Empirical Research On Non-English Majors’ Learner Autonomy

Teachers have been the dominate part of traditional teaching while “learners”are only passive receivers of what teachers pass to them. However, the recent decadeswitnesses that the center of teaching has shifted from “teachers” to “learners”, withthe development of humanist theories, constructivism, cognitive psychology theoriesand Meta-cognition theories. Besides,“learner-centered” theories on languagelearning and teaching have been the key theories in the field of foreign languageteaching. Nowadays, learners are the dominate roles in teaching practice andcultivating learners’ learning skills and ability to learn independently has been one ofthe main goals of modern education.Accordingly, here comes the concept “learner autonomy” in the field of foreignlanguage teaching. And “learner autonomy” has been a hot discussed topic since itwas born in the1980s. Nowadays, in the field of English teaching, we even followthe rule “An important indicator of successful reform of English teaching is thedevelopment of individualized study methods and the autonomous learning ability onthe part of students”(College English Curriculum Requirements,2004:31).Though the concept of learner autonomy has been accepted in the field offoreign language teaching, scholars and researchers do not reach an agreement on thedefinition of it. The present thesis reviews various definitions of learner autonomyand theories on learner autonomy first and then redefines “learner autonomy” on thebasis of these literatures. The author believes that “learner autonomy” is supposed toconsist of both learners’ beliefs in learner autonomy and learners’ ability to learnautonomously. Then the thesis discusses the theoretical rational of learner autonomyfrom the aspect of humanist theories, constructivism, cognitive psychology theoriesand Meta-cognitive theories.Studies on learner autonomy have been fruitful, and the thesis presents sometypical ones here. Abroad, studies on learner autonomy begin earlier and have beenmore comprehensive than studies at home which also have achieved a lot in recent decades. Moreover, empirical studies on learner autonomy are increasing at home.This thesis is the empirical research on college English learners’ learner autonomy,and it is carried out from both learners’ beliefs in learner autonomy and their actualability to learn autonomously.The subjects of the empirical research are110non-English majors who are fromthree different colleges of Ocean University of China. They are in their second orthird year of university and have experience of college English learning. Theinstruments used in the survey are questionnaires consisting of two parts. The firstpart aims to survey subjects’ beliefs in learner autonomy in college English learningcontext. The second part aims to survey subjects’ actual ability to learn collegeEnglish autonomously. The research is carried out according to the follow fourquestions.1. What is the present state of college students’ beliefs in autonomous learning?2. What is the present state of college students’ ability of autonomous learning?3. Whether students’ beliefs in autonomous learning are in accordance with theirautonomous learning ability or not?4. What measures should be taken to promote the application of learnerautonomy in college English teaching?On one hand, most learners have the belief to take on the main responsibility incollege English learning, which is positive to the promoting of learner autonomy,while learners have beliefs which will do harm to their English learning. This showsthat their beliefs in learner autonomy are not complete and clear. On the other hand,college English learners’ actual ability to learn English autonomously is even weaker.And the situation is that learners’ ability to learn autonomously is not in accordancewith their beliefs in learner autonomy.According to the results of the survey, the author maintains that to promotelearner autonomy in college English teaching, it is necessary to recast the role ofteachers and learners and the interrelationship between teachers and learners from theaspect of learners’ mind. In addition, teachers should lead learners to take measures,such as self-report writing to monitor the practice of learner autonomy. What’s more,we should set up self–access centers and make efficient use of them including theinternet and advanced facilities.