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Learner Autonomy of College English and Teacher’s Involvement

Author: MaoYan
Tutor: WuNian
School: Chongqing Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Autonomous Intervention Motivation Learning Strategies Metacognitive knowledge
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 487
Quote: 2
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Abstract

In recent years, the study of foreign language teaching theory gradually shift the focus of the main body of the learners, teaching activities of the organization are also increasing emphasis on the principle of \This means that students will take on more responsibility for learning, that enhanced learner autonomy. Therefore, students develop autonomy in teaching English is especially important. Since the 1980s, the autonomy in foreign language learning has been a topic of widespread concern. Thus, research on learner autonomy have emerged. This paper describes the concept of learner autonomy, self-learning ability on the part of the non-English majors investigation of culture learning in English teaching autonomy. Learner autonomy does not mean a reduction in the role of teachers. Learning autonomy Two Theoretical Sources ------- humanism and constructivism, independent study does not mean that learning in isolation or completely independent of the teachers and other learners. In contrast, independent study covers the interaction between the interaction with teachers and other learners. Therefore, it is crucial to emphasize the positive role of foreign language teachers in the process of foreign language teaching. Well, autonomous learning classroom, the teacher's role is how to realize it? Fact, teachers should be truly effective to develop learners' autonomy, the key is to explore teaching practice: How to use a variety of favorable factors for learners create their own learning environment and provide the conditions required for self-learning; how to help learners to adopt a scientific and effective learning strategies and metacognitive knowledge, to establish a correct attitude towards learning and develop a positive motivation. Teachers need to realize that teachers reasonable and effective intervention is important and necessary conditions to promote learner autonomy possibility of conversion to the reality really protect learner autonomy and improve autonomy is an important prerequisite. Different learners in learning English will exhibit different learning attitude, motivation and metacognitive knowledge. These constitute an important condition for learner autonomy, they will affect the degree of self-learning. Therefore, in English Teaching students develop autonomy should give full consideration to these conditions. This article will elaborate on these three conditions and to explore them with the study of autonomous relationships. Based on the elaboration of the concept of learner autonomy and constitute conditions, part of the non-English major students 'self-learning ability of questionnaires and interviews, and analysis of the survey results from the following four aspects: 1. Learners' self-learning attitude; 2. autonomous learning ability; 3. learners teachers' expectations; 4. metacognitive knowledge. The survey results show that students in learning English teachers dependent teach strong, they lack the proper motivation in learning English and enough confidence in their metacognitive awareness is also very limited, which resulted in the students' self-learning ability generally low. Findings that students develop autonomy in teaching English, can not ignore the role of teacher intervention, including interest mobilize learners and to encourage learners to use metacognitive knowledge and learning strategies for independent learning. The full text is divided into six chapters, structured as follows: The first chapter is a general introduction to this article, stating the purposes of this article and the main content. The second chapter elaborated the concept of autonomy in two aspects: autonomous meaning, types and reasons. The third chapter introduces the learner autonomy preparation conditions: attitude, motivation, and metacognitive knowledge as well as their relationship learner autonomy. Chapters IV and V is the main part of this article. The fourth chapter is to survey through questionnaires and interviews with some of the non-English speaking college students self-learning ability. Chapter According to the survey results, focus on timely intervention from the teacher students' independent learning perspective, discusses mobilize the interest of learners in English teaching to encourage learners use metacognitive knowledge and learning strategies for independent learning. The sixth chapter is the conclusion, the full text and summarized.

Learner Autonomy of College English and Teacher’s Involvement

Abstract

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