Research On Cultivation Of Learner Autonomy For Students With English Learning Difficulties In Rural Junior High School

New requirements are proposed for the teachers in cultivating students’ LearnerAutonomy (LA) on the people-oriented basis of the New Curriculum Reform. Ruraljunior high school teaching practice shows that, some students who perform well in othersubjects may have learning difficulties (LD) in English learning. Carrying out theresearches on the LD students conforms to the trend of education reform, and fostering ofLA through strategy training becomes one of the important methods to solve the problemof LD students.The current thesis is an empirical study into the effectiveness of LA fostering in ruralsecondary schools. The screening standard of the samples is the score of the English finalexam of the9th graders in three rural junior high schools in Huichang County.32students,with their total scores of seven subjects ranging from560to620, are selected as thesubjects in the study for they failed the English exams. The seven teachers of the32students are taken as the executors of the intervention research for a semester-longtraining. The methods of literature review, empirical study and statistic analysis areapplied in the thesis to explore the effectiveness of the intervention research.Results showed that: most of the LD students have strong motivation for Englishlearning; they have made their own learning plans in study but they fail in performingtheir plans; they need stratified teaching from teachers and individualized training forthemselves, and they have realized that their lack of autonomous learning ability and theirbad performance but they fail to improve their status quo of bad English learning.Training results show that the emotional and cognitive variables are not directlycorrelated with that of subjects’ score, but closely related with that of meta-cognitive; thestudy of the meta-cognitive strategy plan arrangement and phase study summary variablesrelated to students’ score; each factor within every strategy is related somehow and thereis no simple linear relationship between the variables. The variables in LA training show acomplex interactive relationship with it; through the intervention research, LD studentsimprove their LA accordingly.