How to Foster Learner Autonomy in English Teaching and Learning

Learner autonomy is a desirable goal in English teaching and learning. How to foster learner autonomy is of significance and of importance on pedagogy. The paper discusses the present problems in China, and then proposes four ways to promote learner autonomy.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

Using Internet to Promote Students＇ English Learning Autonomy

In view of the current situation of College English Teaching in many universities in China, that is, due to limited or lack of language laboratory, many universities take the form of large-size class in organizing English teaching, the result is that teachers dominate the English classroom, and students are in a passive input state, without much or enough learning autonomy. The writer of this paper suggests a teaching model by using Internet in after-class activities, which is supposed to be helpful in promoting students＇ participation in class activities and enhancing their learning autonomy.

An Experimental Study on the Development of Self-access Language Learning by Non-English Majors

Self-access language learning has attracted much attention in second language teaching and researching. This paper aims to do some researches on developing self-access language learning in the self-access center and test its effect on developing learner autonomy. Data,collected in the form of questionnaires and interview,were analyzed. Results show the development of self-access language learning by non-English majors.

Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis

This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.

A Literature Review on Relationship between Learner Autonomy and Learning Motivation

This paper sets out to review the relationship of learner autonomy and motivation in English learning based on previous theoretical and empirical studies. This study can be of great help for learners to realize the great importance of learner autonomy and learning motivation, making them more autonomous, motivated and successful in English learning.

Self-access Centers’Effects on College English Learning

This paper aims to investigate self-access centers'effects on college English learning. Data, collected in the form of questionnaires and interview, were analyzed. Results demonstrate that the self-access center(SAC)does help students to promote learner autonomy, lower their anxiety and encourage their interest in college English learning.

The Application of Self-Efficiency Theory in College English Teaching

This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the college students' learning strategies; to guide the learner autonomy in their learning process; to help teachers improve their teaching efficiency.

An Introduction to The Construction of English Multiplex Teaching Evaluation System in Secondary Vocational Schools

In view of the current situation that the evaluation mode of English Teaching in secondary vocational school is still dominated by the summative evaluation,the new evaluation mode,the multiple evaluation system,is applied to the English teaching practice of secondary vocational school in the form of experiment,and the situation of studentst learning strategies,autonomous learning,interest in learning and English level after the implementation of the multiple evaluation system is analyzed.The results show that the multiple evaluation system of English Teaching in secondary vocational school has a positive impact on studentst English learning strategies,learning autonomy and learning interest,and also plays a certain role in promoting the improvement of students’ overall English level.

ELF MOTIVATIONS AND AUTONOMY IN ENGLISH LEARNING:AN INVESTIGATION OF CHINESE NON-ENGLISH MAJOR UNDERGRADUATES

本文将英语学习动机作为影响自主性英语学习能力(AEL)的一个因素,采用定量与定性相结合的方法,通过对471名非英语专业二年级大学生进行"非英语专业大学生英语学习动机与自主性英语学习能力"的调查,发现不同类型动机与自主学习能力之间存在不同程度的相关。结合相关理论,作者对二者之间的相关性进行了分析,并提出了相关的建设性意见。

LEARNER AUTONOMY IN CHINESE COLLEGE ENGLISH STUDY——A CASE STUDY IN WAHU

Based upon the results of the Motivated Strategies for Learning Questionnaire (MSLQ), this paper presents an investigation into the Net-based learner autonomy of first-year non-English major students studying in West Anhui University (WAHU). Those results reveal that student autonomy in learning is not satisfactory, since learners have difficulty adapting to the new learning mode. Some proposals — centred on the deeper co-operation of teachers and students, as well as the institution in its wider context — have been put forth as solutions to this problem.

基于网络多媒体大学英语教学模式的自主学习能力研究

作者对基于网络多媒体大学英语教学模式下的自主学习进行了两年的教学实验。通过问卷调查和对实验班、对照班的高考成绩和四级成绩统计分析。实验结果表明：1）基于网络多媒体大学英语教学模式有利于促进学生英语学习自主性；2）基于网络多媒体大学英语教学模式有利于提高学生的英语学习成绩。

从大学新生英语学习现状看自主学习能力的培养

培养大学生的自主学习能力应从三方面着手:更新教学理念,增加管理意识;转变学习观念,增强大学生对英语教学的认知;加强策略教学,积极开展第二课堂活动,营造自主学习环境。

非英语专业大学本科生英语自主学习能力问卷调查与分析

我国大学英语教学中长期存在着单方面强调教师的决定作用,比较忽视学习者在学习过程中的决定性作用(即学习者的自主性)。本文对非英语专业大学本科生自主性英语学习能力进行了调查,就其状况进行了分析,并给出相应的建议。

计算机网络环境下的自主英语学习——一项针对非英语专业研究生的调查报告

笔者通过调查和分析非英语专业硕士研究生利用计算机网络的自主英语学习现状发现，尽管研究生对计算机辅助语言教学（CALL）持积极肯定的态度，但在自主英语学习中不能有效利用现代信息技术。不同英语水平自我评价和课外学习时间的研究生在自主英语学习行为上存在显著性差异。

研究生英语自主学习能力及相关影响因素的研究

培养自主学习能力是研究生英语教育的目标之一,在此背景下,本文对硕士研究生的英语自主学习能力现状及相关影响因素进行了调查。7所高校292名研究生的问卷数据分析显示:研究生的英语自主学习能力仅处于中等水平;英语水平自我评价和课外学习时间对自主学习能力影响显著;自主学习观念对自主学习能力有一定影响;性别差异则基本上不产生影响。

山南地区中学生英语学习自主性内部影响因素的调查研究

影响英语学习自主性的因素很多,既有外部的环境,也有学习者内在的条件。文章通过调查分析西藏自治区山南地区中学生英语学习自主性的主要内部影响因素,如学习的动机、态度与情感、学习策略与方法、自我效能感等,结合中学英语教学的实际情况,对教师和学生就如何解决该地区目前中学生英语自主性学习中存在的问题提出了一些相应的建议。

大学英语采用形成性评价促进学生自主学习的实证研究

在"课堂+网络"的大学英语教学模式中,学生自主学习的意识和能力是决定教学改革成败的重要因素。本实验通过在新的教学模式中采用形成性评价对学生的学习过程进行全面跟踪和评价,考察形成性评价对学生自主学习能力的影响,以及对提高学生英语学业成绩的作用。

大数据时代大学英语教师自主发展研究

大数据时代的到来,给传统英语教学带来了巨大的冲击,已渗透到英语教学的核心环节,教师教学的方式及学生获取知识的途径都在悄然发生变化。大学英语教师如何面对信息技术带来的机遇和挑战,寻求自主发展,创新教学模式,转变教育教学观念,融合传统优势与信息技术,激发学生学习的自主性,提升教学质量,成为不可回避且急需探讨的问题。

多元化评价体系在大学英语教学中的应用

针对大学英语教学评估模式仍以终结性评价为主这一现状,将新型评估模式——多元化评价体系以实验的形式应用到大学英语教学实践中,分析了多元化评价体系实施后学生在学习策略、自主学习、学习兴趣和英语水平方面的情况。结果表明:大学英语教学多元化评价体系对学生英语学习策略、学习自主性以及学习兴趣产生了积极的影响,同时对学生总体英语水平的提高也起到了一定的促进作用。