英语论文网

ts:  one  was  autonomous learning  behavior  and  skills;  the  second  one  was  internal  psychological  activities  to guide one’s own learning; the third one was one’s own learning content’s management; Littlewood  (1999)  thought  it  was  “the  learner’s  ability  to  use  what  he  or  she  has learned without relying on the teacher”.

Domestic  scholars  have  different  opinions  on  the  definition  of  autonomous learning. Yu (2001) argued that autonomous learning was the students’ own learning, which  was  a  learning  method,  opposite  to  other  learnings.  Hua  (2003)  thought  that autonomous  learning  was  a  series  of  techniques  that  asks  students  to  study autonomously,  to  determine  learning  objectives,  to  select  learning  materials  and  to evaluate learning progress and results, etc.. Fan (2004) found that reflective thinking was  consciously  planned,  monitored,  practiced,  and  tested  in  the  process  of  foreign language  autonomous  learning.  Shu  (2004)  thought  that  the  components  of autonomous  learning  in  foreign  language  learning  could  be  classified  into  three categories: (1) attitude: it is essential for learners to have a positive learning attitude; (2)  ability:  the  abilities  and  learning  strategies  should  be  fostered  so  as  to  finish learner’s learning assignments autonomously; (3) environment: opportunities should be offered to students to exercise themselves and make them responsible for their own learning.  Pang  (2003a)  advocated  defining  autonomous  learning  from  both  vertical and  horizontal  dimensions.  From  the  horizontal  aspect,  the  motivation,  content, strategy  and  time  of  autonomous  learning  could  be  self-driven,  self-selected, self-adjusted  and  self-governed  respectively.  Students  could  also  positively  build  a material and social background  for autonomous learning, and  could self-regulate the learning results; longitudinally defined, autonomous learning was a kind of learning in which learners could set up their own learning goals, make their own learning plans, make  good  preparations  for  learning,  self-monitor,  self-feedback  and  self-regulate their learning progress and methods in learning  activities, and could self-detect their learning results. 

2.2 Theoretical Basis

2.2.1 Cognitive Theory

Cognitive learning theorists focused on explaining the intermediate processes of learning  behaviors,  i.e.  purpose,  meaning,  etc.  They  believed  that  these  processes were  the  variable  本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。