As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English languag...As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English language learning. The author tries to adopt specific meta-cognitive strategies to facilitate students＇ autonomy in learning by improving learners＇ capacities in study planning or management, monitoring and evaluating in learning to raise their consciousness and ability in autonomy, and lay a foundation for life-long learning.展开更多
Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in E...Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.展开更多
文摘As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English language learning. The author tries to adopt specific meta-cognitive strategies to facilitate students＇ autonomy in learning by improving learners＇ capacities in study planning or management, monitoring and evaluating in learning to raise their consciousness and ability in autonomy, and lay a foundation for life-long learning.
文摘Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.
