This paper intends to promote a college English autonomous teaching and learning approach by introducing the whole process of its implementation and feedback from the learners. The theoretical and practical framework ...This paper intends to promote a college English autonomous teaching and learning approach by introducing the whole process of its implementation and feedback from the learners. The theoretical and practical framework of this approach is： with multiple autonomous learning research and practice models as its core, with process syllabus as its guidance, with task-based teaching as its essential principle, with group cooperation and reciprocal learning as its means, with extracurricular activities, online learning and self-access center as its learning environment, with formative assessment system as its guarantee and with cultivation of learners＇ comprehensive English practical skills and autonomy as its goal. Through this approach, we provide the learners with a favorable learning environment where they can learn by themselves and learn by reflection and practice so that they can learn how to learn and how to behave and how to survive.展开更多
Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, ...Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, research on LA with Chinese students has not yet come to any definite conclusion about the applicability of LA in the local context. This study aims to elicit some useful information based on the investigation of Chinese students' attitudes towards LA. The questionnaire is composed of 24 statements, concerning the students' attitudes and perception towards language learning, teachers' and learners' roles, and perception of their capability in language learning. The results indicate that students show positive attitudes towards LA; they have a general desire to be involved in the language learning process and believe in the value of effort and self-discipline. The paper then, based on the results of the study, puts forward a few tentative suggestions as to how to facilitate the development of LA in Chinese pedagogical context. Teachers should transfer more power to students in classroom, and provide more room for student involvement in language teaching. Meanwhile, it is essential to raise students' awareness for Autonomous Language learning (ALL) and enhance their abilities in doing so.展开更多
文摘This paper intends to promote a college English autonomous teaching and learning approach by introducing the whole process of its implementation and feedback from the learners. The theoretical and practical framework of this approach is： with multiple autonomous learning research and practice models as its core, with process syllabus as its guidance, with task-based teaching as its essential principle, with group cooperation and reciprocal learning as its means, with extracurricular activities, online learning and self-access center as its learning environment, with formative assessment system as its guarantee and with cultivation of learners＇ comprehensive English practical skills and autonomy as its goal. Through this approach, we provide the learners with a favorable learning environment where they can learn by themselves and learn by reflection and practice so that they can learn how to learn and how to behave and how to survive.
文摘Learner autonomy (LA) has attracted more and more attention especially in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in LA. However, research on LA with Chinese students has not yet come to any definite conclusion about the applicability of LA in the local context. This study aims to elicit some useful information based on the investigation of Chinese students' attitudes towards LA. The questionnaire is composed of 24 statements, concerning the students' attitudes and perception towards language learning, teachers' and learners' roles, and perception of their capability in language learning. The results indicate that students show positive attitudes towards LA; they have a general desire to be involved in the language learning process and believe in the value of effort and self-discipline. The paper then, based on the results of the study, puts forward a few tentative suggestions as to how to facilitate the development of LA in Chinese pedagogical context. Teachers should transfer more power to students in classroom, and provide more room for student involvement in language teaching. Meanwhile, it is essential to raise students' awareness for Autonomous Language learning (ALL) and enhance their abilities in doing so.
