英语论文网

y. Conclusion 1. Major findings As showed in above, this study has gained its original aim—to foster learner autonomy, and learners in this experiment have developed their capacity in English and other subjects. Students learned to acquire knowledge, learned to learn. They can make effective learning plans and apply learning strategies that are suitable to them. They have changed the traditional “fully receiving” learni ng mode to the self-regulation, self-monitoring, self-esteem and creative learning, that is to say, the autonomous learning. 2. Implication The elements contributing mainly to this result lie in the following: above all, the learning motivations are aroused; and the effective learning strategies are applied. Learner autonomy consists in becoming aware of, and identifying one’s strategies, needs and goals as a learner, and having the opportunity to reconsider and refashion approaches and procedures for optimal learning. But even if learner autonomy is amenable to educational interventions, it should be recognized that “it take a long time to develop, and simply removing the barriers to a person’s ability to think and behave in certain ways may not allow him or her to break away from old habits or old ways of thinking” (Candy, 1991:124) 3. Limitation However, this study is for from comprehensive learning, as this paper only skimmed the surface of the subject and the puzzle called learner autonomy. Many more pieces are missing. For instance, no mention has been made of the role of the curriculum in promoting learner autonomy, how to get rid of the barrier of anxiety that some learners have. It’s another subject to be furthered of barrier to progress, especially the mental barrier. How to regulate teaching strategies to adapt to the individual learner is a long way to go. Bibliography [1] Benson, P. Teaching and Researching Autonomy in Language Learning [M]. Pearson Educational Limited. 2001. [2] Benson, P. & Voller, P. Autonomy and Independence in Language Learning [M]. Pearson Educational Limited. 1997. [3] Candy. Self-direction for Lifelong Learning [M]. California: Jossey-Bass. 1991. [4] Cobb: In Constructism and Learning [M]. Eduicational Research. University of Stellenbosch, South Africa.1996. [5] Cohen, A. D. Strategies in Learning and Using a Second Language [M].Beijing: Foreign Language Teaching and Research Press.2000. [6] David Little & Leni Dam. What is Learner Autonomy and How Can it Be Fostered [Z]. Dublin: Authentik. 1998. ociety [C]. Cambridge Mass. Harvard University Press.1978. [15] Wenden, S. Learner Strategies for Learner Autonomy [M]. Great Britain: Prentice Hall. 1998. [16] hyper. Chubu.Ac. Jp. [17] [18] [19] Hu Chundong, 胡春洞，YingYuJiaoXueFa, 《英语教学法》[M]. 高等教育出版社.1999年9月第1版。 hyper. Chubu.Ac. [7] Dornyei, Z. Motivation in Second and Foreign Language Learning [C]. CILT: Cup.1998. [8] Gardner, R.C. & MacIntyre, P. D. A Student’s Contributions to Second Language Learning Part11: Affective Variables [J]. Language Teaching: 26, 1-11. 1993. [9] Hardy and Taylor, Von Glasersfeld's Radical Constructivism: A Critical Review, Science and Education [J]. 6, pp 135-150, Kluwer. 1997. [10] Kelly, G. A Theory of Personality. [M] New York: Norton. 1963. [11] O’Malley, J. M. & Chamot, A. V. Learning Strategies in Second Language Acquisition. London: MacmIllan. 1990. [12] Mercer, N. The Guided Construction of Knowledge [C].Clevedon: Multilingual Matters.1995. [13] Tarone, E. & Yul