摘要
随着对自主学习研究的增多，越来越多的研究者发现教师在培养学生自主学习能力方面起着至关重要的作用，教师一定程度上决定着学生是否能够获得自主学习的能力。近年来，国内外学者对教师自主与学生自主之间的关系进行了诸多探讨，但甚少有学者对其相关关系进行实证研究。本研究从英语在中国作为外语的现状入手。以重庆大学艺术类专业本科二年级学生及其任课英语教师为研究对象，通过对问卷调查、访谈进行定性定量分析，从而揭示出艺术类学生自主学习现状及其英语教师自主教学现状，并进一步证实教师自主教学能力在一定程度上对学生自主学习能力的提高有积极的影响这一论断。
As more and more researchers study learner autonomy, researchers come to realize that teachers, in the process of the development of learner autonomy, play a very important role and even determine to some extent whether learner autonomy can be realized. An overview of related literature, both at home and abroad, on teacher autonomy and learner autonomy can open your eyes to the fact that few empirical studies have probed into the relationships between them. Set in the current situation of teaching English as a foreign language in China, this dissertation carried out interviews and questionnaire surveys among the sophomores majored in arts as well as their College English teachers at Chongqing University, with a view to shed some light on the status quo of autonomous learning ability and teaching ability of the two groups of subjects we investigated. Furthermore, the present researcher also wishes to find some solid evidences asserting the positive effect of teaching autonomy upon learner autonomy via both qualitative and quantitative analyses.
