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nts have the desire and willingness to learn English, and they form the habit to learn everyday. 2.4.4 Giving learner full autonomy To fulfill learner-centered learning mode and the part of learner’s leading role, teachers should give the right of learners to determine the direction of their own learning, and should give them full autonomy. From Little’s view, the term “autonomy” is semantically complex. Among other things it carries a strong implication of freedom, freedom from the teacher, freedom from the constraints of the curriculum, even freedom from to choose what not to learn. (1) Self-arrangement Ask students to set goals by themselves (of course, teachers also can give some guidance), to complete their tasks according to their own suitable timetable (From what time to what time, they should finish one task), to seek the necessary materials, such as dictionary, related reference books, or resource from internet. (2) Self-reports Students keep diaries every day. In their diaries, they can express everything they meet with, they think, they imagine or even they dream. In a boy’s diary, he expressed his puzzle. “I have poor grammar. I cannot speak English. I don’t know how to write a composition. I want to make progress. I need help. Who can help me? Reading his diary, the teacher told him “you are an intelligent boy. You can help yourself. Hold self-confidence and you are sure to make great progress.” (3) Self-management Alongside diaries, students can also benefit from putting pen to paper and writing on their expectations of a course at the beginning of term, and then filling in eructation sheets, or reporting on the outcomes of a course, at the end of a term. These activities can help learners put things into perspective and innate their learning more effectively. The following is a girl’s plan: I want to speak more English and I’d like to spell better than before. I want to build a small group in which the member should only speak English and I’ll find a better partner to improve my oral English. I’ll prepare for each class every day. I’ll review what I have learned that day in the evening, including listening, speaking, reading and writing. If I meet any difficulties, first I should think it over and solve it by myself, and I should be an independent thinker. (4) Self-esteem Closely related to attitudes and motivation is the concept of self-esteem, that is, “the evaluation is the learner makes of himself with regard to the target language or learning in general” (David Little & Leni Dam, 1998: 109). If the learner has a robust sense of self, his relationship to himself as a learner is unlikely, to be marked by any negative assessments of the teacher. Conversely, a lake of self-esteem is likely to lead to negative attitudes towards his capability as a learner, thus confirming his view of himself as incapable of learning. In the experimental class, students should show the teacher their learning achievement and failure weekly and monthly. By doing so, students and the teacher could clearly recognize what’s their weakness and shortcomings; what are their advantages and their merits. Therefore, students are happily to sustain the advantages and throw away their bad habits and overcome their weakness. 2.5 Encouraging learner to query In the traditional teaching way, the teachers set up a series of questions around the teaching goal, then throw the answers to students; let students remember some conclusiv