非英语专业大学生英语自主学习实证研究

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中国海洋大学硕士学位论文非英语专业大学生英语自主学习实证研究姓名：杨阳申请学位级别：硕士专业：外国语言学及应用语言学指导教师：乔爱玲20120603 非英语专业大学生自主学习实证研究摘要传统教学模式中，教师一直是课堂教学的主体，而学生只是被动地接受知识并对知识进行记忆的受体。但是近几十年来，随着教育学的发展，各种新兴教学与学习理论相继诞生并得到了广泛的认可，如人本主义，建构主义，认知主义，元认知主义理论等。在这些理论的基础上，英语教学的主体逐渐由“教师”转向了“学习者”。“自主学习”一词在外语教学过程中的重要性逐步显现并最终成为外语教学界的研究热点和重点。目前培养学生自主学习语言能力已是现代英语教学的主要目标之一。《大学英语教学课程要求》(2004：31)就明确规定教师的重要任务之一是培养学生的自主学习能力，并将其视为中国大学英语教学改革成功的标志之一。“自主学习”概念进入外语教学领域历时己久，虽然此概念在外语教学界已得了到广泛认可，但是专家学者们在定义“自主学习”的内涵方面一直存着在不同的观点。本文首先回顾了已有的“自主学习”概念及相关支撑理论，然后结合相关理论对“自主学习”进行了新的界定，认为“自主学习”概念应该包含两方面的内容。其一是学习者对“自主学习”概念的理解和其所涵盖的寓意和内容所持有的一些观念；其二是学习者的实际自主学习能力。这两个方面的内容对于从学习者的角度来研究“自主学习"，缺一不可。此外，本文还回顾并讨论了相关学习与教学理论，如人本主义学习理论，建构主义学习理论，认知主义学习理论及元认知理论与“自主学习’’之间的密切关系，同时基于这些理论探讨了“自主学习”的理论基础。“自主学习”的研究始于国外，国外外语教学界对“自主学习”的研究开始较早也较深入。在已有的研究基础上，国内的专家学者们就这一研究主题也展开了一系列研究，并取得了令人瞩目的成绩。早期国内的研究大多集中于对国外研究理论的介绍及对自主学习的理论研究，后来又转向了自主学习的实证研究。研究焦点多集中在促进学生自主学习的方法与策略上，对当前我国大学生“自主学习”实际状况研究却不多，这对于自主学习效果的全面了解无疑是 不利的。本文从观念和能力两个方面出发，业)的实际自主英语学习情况进行了调查，效果。对大学英语部分学习者(非英语专旨在切实了解英语自主学习的实际本研究的研究对象选白中国海洋大学110名非英语专业的学生，分别来自3个院系，就读于大学二年级和三年级。本研究采用的实验工具为改编的调查问卷。调查问卷包括两大部分，第一部分主要调查学习者的英语自主学习观念。第二部分是对学习者当前实际自主学习能力的调查。本文试图通过这两方面的调查，回答几个方面的问题：1．当前大学英语学习者(非英语专业)对“自主学习”持有何种观念?2．当前大学英语学习者(非英语专业)的实际自主学习能力如何?3．当前大学英语学习者(非英语专业)持有的自主学习观念与其实际自主学习能力是否一致?4．针对调查反映出的情况我们应该采取什么措施来促进大学英语教学中“自主学习’’的发展?研究发现当前大学英语学习者(非英语专业)对自主学习只达到了初步的认识和理解，对自主学习观念的理解并不全面。大部分学习者理论上渴望做到自主学习，实际上还是依赖教师的指导；在自主学习过程中，学习者对自己的角色认识尚不够明确，并缺乏相应而具体的自主学习方法和策略。除此之外，当前大学英语学习者在实际自主学能力方面的表现更加不足，实际能力和观念并不一致。在此基础上，本文就促进大学英语教学中自主学习提出了相关建议。本文认为首先教师及学习者应该重新认识自己及彼此在自主学习中的角色；其次在日常的教学活动中，教师可以采取引导学生自主学习的教学方法，如自我学习报告等；最后高校应该建立自主学习中心并对引导教师与学习者对其进行充分利用。关键词：大学英语；自主学习；观念；能力II EmpiricalResearchonNon—EnglishMajors’LearnerAutonomyAbstractTeachershavebeenthedominatepartoftraditionalteachingwhile“learners”areonlypassivereceiversofwhatteacherspasstothem．HoweveLtherecentdecadeswitnessesthatthecenterofteachinghasshiftedfrom“teachers”to“learners”，withthedevelopmentofhumanisttheories，constructivism，cognitivepsychologytheoriesandMeta-cognitiontheories．Besides，“learner-centered’’theoriesonlanguagelearningandteachinghavebeenthekeytheoriesinthefieldofforeignlanguageteaching．Nowadays，learnersarethedominaterolesinteachingpracticeandcultivatinglearners’learningskillsandabilitytolearnindependentlyhasbeenoneofthemaingoalsofmoderneducation．Accordingly,herecomestheconcept“learnerautonomy’’inthefieldofforeignlanguageteaching．And“learnerautonomy’’hasbeenahotdiscussedtopicsinceitwasborninthe1980s．Nowadays，inthefieldofEnglishteaching，weevenfollowtherule“AnimportantindicatorofsuccessfulreformofEnglishteachingisthedevelopmentofindividualizedstudymethodsandtheautonomouslearningabilityonthepartofstudents”(CollegeEnglishCurriculumRequirements，2004：31)．Thoughtheconceptoflearnerautonomyhasbeenacceptedinthefieldofforeignlanguageteaching．scholarsandresearchersdonotreachanagreementonthedefinitionofit．Thepresentthesisreviewsvariousdefinitionsoflearnerautonomyandtheoriesonlearnerautonomyfirstandthenredefines“learnerautonomy’’onthebasisoftheseliteratures．Theauthorbelievesthat“learnerautonomy’’issupposedtOconsistofbothlearners’beliefsinlearnerautonomyandlearners’abilitytolearnautonomously．Thenthethesisdiscussesthetheoreticalrationaloflearnerautonomyfromtheaspectofhumanisttheories，constructivism，III cognitivepsychologytheoriesandMeta-cognitivetheories．Studiesonlearnerautonomyhavebeenfruitful，andthethesispresentssometypicaloneshere．Abroad，studiesonlearnerautonomybeginearlierandhavebeenmorecomprehensivethanstudiesathomewhichalsohaveachievedalotinrecentdecades．Moreover,empiricalstudiesonlearnerautonomyareincreasingathome．ThisthesisistheempiricalresearchoncollegeEnglishlearners’learnerautonomy,anditiscarriedoutfrombothlearners’beliefsinlearnerautonomyandtheiractualabilitytolearnautonomously．Thesubjectsoftheempiricalresearchare110non-EnglishmajorswhoarefromthreedifferentcollegesofOceanUniversityofChina．TheyareintheirsecondorthirdyearofuniversityandhaveexperienceofcollegeEnglishlearning．Theinstrumentsusedinthesurveyarequestionnairesconsistingoftwoparts．ThefirstpartaimstOsurveysubjects’beliefsinlearnerautonomyincollegeEnglishlearningcontext．Thesecondpartaimstosurveysubjects’actualabilitytolearncollegeEnglishautonomously．Theresearchiscarriedoutaccordingtothefollowfourquestions．1．Whatisthepresentstateofcollegestudents’beliefsinautonomouslearning?2．Whatisthepresentstateofcollegestudents’abilityofautonomouslearning?3．Whetherstudents’beliefsinautonomouslearningareinaccordancewiththeirautonomouslearningabilityornot?4．WhatmeasuresshouldbetakentOpromotetheapplicationoflearnerautonomyincollegeEnglishteaching?Ononehand，mostlearnershavethebelieftotakeonthemainresponsibilityincollegeEnglishlearning，whichispositivetOthepromotingoflearnerautonomy,whilelearnershavebeliefswhichwilldoharmtotheirEnglishlearning．Thisshowsthattheirbeliefsinlearnerautonomyarenotcompleteandclear．Ontheotherhand，collegeEnglishlearners’actualabilitytolearnEnglishautonomouslyisIV evenweaker．Andthesituationisthatlearners’abilitytolearnautonomouslyisnotinaccordancewiththeirbeliefsinlearnerautonomy．Accordingtotheresultsofthesurvey,theauthormaintainsthattopromotelearnerautonomyincollegeEnglishteaching，itisnecessarytorecasttheroleofteachersandlearnersandtheinterrelationshipbetweenteachersandlearnersfromtheaspectoflearners’mind．Inaddition，teachersshouldleadlearnerstOtakemeasures，suchasself-reportwritingtomonitorthepracticeoflearnerautonomy．What’Smore，weshouldsetupself-accesscentersandmakeefficientuseofthemincludingtheinternetandadvancedfacilities．Keywords：collegeEnglish；learnerautonomy；beliefs；abilityV ListofTablesandDiagramTable1Thedescriptionofsubjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．20Table2Itemsaboutsubjects’beliefsintheroleoftheteacher．．．．⋯．．．．．．．．．．．．．．．．．．．．．．23Table3Subjects’beliefsinthenatureoflanguage．⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯．．⋯⋯⋯⋯25Table4Subjects’beliefsinthelearners’independence⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．27Table5Subjects’beliefsinlanguagelearningmethods⋯．⋯．⋯⋯．⋯⋯．⋯⋯⋯．．⋯．⋯28Table6Subjects’abilitytounderstandteachers’teachingaims⋯⋯⋯⋯⋯⋯⋯⋯⋯30Table7Subjects’abilitytohavespecificgoaloflearningandmakealearningplan⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．31Table8Subjects’abilitytouselearningstrategiesavailably⋯⋯⋯．⋯⋯．⋯⋯．⋯⋯．．32Table9Subjects’abilitytomonitortheuseoflearningstrategies．．．．．．．．．．．．．．．．．．．⋯．．33Tablel0Subjects’abilitytomonitorandevaluatetheirlearningprocess⋯⋯⋯⋯．34Diagram1Thecomparisonoflearners’beliefsinlearnerautonomyandtheiractualabilitytobehaveautonomouslearning⋯．．⋯．．⋯．．⋯．．．．．．⋯．．⋯．．．．．．．35V ChapterOneIntroduction1．1BackgroundoftheStudyNowadays，economicglobalizationandreformandopeninguppolicyinChinahavebeengettingfurtherdevelopment．Consequently,tOkeepupwiththedevelopment，highqualitytalentsandtalentswithinnovativeabilityareinurgentneed．Withthedevelopmentofsocietyandeconomy,EnglishteachinginChinahasbeenreceivingincreasingattention．