A Study Of Junior High School Students' Autonomy In English Learning

Innovation,sustaining the progress of a nation,is the inexhaustible source of a country's prosperity.The development of the nation depends on her people's creativity.Nine-year compulsory education contributes to the cultivation of people's creativity.The2011 National English Curriculum stresses the cultivation of practice abilities and innovative spirits.Traditional learning styles cannot meet the new ages' demands.The transformation of learning styles becomes one of the aims of the 2011 National English Curriculum.Autonomous learning,as a new learning style,becomes more popular nowadays.The development of students' learning autonomy renders more and more attention.This thesis collects related data by questionnaires and interviews.The level,tendency and main influential factors of Junior high school students' autonomy in English learning will be analyzed in order to find an effective way to promote students' autonomy in English learning.Firstly,this thesis reviews the research condition of learner autonomy both at home and abroad.And the reviews provide the definitions of learner autonomy;analyze the theoretical bases and three influential factors.Secondly,by analyzing and summing up the questionnaires and interviews,the data show that the level of junior high school students' autonomy in English learning has been improved since the curriculum reform of 2011.However,there are still a great number of problems.For example,compared with the level of students' autonomy in English learning in grade 7,students' autonomy in English learning in grade 9 do not make progress,even go backwards.The application of meta-cognitive strategies and affective strategies are still the main factors which influence junior high school students' autonomy in English learning,such as many students still cannot use meta-cognitive strategies to monitor their learning processes,teachers pay little attention to the cultivation of affective strategies.Significantly,self-identity is also one of the main influencing factors of learner autonomy for junior high school students.Finally,suggestions for English teachers to promote junior high school students' autonomy in English learning are provided,namely meta-cognitive strategies,affective strategies and self-identity.