A Study On Learner Autonomy Under The Influence Of Expectancy Effects Of Teacher

Learner autonomy refers to students inspired by their motivation can set learning goals, select learning content, make learning plans before learning activities. At the same time, they can monitor and regulate their learning process, learning strategies, learning time in the learning process, and they take the initiative to create a physical and social environment conducive to learning. Finally, they can summarize and evaluate their learning results by themselves after their learning activities.The researches of learner autonomy have already been quite mature at home and abroad, and the articles related to learner autonomy are also very common. Scholars at home and abroad have done numerous researches of its definition, characteristic, theoretical basis and so on. Meanwhile, there are also some scholars doing some empirical researches on the improvement of students’ autonomy. Although there exist a lot of empirical researches on improving student’s autonomy in class, the researches on the aspect of expectancy effects of teacher are relatively few.This study is based on the theory of learner autonomy and expectancy effects of the teacher, and it aims to explore learners’ learning autonomy under the intervention of expectancy effects of teacher, and the quantitative research is both adopted, In this study, the author firstly uses Pang Weiguo’s "Autonomous Learning Schedule" to investigate the learning autonomy of215students from three senior high schools, in Grade One, and aims to explore that (1) How is the current situation of senior high schools’ students’learning autonomy English?(2) Which aspects of students’ learning autonomy need to be developed or improved? The results show that the level of senior middle school students’ learning autonomy is relatively low, so the condition of students’ learning autonomy is not optimistic. Therefore, the author puts forward the suggestion that teachers can use differential behaviors to influence students’ learning motivation and learning behaviors, and gives students a two-semester teaching intervention. And the purposes of this kind of intervention are:(1) Whether the expectancy effects can enhance the students’ learning autonomy?(2) Which aspects of students’ learning autonomy have been influenced by teacher’s differential behaviors?(3) Which aspects of students’ learning autonomy have been obviously influenced by teacher’s differential behaviors, and which aspects are not? Then, from the investigated subjects of autonomy, the author chooses one class at random as the new research subjects, which are at the middle level. In the process of practice, the teacher puts forward different expectations of students, and students’ initiative and autonomous behaviors of learning will be influenced by the change of the effects of teachers’ words and behaviors, and uses the training of learning strategy to make students master the effective learning methods, so that students will have more confidence and ability to carry out their learning activities. At the same time, the teacher attempts to arouse students’ learning motivation under the positive expectations of teachers, so that students are willing to learn, and learn to monitor and regulate their own learning process, and summarize and evaluate their learning results in order to improve their own learning autonomy.After the teaching intervention, the author holds the investigation to test the effectiveness of the training. The collected data are analyzed to get the average value, standard deviations, t-tests and so on and so forth by SPSS. Major findings of this study are:(1) Teacher expectations can enhance students’ learning autonomy;(2) Teacher’s differential behaviors have obvious effects of students’ learning motivation, learning strategies, learning process and learning results. This study is about the expectancy effects of teacher and learner autonomy, and demonstrates that the influence degree of teacher’s differential behaviors to the seven aspects of learner autonomy, which provides some enlightenments of fostering students’ learning autonomy.