Tomeettheever-changingrequirementsofindividualdevelopmentandsocialdevelopment，scholarsandresearchersfromEnglishteachingfieldneverstoppedexploringeffectivemethodstoimproveEnglishteachingpractice．IIlthefieldofEnglishteaching，theword“learner'’hasalmostprevailedoverc‘teacher’，sincethe1980s’，andthenbecomesthefocusofresearchesandstudies．Withtheunderstandingofhowlanguagesarelearnedbeingdeeper’scholarsandresearchersrealizedthat“learner’’isthecrucialpartwhichdecidesthefinalresultoflanguageeducation．Therefore，theybegantotryworkingoutmoreeffectivewaystofacilitateEnglishteachingfromtherespectoflearners．Withresearchesgoingon，learnerautonomycameupasahottopicwhichisregardedasanavailableandeffectivewaytoimproveforeignlanguageteachingandlearning．LeaITlerautonomywasputfirstforwardbyHenriHolecinthe1980s．Overthirtyyears，itishighlyvaluedinforeignlanguageteachingfieldbothathomeandabroad．JustaswhatXuandZhanhavesaid：learnerautonomyhasbecomenotonlyawidelvdiscussedtopicbutalsoanewtrendinforeignlanguageeducation．(XuJinfen＆ZhanXiaohai，2004：2)Thepopularityoflearnerautonomyisnotsurprising，fortheCOnceptgoeswellwithmanyofourkeypedagogicalpreoccupations．Forinstance，scholarsandresearchersholdtheopinionthatlanguagelearningrequireslearnerstObeinvolvedinitactively．Moreover,EnglishteacherstendtohelplearnerstobeindependentinEnglishlearningwithoutthecontrolofteachers．Benson(1997：18)said“autonomouslearningismoreorlessequivalencetoeffectivelearning·”Similarly,Little(1991：8】alsoclaimedthat“theoneswhohavedevelopedadegreeofautonomytendtObethemostefficientleamers．”Therefore，cultivating“autonomous 呈!竺!堕竺!垦!苎!!!塾竺璺堕竺翌：里呈型!!垦坚型竺望：：：堡!!呈竺墅塑坚!婴!：leamers’’inforeignlanguageteachingshouldbeoneofultimategoalsofEnglishteaching．Actually,learnerautonomyhasbeenwidelyacknowledgedandacceptedinChineseEnglishteachingfield．ThecurrentCollegeEnglishCurriculumRequirementsgoes：“Animportantindicatorofthesuccessfulreformoftheteachingmodelisthedevelopmentofindividualizedstudymethodsandtheautonomouslearningabilityonthepartofstudents”(CollegeEnglishCurriculumRequirements，2004：31)．LeadedbytheCollegeEnglishCurriculumRequirement，collegeEnglishteachinghasbeenmoreflexibleandtendstopaymoreattentiontotheindividualdevelopmentandthecorrespondingrequirementsoflearners．However，MrDaiWeidongoncepointedout：“Asisuniversallyknown，ChineseEnglishteachingisstilltime—consumingandinefficient．Inaddition，‘dumbEnglish’asadisturbingphenomenonhasnotbeenclearedoutyet．”(DaiWeidong，2004)OneofthereasonsfortheseproblemsisthatinfluencedbyChinesetraditionalcultureandtraditionalEnglishteachingmethods，ChineseEnglishlearnersareaccustomedtobethefollowersoftheirteachers，andfewofthemcanbehavelearningautonomously．(DengNa，2009)Thereisstillgapbetweenwherewearesupposedtobeandwherewearenow．Inaddition，collegeEnglishclasses(oneortwoclassesperweekfornon-Englishmajors)arecomparativelylimited．LearningEnglishonlyonclassesundertheguidanceofteachersisfarfromenough．Inthiscontext，itisurgenttomakegooduseof“learnerautonomy”andcultivateautonomouscollegeEnglishlearners．Asaconsequence，weshouldfirstgetaclearunderstandingoflearners’presentbeliefinlearnerautonomyandtheirabilitytolearnautonomously．1．2PurposeandResearchQuestionsoftheStudyTherehavebeenresearchesdevotingtOexplorehowtomakegooduseof“learnerautonomy”fromvariousaspects．Someresearchesfocusondefiningwhatlearnerautonomyis；someresearchesconcentrateondescribingandanalyzingthetheoreticalfoundationoflearnerautonomy；someotherstrytofigureoutthestrategiesofhowtoputlearnerautonomyintopractice．However，empiricalstudies2 onautonomousEnglishlearningarenotSOmuch．Moreover,mostofpresentrelevantempiricalstudiesaremainlybasedhowtopromotelearnerautonomythroughdifferentlearningstrategies．EmpiricalresearchesbothcollegeEnglishlearners’presentbelieflearnerautonomyandtheirabilitytolearnautonomouslyareevenfewer．Learnersgotoclasswithpredisposedbeliefs，includingbeliefsinwhatlanguageis，howlanguageshouldbelearned，thecharacteroflearnersandteachers，interrelationshipofteachersandlearners，howtheclassshouldgo，which，tosomeextent，directslearners’activitiesinEnglishlearning．Likely,whetherlearners’havethebeliefsinlearnerautonomyornotduringEnglishlearningprocess，whetherlearnersacceptleamerautonomyornotduringEnglishlearningprocessandtowhatextentdotheyacceptautonomousEnglishlearning．．．willdefinitelyinfluencelearners’learningbehaviorandoutcomeandthepracticeofleanerautonomy．Asaresult，toofferlearnersmoreefficientEnglishlearning，itisneedytoinvestigatelearners’beliefsinlearnerautonomyduringtheirEnglishlearning．Littlewood(1996)heldtheopinionthatautonomouslearnercanbedefinedasonewhoiscapableofmakingandcarryingoutchoiceswhichgovernhisorherlearningbehaviorsindependently．Thecapacitycontainsbothlearners’abilityandwillingnesstolearnautonomously．Besidesthebelief(willingness)，anotherfactorwhichexecsgreatinfluencesthepracticeoflearnerautonomyistheactualabilityoflearnerstolearnautonomously．Onlythebasisoflearners’ability,canwedecidewhetherlearnerautonomyishelpfulornotandwhatkindofpropermeasuresshouldbetakentomodulateteachingactivities．ThispaperintendstoofferempiricalresearchcollegeEnglishlearners’beliefsinlearnerautonomyandtheirabilitytolearnEnglishautonomously．Ononehand，wecangetaclearviewofthesituationofcollegeEnglishlearners．Ontheotherhand，forcollegeEnglishteachers，thispapercanbeusedasempiricalreferenceintheirteachingpractice．Basedtheoriesaboutlearnerautonomy,thisthesisperformsaninvestigationandfindsoutcollegeEnglishlearners’beliefsinlearnerautonomyaswellastheiractualabilitytoleanerautonomouslyviaquestionnairesandthustoanswerthequestionsasfollows：1．Whatisthepresentstateofcollegestudents’beliefsinautonomouslearning?3 里竺里!堕!!!垦!!!!!!皇竺璺塑竺里：垦翌曼!!!皇坚型竺堡：：：堡!!呈!!墅!旦翌竺里坚：：2．Whatisthepresentstateofcollegestudents’abilityofautonomouslearning?3．Whetherstudents’beliefsinautonomouslearningareinaccordancewiththeirautonomouslearningabilityornot?4．Whatmeasuresshouldbetakentopromotetheapplicationoflearnerautonomy?Firstandforemost，thisstudyprovideslatestempiricalmaterialfortheresearchesonlearnerautonomyinthefieldoflanguageteaching．Thematerialsaboutwhetherstudents’beliefsinautonomouslearningareinaccordancewiththeirautonomouslearningabilitywillcontributetofurtherstudiesonthistopicandcollegeEnglishteachingpractice．ItoffersaclearmapforUStomakeoutwherethepresentcollegeEnglishteachingisandwhereitissupposedtobe．Secondly,theauthorhopestomakesomecontributiontOcollegeEnglishteaching．Learnerautonomy,astheultimategoalofcollegeEnglishteaching，iscloselyrelatedtothefateofEnglishteaching．However,howitcouldbepromotedandevaluatedisstilluncertain．Concerningthesequestions，thisthesistriestodiscusssomeresolutionsandgivesomesuggestions．1．3OverviewoftheThesisTheauthordividesthepresentthesisintothefollowingsixchapters：ChapterOneisthebriefintroductionofthestudy,includingthebackgroundoftheresearch，researchquestions，thesignificanceofthepresentresearchandtheoverviewofthethesis．ChapterTwoistheliteraturereviewathomeandabroad．Itconsistsofthereviewofrelevanttheoriesonlearnerautonomy，thedefinitionoflearnerautonomy，thecharacteristicsofautonomouslearners，thetheoreticalrationaloflearnerautonomyandsomepreviousstudiesonlearnerautonomyathomeandabroad．