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al(1978). In 1980s, researches onstrategies gained a stage in second language research. However, it is in the 1990swhen strategies were incorporated into language teaching and autonomic learning.In China, research on language learning strategies begins in 1989s. Manyscholars such as Gui Shichun (1997), Wen Qiufang (1996), and Cheng Xiaotang(2002) made great contributions in studying learning strategies.Based on different standards, the classification of learning strategies differs.In the late1980s, O’Malley and Chamot deliberately classified learning strategiesfrom three aspects ---cognitive dimension, meta-cognitive dimension and socialdimension. This division is based on the cognitive linguistic theories. Meta-cognitivestrategies covers three aspects---a. to formulate learning plan; b. to monitor learningprocess; c. to evaluate learning outcomes. Cognitive strategies cover a large variety ofstrategies, such as resourcing (using target language reference materials, such asdictionaries or textbooks), grouping (classifying words, terminology or concepts),inference (using available information to guess meanings or new items, predictoutcomes or fill in missing information), transferring(using previous linguisticknowledge or prior skills to assist comprehension), and summarizing and so on.Social/Affective strategies highlights more on the affection of learning subjectivity,especially peer help.
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2.2 Reading Models and Reading Strategies
Reading model as well as reading strategy both influences reading process. Bewell aware of reading model and reading strategy can help English teacher betterguide English learners in their reading process. There are basically three models of reading---bottom-up model, top-down modeland interactive model. Each model has its own advantages and disadvantages. Thefollowing part will briefly introduce the three types of reading models.The bottom-up processing has been used to describe the decoding of the letters,words, and other language features in the text (Hedge, 2002). Put it into another word,“the comprehension of a passage goes from the smallest textual unit such as letters,words to higher levels such as phrases, clauses and the cohesion of sentences (ZhouMianmian, 2011)”. This model highlights the basic components of discourse,especially words, phrases. It preset the reading process as a simple process ofextracting meaning from the reading materials.In practice, the reading process is regarded as the recognition of letters, words,phrases, or even sentences. Influenced by this model, reading teaching always beginswith the new words, and then sentence by sentence understanding, at last grammarand drills. Even many students reckon that if they don’t understand each sentence oreach word, they certainly can not understand the whole passage. Therefore to somedegree, it influenced the extensive reading in school. Because of these demerits, thismodel has received many critics since it came into being.
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3 Research Design.......23
3.1 Planned Actions......23
3.1.1 Objectives......23
3.1.2 Subjects..... 23
3.1.3 Research Instruments.... 24
3.2 Rationale of Autonomous Learning....... 27
3.3 Implementation of the Planned Action.......29
4 Results and Discussion.... 32
4.1Data Collection Procedures.....32
4.2 Data Analysis......33
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