1(1)Little, D. Learning as Dialogue: The Dependence of Learner Autonomy on Teacher Autonomy[J]. System, 1995. 23 (2): 175- 182.
2(2) Little, D. Responding Authentically to Authentic Texts: A Problem for Self-access Language Learning. In P. Benson and P. Voller (eds).Autonomy and Independence in Language Learning[ M]. London: Longman, 1997:225 - 236.
3Macaro, E. Target Language, Collaborative Learning and Autonomy [M]. Clevedon: Multilingual Matters, 1997.
4McGarry, D. Learner Autonomy 4: The Role of Authentic Texts[M].Dublin: Authentik, 1995.
5Nunan, D. Designing and Adapting Materials to Encourage Learner Autonomy. In P. Benson and P. Voller ( eds. ). Autonomy and Independence in Language Learning[M]. London: Longnan, 1997:192- 203.
6Perkins, L. and Salomon, G. Are Cognitive Skills Context-bound? Educational Researcher, 1989( 1 ): 16 - 25.
7Sheerin, S. An Exploration of the Relationship between Self-access and Independent Learning. In P. Benson and P. Voller (eds.). Autonomy and Independence in Language Learning[M]. London: Longman, 1997:54 - 65.
8Victori, M. and Lockhart, W. Enhancing Metacoguition in Self-directed Language Learning[J]. System, 1995. 23 (2): 223- 234.
9Volet, S.E. Modeling and Coaching of Relevant Metacoguitive Strategies for Enhancing University Students' Learning. Learning and Instruction, 1991.1 (4): 319 - 336.
10Weiner, F.E. and Kluwe, R. H. (ods.). Metacognition , Motivation and Understanding[M]. London: Lawrence Erbaum Associates, 1987.