ChapterThreeisthedetailedintroductionoftheempiricalresearch．ChapterFourshowsthediscussionoftheresultoftheinvestigation．InChapterFive，theauthorofferssomesuggestionswhichmaybeusefulforpromotingtheimplementationof“learnerautonomy”incollegeEnglishteaching．ChapterSixistheconclusionofthethesis．Theauthorsummarizesthewholethesisandpointsoutthelimitationsofthethesis．4 ChapterTwoLiteratureReview2．1LearnerAutonomyInthe1960s，theconceptofautonomyfirstcameoutinthefieldofteaching．Intheyearof1980，HenriHolecpublishedhisbookAutonomyandForeignLanguageLearning，afterwhichtheterm“autonomy’’hasbeenbecomingmoreandmoreimportantinthefieldofteaching．Inthefollowingdecades，manydetailedstudiesonlearnerautonomyhavebeendonefromrelatedaspectsbyscholarsandresearchers(Dickinson，1987；Little，1995；Wenden，1991；BensonandVoller,1997；etc)，ofwhichachievementsarefruitfultheoreticallyandpractically．Duetothefactthatleamerautonomy‘‘arisesfromtheneedtocaterforlanguageteachinginsituationswhereatraditionalclassroom—basedapproachisnotfeasible”(Tudor,1993：23)，achievementsonlearnerautonomymakeitpossiblefortheoreticiansandteacherstogiveasecondthoughttothetraditionaltenetsandteachingmethodsfollowedbefore．Nowadays，notonlyhaslearnerautonomybeenacceptedbyteachersbutalsoithasbeenofficiallyregardedasoneoftheultimategoalsofcollegeEnglishteachinginChina．Asamatteroffact，almostallteachersagreewiththeimportanceofhelpinglanguagelearnersbecomeautonomouslearners．(Wenden，1991：11)Consequently,itisnecessarytogetabetterunderstandingoflearnerautonomyfromdifferentaspects．2．1．1DefinitionsofLearnerAutonomyBesidestheregularlycited“learnerautonomy’’and“autonomouslearning”．scholarsatbothhomeandabroadgivenumbersofotherversionsincluding“learnerawareness”(Lier,1996；James＆Garrett，1991)，“self-regulation”(Zimmmerman，1989，1990)，“self-direction”(Candy,1991)andetc．However,overthirtyyears，researchersandscholarshavenotreachedagreementonitsdefinitionsinceitfirstshowedup．Scholarshavebeengivingdiversedefinitionsofleamerautonomyfromdifferentaspects．Henri(1981：31took“learnerautonomy”aslearners’capacitytOmanagetheirownlearning．AsforHenri，learnerautonomyiskindofleamers’potentialcapacityto actindependentlyinagivencontextbutnottheiractualbehavior．Thatistosay,Holecregardedlearnerautonomyasakindofabilitybutnotanaction．Similardefinitionswhichalsoconcernlearners’abilityweregivenbyotherscholars．Learnerautonomyis“acapacityfordetachment，criticalreflection，decisionmaking，andindependentaction．”(Little，1991：4)Learnersbecomeautonomouswhentheyreachapointwheretheyarecapableofdefiningtheirowngoalsandcreatinglearningopportunitiesforthemselves．(Nunan，1995：145)Little(1995：175)pointedoutthat“thefundamentalfactoroflearnerautonomyislearners’acceptanceoftheresponsibilityfortheirlearningwhichneedsapositiveattitudetolearningandthedevelopmentofacapacitytoreflectonthecontentandprocessoflearningwithaviewtobringingthemasfaraspossibleunderconsciouscontr01．’’Thisdefinitiontakeslearnerautonomyaslearningapproacheswhichhelpslearnersgetimprovementinlearningwiththeguidanceofteachersandassistancesfromtheoutsideworld．_．Littlewood(1996：428)definedlearnerautonomyfromtheaspectsofbothlearners’willingnessandability．AccordingtoLittlewood，autonomouslearnersarethosewhohavethecapacitytomanagetheirownlearningindependently．AccordingtOLittlewood，thecapacityhereisdefinedaslearners’willingnesstOlearningindependentlyandtheirabilityputtinglearnerautonomyintopractice．“Willingness’’meanslearners’motivationandconfidencetotakeresponsibilityoftheirownlearningbehaviors．And‘‘ability’’referstotheknowledgeandskillswhicharenecessaryforlearnerstocarryoutthemanagementoftheirownlearningbehaviorsindependently．Both“willingness’’and“ability’’shouldbepresentedtogetherifoneisexpectedtobeaonehundredpercentautonomousleamer．BensonandVollerregardedlearnerautonomyasbothlearners’capacitywhichwasbornwithandtheprocessthatlearnerstakeresponsibilitiesfortheirlearning．Evenifsomelearnershavetheinborncapacitytolearnautonomously，theinborncapacityismaybeinterruptedbytheSOmanyyears’institutionaleducationwhichtheyhaveacceptedandbeenaccustomedto．SoitisnecessarytOprovidelearnerswithopportunitiestoexerttheirabilitytolearnautonomously．HuaWeifen(2002a)dividedtheexistingdefinitionsintofourgroups，andeachgroupfocusesononeparticularaspectoflearnerautonomy,suchaslearners’ability,learningenvironment，learners’responsibilityfortheirownstudy．Alsosomeother6 EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’scholarsregardlearnerautonomyasacomprehensiveconceptasawhole．Thedefinitionfocusingonlearners’abilitymainlytakes“autonomy’’aslearners’“abilitytotakechargeoftheirownlearning”whichregardsautonomyasakindofabilitybutnotbehaviors(Holecs，1981；Bergon，1990)．“Environmenttheory’’perceivesthatautonomouslearnersshouldberesponsiblefortheirstudyinanylearningenvironmentandlearningenvironmentplaysdecisiveroleinpromotinglearnersautonomy(Dickenson，1992；Esch，1996)．“Responsibilitytheory’’maintainsthatlearnersaretheoneswhoareresponsiblefortheirlearningbehaviorandresponsibleconsciousnessisfundamentalinadvancinglearnerautonomy(Scharle&Szabo．2000；Broady&Kenning．1996)．“Synthetictheory”defineslearnerautonomyfrommanyaspects(Benson，1997)．Inaddition，GardnerandMillercategorizetheconceptofautonomyfromthefollowingpointsofview．Firstistheindividualcharacteristic．Kenny(1993)pointedoutthatnotonlyisautonomythefreedomtolearnbutalsotheopportunitytobecomeaperson．ThenextisthepoliticalconceptofBensonwhichsaidlearnerautonomyrepresentedtherecognitionoftherightsoflearnerswithineducationalsystems(Benson，1997：29)．InthecontextofELT,italsorepresentsthereorganizationoftherightsofthenon·nativespeakersinrelationtOthenativespeakerswithintheglobalorderofEnglish．Anotheraspectliesineducationalpractice．Beingthegoalofeducationpractice，autonomyisanapproachtoadvanceeducationpractice．(Bound，1998)AsGardnerandMiller(1999：5)havefiguredout：consideringfromdifferentaspects，peoplehavevariousdefinitionsoflearnerautonomy．Therefore，thiswillbeanareawhichisofongoingdebate．What’Smore，withincreasingnumbersofdiscussiontakingplace，definitionsoflearnerautonomyaretobematureinthefuture．Thatistosay,thereisnorightorwrongasforallthesedefinitions．Chan(2001：505)hasalsopointedout“Theliteraturesuggestsdifferentinterpretationsoftheconceptindifferentcontexts”．Thisisafieldopeningtoallthatareinterestedinit．Thisthesistakeslearnerautonomyasthecombinationofbothlearners’beliefsandtheirabilitytolearnautonomously,justaswhatLittlewoodpointedout：learnerautonomyisdividedintolearners’willingnesswhichmeanslearnersoughttohavethemotivation，confidenceandtheabilitytolearnindependently．Thismeansthatlearnersshouldhavetheknowledgeandskillsabouthowtoputtheirchoicein7 EmpiricalResearchonNo里：里里堂皇坚型型：：坐型!!坐!!翌塑￡—————一一一———————————————————————————一learningpracticeappropnatelY·Inte衄soflearners，learnerautonomyvariesfrompersontoPerson．