Approaches To Fostering College English Learning Autonomy Under Anchored Instruction Model

Firstly, this research defines the concept of foreign language learning autonomy and quotes the definition of Holec about foreign language learning autonomy, which the ability to take charge of one’s learning. This research divides it into “four dimensions”, which are making learning plans, choosing learning materials, monitoring learning process and self-evaluation. After reading domestic and overseas references on foreign language learning autonomy in recent years, the author finds that on the aspect about approaches to fostering foreign language learning autonomy, there are few researchers that systematic study the approaches to fostering foreign language learning autonomy under anchored instruction model in college English teaching. Most researchers just introduces the concept of anchored instruction model briefly, however, they are fail to explore the approaches and how to apply the approaches to promoting college English learning autonomy. Therefore, this research focuses on the approaches to fostering college English learning autonomy and how to apply the approaches in college English teaching under anchored instruction model(Chapter two).Secondly, this research followed by the analysis from the theoretical level, respectively from the college English teaching object, teaching content, teaching objectives and teaching form discusses the significance and feasibility to fostering college English learning autonomy by anchored instruction model(Chapter three). This research analyzes the previous researches about anchored instruction model and then concludes “four approaches” to fostering college English learning autonomy, which are scaffolding instruction, the mosaic type teaching method, self-construction method and cooperative learning method. The author analyzes “four approaches” and takes them as a way to fostering college English learning autonomy. This research takes “four dimensions” as a starting point to design teaching lessons in which the author illustrates how to use “four approaches” to fostering college English learning autonomy under anchored instruction model(Chapter four). At the end of this paper(Chapter five), the author reviews the whole content, and analyzes innovation and limitations for the research and makes suggestions.