A Study Of The Functions By Teacher-Student Interactions To Foster Students’ English Autonomous Learning Abilities In Vocational Schools

In recent years, the phenomena of passive enrolment for secondary vocational schools havebecome more and more obvious all over the country. Accordingly, it has become more and moredifficult for the teachers to carry out the teaching activities. The autonomous learning abilities aregetting worse and worse for the students who are trained under these circumstances. It has alreadygreatly influenced the teaching effects. However, the classroom is the main position for teachers toinculcate students. Currently, how to effectively use the class to cultivate and improve students’autonomous learning abilities has become an urgent problem needed to be solved for the secondaryvocational schools to improve students’ autonomous learning abilities.After studying the latest theories of classroom teacher-student interactions and autonomouslearning abilities, this thesis combines the two theories as a whole to talk about the possibilities andfeasibilities through classroom teacher-student interactions to improve students’ English autonomouslearning abilities.This research has mainly adopted the theoretical method, referring to existed theories of classroomteacher-student interactions and autonomous learning. The writer tried to observe the activities ofclassroom teacher-student interactions in order to foster students’ autonomous learning abilities andthen put forward some effective measures, for example, to inspire students’ English learningmotivation and to cultivate their English learning strategies.The results of this study will provide some methods and theoretical basis in cultivating andpromoting secondary vocational school students’ autonomous learning, so it has certain theoreticaland practical value.