Some1eaInersmaybeeagerlymotivatedtopracticelearningindependentlywhlleunfortunatelytheyfailsfortheydonothaveindispensableabilitytodoso·Meanwhile，otherlearnerswhohavetheabilitytomakeandcarryout1ndependentchoicesofhowtoorganizetheirlearningmaybenotwillingtodoso·ActuaJly，slnceleamerautonomyhasbeenregardedastheeffectivewaytopromoteforeignlanguageteaching，totakeadvantageoflearnerautonomy，weshouldreallytakethesetwofactorsintoconsideration．Onlyinthisway，couldwegraspeveryposslblePosltlVedetailtopromoteEnglishteachinginteachingpractice·Nomatterinwhatwayhowlearnerautonomyisdefined，whatwehavetopayattentiontoisthatlearnerautonomyisamatterofdegree．Learnerautonomydoesnotmeanthat1eamersshouldabsolutelybeautonomous．Therearelotsoffacto‘swhlchmavcausethedifference，includingcommunication，learningexpertence，Perso彻llife．contextsandinternalqualityoflearnersandSOon．Candy(1991)claimedthatleamerautonomyis‘‘aperennialdynamicprocess，agradualprocess，rathertnanaprOduct，astate，whichisreachedonceandfora11．”Otherscholarsalsogavethesimilarexplanations“fuUautonomyisanideal，ratherthanareality-Thedeg。eesoflearnerautonomyandpotentialforachievingfactorslikelearners’personalityandgoals，context．’’2．1．2AutonomousLearnersdifferentlearnerautonomydependoninstitutionalphilosophyandculturalLeamerscanbecalledautonomouslearnerswhentheyarecapableofthefoilowingparts：“fixinglearningobjectives，defininglearningcontentsandpro伊essinlearning，selectingthemethodsandtechniquestobeusedinlearning，monltomgtheacquisitionprocedure，evaluatingwhathasbeenacquired．"(Holec，1981：9)H01ectooklearnerautonomyaslearners’capacity，andhemadethe1mageofautonomouslearnersclearly．AsforLittlewood’sidea，learnerswhohavethecapacitVtomakeandcarryoutchoicesthatgoverntheirlearningbehaVlo‘sareautonomouslearnets．Thecapacityhereconsistsofabilityandwillingness(Littlewood，1996)whichmeansthatautonomouslearnersshouldbeableto8 EmpiricalResearchonNon—EnglishMajors’“LearnerAutonomy’’participateinthelearningprocessactivelyandcanmakegooduseoftheopportunitiesinthelearningprocess．Dikenson(1993：330．331)identifiedautonomouslearnersasthosewhoareabletounderstandwhatistaughttothem，maketheirownlearningobjectives，selectandmakeefficientuseoftheirownlearningstrategies，monitorthepracticaluseoflearningstrategiesandevaluatetheirownlearningprocess，whenheinterviewedHedgeontheissuesofautonomouslearning．Asthetopicoflearnerautonomyishotlydiscussed，scholarstendtogivemoreprecisecharacteristicsofautonomouslearners．Asaresult，moredetailsaretakenintoconsideration．Forexample，similarcharacteristicsofautonomouslearnershavebeengivenbyBoud(1988：23)andHedge(2002：76)fromthefollowingeightaspects：settinglearninggoals，searchingfornecessarylearningresources，learninginthecooperationwithothers，choosingwhatistobelearned，adjustinglearningstrategiesaccordingtotheactualsituationoflearningbehaviors，reflectingonlearningprocess，evaluatingtheoutcomesoflearning，havingreorganizationofteachers’roleasguidersandconsolers．Tosumup，aswhathavementionedinthepreviouspart，autonomouslearnersare“characterizedbyresponsibilityforhisorherownlearning，ahighlevelofindependenceinperforminglearningactivitiesandsolvingproblemswhichareassociatedwiththelearningtask，activeinputtodecisionmakingregardingthelearningtask，anduseoftheteacherasresourceperson．"(Boud，1988：41)．AlltheabovetheoriestellUSwhatweareexpectedtopromotetheapplicationlearnerautonomyincollegeEnglishteaching．Ontheonehand，Englishteachersaresupposedtoassistlearnerstoberesponsiblefortheirownlearningbysettingupawareness，motivationandconfidenceoflearnerautonomyfromthepointofbelief．Ontheotherhand，learners’abilitytoactautonomouslyinlearningisalsoboundtobeenhanced．2．2TheoreticalRationaleoftheStudyThedevelopmentoflearnerautonomyisprofoundlyinfluencedbythedevelopmentofmanyothertheoriesinthefieldofforeignlanguageeducation．Thesetheories，suchas，humanisttheory，constructivistlearningtheory，cognitive9 里竺里!堕!!!墅!!!!些!呈堂呈：星璺曼!垫垒坚尘竺堕!：塑!!里!!墅12璺竺翌!：：psychologytheory，andmeta·cognitiontheoryareallcloselyrelatedtothemandthusalsobecomethetheoreticalfoundationsoflearnerautonomy．2．2．1HumanistTheoryHumanisttheoryinthefieldofforeignlanguageteachingfacilitatesthenewunderstandingoflearnerautonomy．Thefocusesofhumanismincludethepositiveaspectsoflearners，learners’inner—directedconsciousmotivationandlearners’self-directedgoalswhichemphasizeunderstanding，learners’assumptionofresponsibilityandlearners’self-realization．(Stevik，1990)humanisticpsychologyclaimsthatlearnersshouldberesponsiblefortheirownstudyandlearnersshoulddecideaffairswhicharerelatedtotheirlearningforthemselves．Accordingtohumanistictheory，themeaningofeducationliesinhelpinglearnerstodeveloptheirindividualityandhelpingthemtorealizetheirpotentialabilityandmakesufficientuseofthem．HumanisticofCarlRogersfocusesonlearningbutteaching．FromCarlRogers’pointofview，tOlearners，beingtaughthowtOlearn，ratherthanbeingtaughttheSOcalledknowledgewhichhasbeendecidedbyteachersisofgreatimportance．CarlRogers(1983)alsosaidthatthegoalofeducationisboundtodeveloplearners’adaptabilityandautonomy，whichprovesthevalueoflearnerautonomytoeducationfromtheaspectofhumanism．2．2．2ConstructivismCloselyrelatedtohumanism，constructivismfocusesonlearnersaswell．ConstrnctivismhasbecomeprevailinginAmericanandEuropesincethelate1980s．Thevarioustheorieshavebeenappliedtoeducationalpractice，suchasproblem—basedlearning(PBL)，cooperativelearningandself-regulatedlearningandSOon．Constructivism，asithasbeenusedinacademiccircles，isthereflectivepracticeofphilosophicalandpsychologicalunderstandingsabouthowhumanslearnandtakeonnewinformationSOthatitcanbeincorporatedwithpreviouslyheldinformationandknowledge．ItisaphilosophicalpointofviewaboutteachingandlearninginwhichitvaluestheideathatauthenticlearningcanonlybeachievedwhenanindividuallearnerisgiventheopportunitytOprocessnewinformationinwaysthat makesensetothatindividual．Fromtheaboveexplanation，wecaneasilyfigureoutthatconstructivism‘‘leadsdirectlytothepropositionthatknowledgecannotbetaughtbutonlybelearned'’(Candy，1991：270)，because“learningcanonlybeachievedwhenanindividuallearnerisgiventheopportunitytoprocessnewinformationinwaysthatsensetothatindividual．”Inconstructivismtheory，teachersarefacilitatorsanditiSlearnerswhoconstructtheirownunderstandingandcontroltheirlearning,whichissimilartoideasinleanerautonomy．Asamatteroffact，learnerautonomytakestheopinionfromconstructivismthatlearningcanbecalledeffectiveonlywhenitistheactivelearningwhichmeansthatlearnersareactivelyinvolvedindifferentstagesoflearning，suchasgoalssettingandmonitoringbythemselves．Inshort，wecanaconclusionabouttherelationshipbetweenlearnerautonomyandconstructivismasautonomouslearnerstakeonresponsibilityoflearninginconstructivistwayswhichisleamers”construct”understandingsthatsensetotheminsteadofhavinginformationdeliveredtotheminapackagedpre—digestedwaywithreadymadeand”correct”conclusions．2．2．3CognitivePsychologyTheoryAnothertheorywhichiscloselylinkedtolearnerautonomyiscognitivepsychologytheorywhichstresseslearners’mentalprocess．Learnerautonomygetstheoreticalsupportfromcognitivepsychology，suchastheviewthatlearningchangeswiththedevelopmentoflearners’experiences．