Empirical Research On The Autonomous Learning Effect Of College English Based On The Theory Of Mediation

Since the 1990s, the research focus of foreign language teaching has gradually shifted from teachers to learners. People commonly believe that to improve the learning efficiency, learners must participate in the learning process and take more responsibilities for their learning. The rapid development of modern information technology makes it possible for students to learn by themselves. However, the function of teachers seems to be more or less weakened. Meanwhile, the effect of self-access is in doubt. Besides, because of limited financial power in many universities, it is impossible to meet the need of all the students'desire for autonomous learning. Therefore, it is very urgent how to make best use of teachers'mediation role to empower the formation and development of learners'autonomy ability. Based on the Mediation Theory L.Vygotsky and Feuerstein, the research is done on the relativity between the mediation of teachers and peers and the effect of autonomy, aiming to explore how to foster the autonomy and help students become real autonomous learners. During the teaching experiment, eight effective ways to realize the teachers'mediation function and six principles are summarized. The research subjects are 97 non-English college students from Hebei College of Finance. The conclusion shows that the college English autonomous learning based on the theory of mediation is obviously effective.