy (2) conduct learner autonomy training (3) evaluate learner autonomy training (4) revise learner autonomy trainingWithin the framework of this training model, the author conducted a one-term listening strategy training program with 100 students from two classes of Qingzhou No.8 High School randomly chosen as the subjects. Both classes were surveyed on learner autonomy by a questionnaire to investigate the current situation of learner autonomy in English learning. Both classes took pre-tests and post-tests on listening comprehension. The pre-tests showed that there was no significant difference in listening proficiency between these two classes. Therefore, the two classes were respectively identified as an experimental group and a control group. The experimental group received learner autonomy training while the control group was taught in the traditional way. The statistics show that there is a positive correlation between listening proficiency and learner autonomy.SPSS12.0 for windows was employed to analyze the data. The analysis of data indicates learner autonomy of the subjects before and after the training program and the pre-test and post-test scores are also indicated in terms of mean value and standard deviation. T test shows whether there are significant differences in listening proficiency and autonomous learning between the control group and the experimental group, and whether there are significant differences in listening proficiency. The analysis of data shows that:(1) In the post-tests, the performance of the experimental group is obviously better than that of the control group, which demonstrates the effectiveness of learner autonomy training in promoting students' listening proficiency. (2) Comparisons of learner autonomy between the experimental group and the control group before and after learner autonomy training illustrate that learner autonomy training can promote autonomous learning.(3) Learner autonomy training has a greater positive effect on less successful listeners in improving listening proficiency.The thesis provides useful insights into learner autonomy training in listening and presents some suggestions for listening teaching, which can serve as a guide for both teachers and students, though there are some limits in it.