Accordingtocognitivepsychology，whenlearnersconnecttheknowledgetheyhavegotorknowledgetheyaretogetandtheirexperiencetogether，thelearningprocesswillbecomemoreeffective(Broady，1996)．Likely，Crabbe(1993：443)saidthatlearnerswillgetbetterlearningwhentheyareinchargeoftheirOWnlearning．Inaddition，cognitivepsychologicaltheorytendstoofferlearnerschancesto“testtheirhypotheses，drawupontheirpriorknowledge，takerisks．andusethelanguagetocommunicate”(Wenden，1997)．Takingtheopinionsfromcognitivepsychologyintoconsideration，scholarsandresearchersrealizethat，intheprocessoflearning，knowledgeabouthowtolearnandstrategiesusedtoregularlearningareofsignificantimportance．2．2．4Meta-cognitiveTheory11 Theterm“Meta-cognition”meanslearnersawarenessoftheirlearningprocess．Itfosterslearnerautonomytheoretically．“Meta-cognitiveknowledgeincludesallfactorslearnersacquireabouttheirowncognitiveprocessesastheyareappliedandusedtOgainknowledgeandacquireskillsinvariedsituations．"(Wenden，1998：34)AccordingtOWenden，meta—cognitiveskillsareusedinplanning，monitoringandevaluatinglearningactivities．Thefirststageiscalled“pre—planning”(Wenden，1998：34)．Inthisprocess，learnersmaketheirgoalandplanthestrategiesandmethodstoachievethegoalandthenbegintheirlearning．Inthelearningprocess，thereisalsoplanning．Accordingtotheactualsituationoflearning，learnersmaymodulatethestrategiesandmethodswhichhademployedbeforetogetbetterresult．Withthelearninggoeson，monitoringalsohappens．Learnersarethemonitorsandsupervisorsoftheirownlearningactivities．previoustheoriesarealltheoreticallyrelatedtolearnerautonomy．TheyallstressthecentralroleandfunctionoflearnersinforeignlanguageteachingwhichprovidespedagogicalideologyforcollegeEnglishteaching．IflearnerscanparticipateactivelyinEnglishlearningandteaching，ortheyarequalifiedoflearnerautonomy，collegeEnglishteachingwillbeadvancedobviously．2．3PreviousStudiesonLearnerAutonomyLearnerautonomywasputforwardbyHenriHolecinthe1980s．Overthirtyyears，itishighvaluedinforeignlanguageteachingfieldathomeandabroad．Andinthelate1990s，studiesonlearnerautonomycameintopopularinthefieldofeducation．JustaswhatXuandZhanhassaid：learnerautonomyhasbecomenotonlyawidelydiscussedtopicbutalsoanewtrendinforeignlanguageeducation．(XuJinfen&ZhanXiaohai，2004：2)Scholarsfromhomeandabroadexpressedtheiropinionsonlearnerautonomyfromdifferentaspects．AndtheachievementsareprovedtObefmitful．2．3．1PreviousStudiesAbroadScholarsandresearchersinthewesthavebeentakingthedevelopmentof 星竺￡!皇型垦!兰!!!皇竺旦翌!翌：里翌曼!!!皇坚型竺竖：!：望!!呈!!坐!竺里竺竺羔：：learnerresponsibilityasagoalofeducationfromtheearlysixtiesofthetwentiethcentury．Sincethen，inthefieldofeducation，theincreasingnumbersofresearcherstakeinterestindevelopinglearningskillsandlife-longlearning．In1981，HenriHolec’sAutonomyandForeignLanguageLearningwaspublishedwhichalsomeanstheappearanceof“learner—centered”theory．Inthefollowingdecades，withthedevelopmentofacademicresearchandteachingpractice，learnerautonomyhasbeendiscussedmoreandmorewhichstartedtheeraofleanerautonomy．TheachievementsofthesestudiesnotonlyprovideUSwithinsightsintolearners’treatmentandreactiontolearningcontextbutalsoofferdifferentformsforthefollowingresearchandstudies．DavidLittlewrotethearticlewhich“definesautonomouslearners，summarizesargumentsinfavorofhelpinglanguagelearnerstobecomeautonomous；brieflyconsiderstheprocessof’autonomisation’inlanguageclassroomsandself-accesslearningschemes；identifiessomeprincipallinesofresearch；andconcludesbysuggestingthattheCouncilofEurope’SEuropeanLanguagePortfoliomaybring’autonomisation’tomuchlargernumbersoflearnersthanhithertoandindoingSOmayprovideanimportantfocusforresearch．”(DavidLittle，1995)IcyLee“describedtheimplementationofalearnerautonomyprogramfortertiarystudentsinHongKong，andevaluateditsoutcomesusingdatafromstudentsandteachersinthearticleSupportingGreaterAutonomyinLanguageLearning．Itraisesissuesconcerningtheprovisionofsupportforsuchlearning，anddiscussestheimplicationsforfutureworkinthisfield．"’(IcyLee，1998)SaraCottreroll(1995)wrotethepaperReadinessfo，．Autonomy：Investig’ationLearnerBeliefswhichemphasizestheimportanceofbeliefsthatlearnersholdwhenitcomestolearnerautonomy．Inthepaper,heclaimedthat“beforeanyinventionaboutlearnerautonomyOccurs，itisnecessarytogaugelearners’readinessforthechangesinbehaviorandbeliefswhichautonomyimplies”(SaraCottreroll，1995：195)SaraCottrerollgavethesixaspectsoflearnerbeliefsinlearnerautonomy(roleoftheteacheLroleoffeedback，learnerindependence，learnerconfidenceinstudyability,experienceoflanguagelearning，approachtostudyingwhichreflectlearners’readinessforautonomythroughempiricalresearch．Littlewood(1999)didnotagreewiththeideasthatlearnerautonomyonlycanbeappliedinthecontextofwesternculture．Heconcentratedontheresearchofthe EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’applicationoflearnerautonomyonthebackgroundofeasternculture．Littlewoodputforwardthehypothesisabouttheapplicationoflearnerautonomyinthecontextofeasterncultureandtestifiedthehypothesisthroughempiricalresearch．Alsohemadesuggestionsonthepromotionoftheapplicationoflearnerautonomywhenlearnerautonomyisputintoeasternworld．SaraCotterall，(1999)discussedthemethodsofpromotinglearnerautonomythroughcurriculumandalsogaveprinciplesfordesigninglanguagecourses．Hearguedthatfosteringlearnerautonomyisanimportantandappropriategoalinlanguagecoursedesign，butprinciplestOguidethedesignofsuchcoursesarecurrentlylacking．SaraCotterallproposedfivecoursedesignprinciplesforlanguagecourseswhichseektofosterlearnerautonomy．Eachprincipleisdiscussedinrelationtotheexperienceofdesigningtwoskills·basedcoursestaughtwithinanintensiveEnglishlanguagecourse．Atlast，heclaimedthatalanguagecoursewhichintegratestheseprincipleswillcontributebothtolearners’controlovertheirownlanguagelearningprocessandtOtheirdevelopinglanguageproficiency．’’GardnerandMiller(1999)discussedissuesconcern“self．accesscenter’’includingthefoundationoftheapplicationofthecenterfromtherespectoftheoryandpractice．Kennning(1996)hadalsostudied“self-accesscenter”．Hethoughtthatlearningmaterialsandlearningresourcesinself-accessofthecentershouldberichandeasytolookfor．Thenhemadesuggestionshowtomangelearningmaterialsandlearningresourcesin“self-accesscenter．”DimitriosThanasoulas(2000)discussedthedefinitionoflearnerautonomyagain．Heregardedlearnerautonomyasalearners’capacityindetailsandalsodiscussedlearnerautonomycombiningthetheoryofconstructivism．Inaddition，DimitriosdiscussedtheCO-relationshipoflearnerautonomyanddominantphilosophiesofleaning，suchaspositivismtheory,constructivismandcriticaltheory．ThenheshowedUSlearnerautonomyfromtheaspectoflearningstrategies，cognitivestrategies，meta-cognitivestrategies，learnerattitudeandmotivationandself-esteem．AtlastDimitriosThanasoulasmadesuggestionstopromotelearnerautonomy．Nunan(2000)discussedtheroleofteachersinlearnerautonomy．Heheldtheopinionthatteachereducationisnecessarytohelpteacherstoreflectonteachingpracticewhichincludesbeliefstheyholdinteachingprocessandteachingmethodstheyapplyto．Nunanclaimsthatallthatteachersdoshoulddofavortolearners． EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’Similarresearcheshavebeendone(Holec，1981；Diekinson，1987；Little，1991；BensonandVoller,1997)toexploretheroleoflearnersandteachersinautonomouslearning．