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hat a language learner contributes to his or her learningwill determine his or her success or failure in the end. Many learners tend to imputetheir failure to their teachers, circumstances, and teaching materials, when the mostimportant reason for their failure can ultimately be found in themselves. It goeswithout saying: learners should take the more responsibility for their languageacquisition.
In China, the status quo of China‘s education is time-consuming and inefficient.The traditional teacher-centered instruction approaches cause majority of Chinesestudents‘ undue dependence on instructors and less autonomy. It often ignores students'inherent motivation and thus produces passive learners. In order to change the currentsituation, the best way available for teachers is to make a shift from teacher-centeredinstruction to learner-centered learning. Especially in China, because the lack ofteachers of second language leads to larger class sizes which is quit against learner‘sacquisition of language, it is of great value to develop learner autonomy of foreignlanguage learners.

Chapter 2 Literature Review

Our intention in this chapter is to provide an overview of relevant literatures onLearner Autonomy, Metacognitive strategy, and Metacognitive Strategy training inaccordance with the purpose of promoting learner autonomy in English learning.

2.1 Learner Autonomy

2.1.1 Definition of Learner Autonomy
Autonomy initially defined by Holec (1981:3, as cited in Gardner &Miller 2002:6)who has been a major influence in the debate about autonomy in language learningreferred to the ability to take charge of one‘s own learning, which was regarded as astarting point in much subsequent work in the area. Holec elaborated autonomy as theability  to have, and to hold, the responsibility for all the decisions concerning allrespects of this learning.‘ The interest in learner autonomy originates in the 1970s andhas flourished since the 1980s, exactly when autonomous learning has been a hot topicof widespread discussion. Little(1990) and Kenny (1993) are representatives of schoolof thought who take autonomy as a personal characteristic. Little (1990:7) states frompsychological dimension that learner autonomy is an  essentially matter of the learner'spsychological relation to the process and content of learning‘. According to Kenny(1993:436), autonomy is not only the freedom to learn but also  the opportunity tobecome a person‘
In the matter of the concept of learner autonomy, it involves an attitude on learner‘staking charge of and responsibility for the language learning process. Dickinson(1987:II)defines the definition of autonomy as a  situation in which the learner istotally responsible for all of the decisions concerned with his(or her) learning and theimplementation of those decisions.‘ He (Dickinson 1994:4) states that  autonomy inlearning is essentially a matter of attitude to learning‘. He is of the opinion that anautonomous learner should take the responsibility for his own learning and is supposedto actively and independently make the necessary decisions on such as learningobjectives, learning methods for arriving at these objectives, materials and learningactivities, etc.

3 Chapter Three Methodology.......... 28-33
    3.1 Research Questions .........28
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