A Study Of The Effect Of Learning Strategies On English Learner Autonomy In Senior High Schools

English as a foreign language has been taught in China for a long time. However, classroom procedures are teacher-centered and product-centered rather than learner-centered and process-centered.Students only passively accept whatever teachers require them to do.this study aims to promote the awareness and ability of high school students'autonomous learning. Meanwhile, through the study of the result of the experience, find the difficulties and problems and lay the foundation for the following research.The whole training is planned to last one year, from Sep 1,2009 to June 30,2010.103 first -year high school students from two classes (Control class and Experiment class) in Panjin Second whole High school were selected to participate in this program. Experiment class is the experimental group. Control class is control group. In the entrance examination, the average scores of the two classes were very close to each other. The two classes were taught by the same teacher. Before training, the first two questionnaires were completed in the second week after they entered the senior high school in Sep 2008. After one-year's training, the third questionnaire and the fourth questionnaire for English learning were conducted in two groups. The result was analyzed by SPSS. And there were also interviews designed to the students and some English teachers after the training to investigate the effect of the experiment. In the procedure of training, we combined the three training patterns together including centralized training, group learning and individual instruction. From the statistics, it can be seen that one-year-long strategy training has helped the students improve a lot in their autonomous language learning. With the summary of the achievements and results of the study, we will have a better understanding of what and how to improve learner autonomy at high school.