Clemente(2001)didresearchonattitudestowardsleamerautonomyonthepartofteacherswhoworkinself-accesscenterthroughquestionnaireandinterview．Duetotheinfluenceofself-experienceandotherfactors，theseteachers’attitudesto“learnerautonomy”arenotaspositiveashavebeenexpected．Forinstance，(1)theyarenotconfidentinlearners’learningintheself-accesscenter．Theydonotbelievelearnersarecapableofautonomouslearning；(2)theyarenotsureaboutthetheoreticalbasiswhichsupportstheuseofself-accesscenter；(3)theyrefusetodosomereforminteaching；(4)theycannotoffervaluableassistanceandconsultancy．Thisstudyprovidedthefuturedevelopmentofself-accesscenterwithsomegoodsuggestions．Chan(2001)studiedlearners’attitudesthroughquestionnaireandinterview．Hemadethesurveyaboutonlearners’attitudeandexpectationtolanguagelearningandlearners’understandingofleanerautonomy．Learnerswhoparticipateinthesurveyshowedthepositiveattitudetolearnerautonomyandtheyhadbeenintheprimarystageofautonomouslearning．However,learnersalsofeltthattheyarenotautonomousenoughinlanguagelearningonaccountoftheirpersonalexperienceandthelackofmotivation．Chanclaimedthat，throughteachinglearnersrelevantknowledgeandskillsaboutleanerautonomy,teachersshouldleadthemtolearnautonomously．Andhegavesuggestionsonpromotinglearnerautonomy．Inshort，studiesandresearchesonlearnerautonomyfocusonitsdefinitioninthe1980s．However,fromthe1990s，thefocusofresearchesandstudiesbegantoshifttoexploringthetheoreticalrationalandapplicationoflearnerautonomytolanguageeducation．2．3．2PreviousStudiesatHomeStudiesonlearnerautonomyathomeoriginatefromstudiesonlearnerautonomyabroad．Sotheystartedalittlelaterthanthoseabroad．However，studiesonlearnerautonomyhaveachievedalotinourcountryboththeoreticallyandpractically． EmpiricalResearchOnNon-EnglishMajors’“LearnerAutonomy’’MainaccomplishmentsofresearchesonlearnerautonomyinChinamainlyfocusontheintroductionandcommentoftheoriesandresearchachievementsabroadattheprimarystage．Thenaretheintroductionandexplorationofmethodstopromotelearnerautonomy．HerearesomespecificresearchesandstudiesonlearnerautonomyinChina．LiHong(1998：25)thoughtthatthedefinitionoflearnerautonomyisnotthatabsoluteonthebasisofreviewingrelevantliteratures．Hemadelearnersdiscussedthereasonswhytheydonotliketheteachingofteachers，andhefoundthatlearnershaddevelopingunderstandingoflearningandteaching．TheyarewillingtotakeonresponsibilitiesfortheirlearningbehaviorsandlearnersarewillingtOgetmorefreedominlearning．Theyareeagertogetmoreopportunitiestochooseanddecidewhattolearnandhowtoorganizetheirlearning．TheresearchtellsUSthatlearnerautonomyalsoworksinlanguageeducationinchina．ItisprovedthatrelationshipexistsbetweenLearnerautonomyandlanguageawareness(YangYing&JiangJingyi．2001)．Scholarsholdtheopinionthatitispossibletoimprovethedevelopmentoflearners’criticalmindthroughcultivatingtheirlanguageawareness，andthenlearnerautonomycouldbeenhanced．Teachers’roleisahottopicinthestudiesoflearnerautonomyaswell．Asisuniversallyacknowledged，teachersarenotanylongerinstructorsinthecontextoflearnerautonomybutguiders．HuaWeifen(2001)gavediscussiononthistopicwhichfocusesondefiningnewrolesofteacherswhenitcomestOlearnerautonomyandexplainingeveryspecificroleindetails．Onhowtopromotelearnerautonomyinforeignlanguageteaching，PengJinding(2002)studiedtheapplicationofdynamicsyllabuswhichischaracterizedby(1)stressingteacher’Sleadingroleandlearner’Sdominatingrole；(2)implementingdynamictimeschedule；(3)makinguseofdiversifiedtextbooks；(4)theinteractioninclasses．Inaddition，Pengadvisedflexibleanddifferentformsofclass．OtherresearchersandscholarsexploredthepromotionoflearnerautonomybycombiningvariousactivesinclassesandthereformofthepresentEnglishclasses，suchas(SongLili，2002)．Toughthemethodsaredifferent，scholarsallagreethat，topromotelearnerautonomy，intheteachingpractice，(1)teachersshouldencouragelearnerstomakelearningplanandgoalaccordingtotheactualsituationofthemselves；(2)learnersshouldusetargetlanguageasmuchaspossibleandteachersshouldprovide16 learnerswithsufficientlanguagematerialsoftargetlanguage；(3)teachersshouldtelltheuseoflearningstrategiesandlearningskillsandencouragetoputthemintopractice；(4)learnersshouldevaluatetheirlearningbehaviorseverydayoreveryweektofindouttheirdifficultiesinlearningandreflectontheirownlearningprocess．HuaWeifen(2002)andWangDuqin(2002)advocatedthatareexpectedtOmastertheknowledgeofstrategies，whichisregardedasthemainmethodtopromotelearnerautonomy．Thebasicmodelofthismethodisdefinedasfollows．First，learnersshouldhaveaclearideaoftheirlanguagelevel，requirementoflanguagelearning,languagelearningmotivationandfeeling，languagelearningbeliefsandSOonthroughquestionnairesorinterviews，whicharehelpfulinmakinglanguagelearningplansandaims．Second，teachersshouldteachallkindsoflanguagelearningstrategiesandshowtheapplicationofthesestrategiestolearners．Thenisthemonitorandevaluateoflearners’languagelearningprocess．ThismodelhasbeenprovedusefulincollegeEnglishteachingpractice(WangDuqin，2002：23)．Chinesescholarshavealsodevotedtotheresearcheson“self-accesscenter”．GuoLi(2000)discussedtherelationoflanguagelearningcenterandlearnerautonomy．HuaWeifen(2001b)introducedtheoriesandrelevantissuesaboutSelf-accesscenterandgavereflectionsonthesettingupofself-accesscenterinChineseuniversities．LeiXiao(2005)discussedcollegeEnglishlearners’learningbeliefsandthecultivatingoflearnerautonomy．JustliketheideaofSaraCotteral，Leisaidthatlearners’beliefswillimpedeorpromotethedevelopmentoflearnerautonomy．Therefore，itisneedytOchecklearners’learningbeliefsandhelpthemtocorrecttheinappropriatebeliefsinlearnerautonomy．WangYan(2007)didresearchwhichaimstofindouttherelationshipbetweenlearners’behaviorsinautonomouslearningandtheirself-perceivedprogressthroughempiricalresearch．Throughtheanalysisofdataelicitedfromlearners’dairies，theauthorfoundthatthosewhoperseveredinthepracticewithacleargoalandactiveapproachtoproblemsolvingmadeobviousprogressinlearning．Theresultalsoshowedthatperseverance，goal-directedefforts，initiativeandabilitiesinproblemsolvingwerethekeyfactorsassociatedwiththeeffortsofautonomouslearning．’’(WangYan，2007) Researchesonlearners’beliefsinlearnerautonomyarealsopopularrecentyears．Manyempiricalresearcheshavebeendonetoidentifylearners’beliefsinlearnerautonomywhichshowUSthatthemajorityofChineseEnglishlearnershavethepositiveattitudestowardslearnerautonomy，andatthesametimetheystilllackthenecessaryknowledgeandskillstoputtheconceptoflearnerautonomyintopractice．(Huang，2004；Wang，2004；Liu，2006)ThepreviouspartisthebriefreviewofliteraturesathomeandbroadonthetopicoflearnerautonomywhichshowsUStheacademicdevelopmentoflearnerautonomyandprovidesUSwithabundanttheoreticalrecourseswhenwecometothetopicoflearnerautonomyinthefieldofcollegeEnglishteaching．Nowadays，theconceptoflearnerautonomykeepspopularinthefieldofcollegeEnglishteaching．AndempiricalresearchaimingtogetadetailedideaofthepresentstateoflearnerautonomyamongcollegeEnglishlearnersisneedy(DengNa，2009：139)．Thispapertendstofulfillthegap．Differingfromthepreviousstudies，thisthesiswillbemorespecificandarousethereflectionofthedevelopmentoflearnerautonomy．18 EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’ChapterThreeResearchMethodologyThischapteristhepresentationofresearchmethods．Firstaretheresearchquestions．Secondistheintroductionofsubjectsinvolvedintheempiricalstudy．Thenisthedescriptionofquestionnairesofthestudy．TheFinalpartistheprocedureofdatacollectinganddataanalysis．3．1ResearchQuestionsand0bjectivesoftheStudyConsideringthepresentsatiationofresearchesonlearnerautonomy，itisimperativetogetaclearunderstandingoftheactualsituationoflearnerautonomyofcollegeEnglishlearnersfromtheaspectsoflearners’beliefinlearnerautonomyandlearners’abilitytolearnerautonomously，whichaimstoexplorelearners’readinesstobeautonomouslearnersinandoutoftheclass．ThispaperintendstocontributetothepromotionofcollegeEnglishteachingthroughthestudyoflearnerautonomy．Theempiricalresearchiscarriedouttoanswerthefollowingquestionsandthepapertriestogivethereasonableanswerstothem．1．Whatisthepresentstateofcollegestudents’beliefsinautonomouslearning?2．Whatisthepresentstateofcollegestudents’abilityofautonomouslearning?3．Whetherstudents’beliefsinautonomouslearningareinaccordancewiththeirautonomouslearningabilityornot?4．Whatmeasuresshouldbetakentopromotetheapplicationoflearnerautonomy?Firstandforemost，thisstudyprovideslatestempiricalmaterialsfortheresearchesonlearnerautonomyinthefieldoflanguageeducation．Theinvestigationaboutwhetherstudents’beliefsinautonomouslearningisinaccordancewiththeirautonomouslearningabilitywillcontributetofurtherstudiesonthistopicandcollegeEnglishteachingpractice．ItoffersaclearmapforUStomakeoutwherethepresentcollegeEnglishteachingisandwhereitissupposedtobe．Secondl5theauthorhopestomakecontributiontocollegeEn甜ishteaching．Learnerautonomy,astheultimategoalofcollegeEnglishteaching，isinregardtothefateofEnglishteaching．Howitcouldbepromotedandevaluatedarestilluncertain．Concerningthesequestions，thisthesistriesdiscussingresolutionsandgivingsuggestions． 曼婴坐!!堕竺些竺呈塑竺呈：兰翌坐!坚尘竺型：堡!!璺竺墅!!里2型：：3．2SnbjectsAsampleof110non—EnglishmajorswhoarefromCollegeofLiterature，CollegeofEngineerandCollegeofLawandPoliticsofOceanUniversityofChina，participatedinthestudy．Onaccountofthesituationthatonly97subjects’dataareuseful，SOtheactualnumberofthesubjectsis97．Thesesubjectsarehavingtheirsecondorthirdyear’ScollegeEnglishstudy．Inotherwords，theauthorselectssophomoresandjuniorsofnon-Englishmajorsasthesubjectsfortheresearch．Ononehand，sophomoresandjuniorsarealreadyfamiliarwithcollegeEnglishclassandknowhowtoorganizetheirEnglishstudyinthecoritextofcollegelife．Ontheotherhand，theyaremoreabletoreflecttheeffectsofcollegeEnglishteaching，sinceallsubjectshavelearnedEnglishforatleast7years．Table1ThedescriptionofsubjectsGenderMajorGradeMaleFemaleEngineerLaw＆LiteratureTwOThreePolitics22(23％)75(77％)17(18％)32(33％)48(49％)45(46％)52(54％)3．3InvestigationInstrumentTheempiricalresearchisimplementedthroughquestionnaireswhicharedesignedbytheauthoraccordingtorelevanttheoriesandachievementsfrompreviousstudiesonlearnerautonomy．Thequestionnairesconsistoftwomainparts．Thefirstpartincludes18itemsconcerningwithlearners’beliefinlearnerautonomyincollegeEnglishlearningprocesswhichevolvesfromopinionsofSaraCotterall(1995：195)andaredividedintothefollowingsixpartsontheinfluentialfactors’basis：theroleoftheteacher,theroleoffeedback，learnerindependence，leamer’Sconfidenceinstudyability,experienceoflanguagelearning，approachtostudying(SaraCotterall，1995：195)．AccordingtoSaraCotterall(1995：195)，“The20 itemsIOrthequestionnaireweredeVel。pedfr。maseries0fjnteⅣiewswithEsLs．tudentsabouttheirexperience。flanguageleamjng．，’Based。nempiricalreSearch，：neva瑚1tyandrenabnnyofIhequestionnajreafewellkn。wninIhe蹦dofforei二1angu鹋呲血∞石咖an引twasuniversallyacknowledgedandquotedwhenjlc。二st0tneresearchofEnglishleamerS，beljefonlearnerautonomy．nereby，theauthOr?咖吣邙啪COHerall，sversionasIheguidanceoftbequestionnaireusedinthistjlesjs·ButtheauthorhasmadesomereVisiontomal(ejtgoeswe㈣tblhesurvevofleamers’ability．Finally,a1】tbe18jtemsaredivjdedinl0fourpartsasfollows：。f】1：：Il!Son幽en甜we0“anguage．(2)“emsonthejndependence。flanguagelear≤㈣1‘emson‘heroleof‘heteacher；(4)items0nlanguagele锄jngmelhodsand1nesecondpartalsoincludes18aboutlearnerS，abilitytoleamaut。n。mously．TheaufhordcsjgIlsthispan。nthebasis。fthepaperofXuJinfcnandwuWeiping(XuJinfen＆WuWeiping，2004)．Thepaperdiscussesthede鼬i。n。fJeamerS’abl】itytolearnautonomouslyandgavethedeftnitiononthecontextof叻1nese．collegeEnglisheducation．AccordingtoXuandWu，1eamers，abilitytolea功autonomouslyshouldincludesthefollowingfivepaIts：theabilitytounderstandteachers’teachingaimsandrequirements，abilitytohavespecificgoalofleamingandmakeleamingplall，theabilitytouselearningstrategiesaVailably，theabjlitvtom011itortheuseoflearningstrategies，theabilitytomonitorandevaluatehisorherownJeammgpmces＆(XuJinfen&WuWeiping，2004：84)Sincethemodelofxuandwu’smentionedaboVehasbeentestedreasonablyandreliabIy，theauthordesignsthequestionnaireforthepurposeofcheckingleamerS，abilitylo1eamautonomouslyaccordingtotheirachievement．，nlereasonswhytheauth。rch。。sethesefact。rsandwritethemjnt。thequestlonnalrearc：0nonehand，thesefactorshavebeenprovedimportantandinleanlersbeliefsinleamerautonomyinthepreviousstudies；ontheoIherhand，thesefact。rsareilldispensablewiththeoriesoflearnerautonomy．10ldencifyleamers’differentbeliefsinlearnerautonomy’thestandardformeasuremen‘aPPliesafive。pointLikertscale(1=stron91ydisagree’2=disagree，j=notsure,4=agree，5=stronglyagree)．Themeasurementofleamers，abilitvtoIeamau‘onomouslyalsoappliesthefive。pointLikertscale(1=never，2=occasionallv： EmpiricalResearchonNon—EnglishMajors’“LearnerAutonomy’Alltheitemsinbothquestionnairesareorganizedrandomlybecausethoseitemscategorizedtogethermayinfluencelearners’choices．QuestionnairesgivenouttolearnersareChineseversions，SOitiseasyforlearnerstogettheirexactmeaningandthusmakeappropriatechoices． ——．!；竺里!垒!!!垦!兰!!!塾!翌型旦呈：墅竖坚!!坚型竺竖：：：堡!!翌!!坐!竺翌竺竺!：：ChapterFourResultsandDiscussionThispartisthereportandanalysisoftheresultsoftheempiricalresearchandexplanationsofalltheresearchedquestions．Thischapterisdevelopedinconsonantwiththefirstthreeresearchquestionsraisedinthepreviouschapters．ThefirstpartisthepresentstateofcOllegestudents’beliefsinautonomouslearning．Thenistheanalysisofthepresentstateofcollegestudents’abilityofautonomouslearning．Thelastpartisthediscussionaboutwhetherstudents’beliefsinautonomouslearningisinaccordancewiththeirautonomouslearningabilitybasedontheresultsobtainedandpresentedinthefirsttwopails．4．1PresentStateofCollegeStudents’BeliefsinAutonomousLearning4．1．1TheRoleoftheTeacherThispartaimstochecklearners’beliefintheroleoftheteacherinlearningprocess．Table2Itemsaboutsubjects’beliefsintheroleoftheteacherNo．Items123454Ithinkteachersshouldmake2．613．811．752．819．1evaluationofmyEnglishstudy．8IthinkhelpneededinEnglish28．542．615．312．90．7learningshouldbemainlyfromteachers．13Ithinkteachersshouldtakeonthe34．147．612．34．31．7mainresponsibilityinEnglishlearning．16Ithinkteachersshouldmake12．332．540．114．7O．4learningplanforthelearner．(Thenumbersunder1，2，3，4，5referstothepercentage；l=stronglydisagree，2=disagree，3=notsure，4=agree，5=stronglyagree)Fromthetable，itisevidentthatthemajorityofcollegeEnglishlearnersholdthebeliefthatteacherisnotthedominatingrolewhotakesonthemainresponsibilityinlearningprocessanymore，forthereareovereightypercentlearnerswhodonot agreeonirem13inthesurvey．Thisresultisinspiringtosomeextentfo‘the。eafeonlvfewerthantenpercentlearnerswhothatteachersshouldtakeonthemalnresponsibilityinEnglishlearning．AndonlyaboutthirteenpercentlearnersholdtheopiniOnthathelpneededinEnglishlearningshouldbemainlyfromteachers·ThestatisticresuItindicatesthatthemajorityofcollegeEnglishlearnershavehadtheinitialideatolearnEnglishautonomously,formostofthembelievethatleamersshouldgetassistanceneededinlearningbythemselves．Andstudentsshouldrelyonteachers．ThisisalsoagoodbeginninginrecognizingtheroleoflearnersandteachersinautonomousEnglishlearning．Atthesametime，leamers，beliefsintheroleofteachersarcvariousindifferentaspects．Theirbeliefsintheroleofteachersreflectthatlearnersarestillstronglyinfluencedbvthetraditionalteachingwayswhichhavedeeplyrootedintheirminds·lnotherwords，leamershavenotdevelopedcompletebeliefsinlearningEnglishautonomously．ThisalsoindicatesthatthelearnersstillhopeteacherstohelpthemmakeEnglishlearningplanandevaluatetheirlearningbehaviorstosomeextent·Leamers’beliefsintheevaluationoflearningbehaviorsandinthemakingoflearningplanandinteachers’offeringhelpvaryfromeachother．MorethanhalfleamersintheSHrveyagreedontheideathatteachersshouldmakeevaluationoftheirEnglishstudy,andnearlytwentypercentlearnerswhostronglyonthissaythatteachersshouldmakeevaluationoftheirEnglishstudy．Thatistosay,themajorityofc011egeEnglishlearnersstillholdtheopinionthatteachersshouldgiveevaluationtotheirEnglishlearning，whichmeansthatlearnerslackthebeliefinindependentlyevaluatingtheirownEnglishlearning．Learnersstillregardedteachersastheonewhodecidetheresultoftheirlearning,andtheyarenotsurewhethertheirlearningbehaviorsavailableornot．Thestatisticsnumberofitem8tellUSthatmostcollegeEnglishlearnersdonotontheideathathelpneededinEnglishlearningshouldbemainlyfromteachers，foroverseventypercentlearnersdisagreeontheopinionpresentedinitem8．ThisalsotellsUSthatlearnershavehadthebeliefingettinghelpindependently．Fromthestatisticnumbersofitem19，wecanseethatthoughalargenumberoflearnersdisagreeontheideathatteachersshouldmakelearningplanforlearners，therearealsoalargenumberoflearnerswhoarenotsurewhetherteachersshouldmakelearningplanforlearnersornot．Infact，asisshowninthetable，therearemore24 EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’thantenpercentlearnerswhochoose“notsure”ineveryitem，whichmeanssomecollegeEnglishlearnersareconfusedwithbeliefsinlearning，letalonebeliefsinlearnerautonomy．Tosumup，collegeEnglishlearnershavehadthebeliefthatteachersarenottheauthorityinEnglishlearningprocess．Whereas，learnersarestillaccustomedtorelyingonteachersandtryingtogethelpfromteacherswhenitcomestomakinglearningplanandevaluatingEnglishlearning．Therefore，collegeEnglishlearnershavepartlybeliefsinlearnerautonomywhiletheirbeliefsinlearnerautonomyarestillnotclear．Andthustheirbeliefsintheroleofteachersstillneedmodulated．4．1．2LearnersBeliefsintheNatureofEnglishTable3Subjects’beliefsinthenatureoflanguageNo．Items123451DifferentpeoplelearnEnglish25．453．47．511．62．1inthesameway．5Grammarmistakesarenormal14．727．922．418．217．8inusingEnglish．12Thelackingoflanguage6．525．49．336．325．9environmentisthemainreasonwhystudentscannotlearnEnglishwell．17Grammarmistakeswillblock3．219．415．740．121．6myEnglishstudy．18IthinkEnglishlearningmustbe5．125．413．633．523．8onthebasisofgrammarlearning．(Thenumbersunder1，2，3，4，5referstothepercentage；1=stronglydisagree，2=disagree，3=notsure，4=agree，5=stronglyagree)Thispartisaboutlearners’beliefsinthenatureofEnglish．Similartotable3．2，therearealsomanystudentswhochoose“notsure”inTable3．3，whichshowsthatlearners’beliefsinthenatureofEnglishlearningarealsonotthatclear．Besides，welearnthefactthatmostcollegeEnglishlearnershavetheirownwaystolearnEnglishandnearlyeightypercentsubjectsdonotthinkdifferentpeoplelearnEnglishinthesameway·Fromthetable，itisobviousthatoverthirty—fivepercentlearnersparticipatingin EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy"thesurveyholdtheopinionthatgrammarmistakesinusingEnglisharenormal．However,therearealsoanotherhalfofthesubjectssupporttheoppositeideasthatgrammarmistakeswillblocktheirEnglishstudy．Horwitz(1987：126)claimedthatinappropriatebeliefsinlanguageandlanguagelearningmayresultintheinefficientuseoflearningstrategies．IflearnersholdtheopinionthatmistakesappearingduringlanguagelearningwillimpededtheirEnglishstudy,itispossibleforthemtolosetheconfidenceintakingpartinteachingactivitieswhichaimtocultivatefluencyoflanguageusing．Inaddition，theseinappropriatebeliefsmaycauselearners’expectationthatallmistakesappearinginEnglishlearningshouldbecorrectedbyteachers．Andwithtimegoeson，learners’Englishstudywilldefinitelybeblockedifthesebeliefsgoon．However,accordingtoconstructivismlearningtheories，learningisaprocessforlearnerstoconstructtheirownknowledgesystemandlearningprocessiscreative，makinggrammarmistakesorothermistakesinEnglishlearningprocessisanormalphenomena．Accordingly,inEnglishteachingprocess，oneofthedutiesofteachers’istoofferlearnersthecorrectfeedbackoftheirEnglishapplicationSOthatlearnerscanadjusttheirbeliefsinlanguagelearning．Inclass，teachersshouldcouragelearnerstoputtheEnglishknowledgetheyhavegotintoapplicationandcommunication．ThenumberfromthesurveyofItem12showsthatmorethansixtypercentsubjectsthinkthatthelackingoflanguageenvironmentisthemainreasonwhystudentscannotleamEnglishwell．ThefactindicatesthatmostcollegeEnglishlearnersarenotsatisfiedwiththepresentlearningenvironmentandtheybelievethattheunsatisfactorypresentlearningenvironmentpartlyresultsintheirfailureinEnglishlearning．ThesurveyalsomanifeststhatcollegeEnglishlearnershavehadthebeliefthatEnglishlearningiscloselyrelatedtolearningenvironment．Statisticnumbersofitem18showthatthoughsubjectshavebeeninthecollegefortwoorthreeyears，mostofthemstillmaintainthatgrammarstudyisthemostimportantpartinEnglishlearning．ThismayexplainthefactthatChinesecollegeEnglishlearnersareexcellentatdifferentkindsofexamswhiletheyarepooratthepracticalapplicationofEnglish．Nowadays，CollegeEnglishlearners’beliefsinthenatureofEnglishandEnglishlearningaretraditionalones．4．1．3TheIndependenceofLearners EmpiricalResearchonNon—EnglishMajors’“LearnerAutonomy’’Throughtheinvestigationofsubjects’beliefsintheindependenceofthelearners，weactuallycanfigureoutlearners’beliefsintheirrolesinthelearningprocess．WhetherlearnersrealizetheirindependentroleinlearningornotisimportanttOthecultivatingoflearnerautonomy．Table4Subjects’beliefsinthelearners’independenceNO．Items123453IbelieveIcanlearnEnglish02．312．751．134．9well．6Ihaveaclearideaofhowmy5．610．415．947．720．4Englishstudyisgoing．7Havingenoughlearning13．432．311．930．212．2resources，IcanlearnEnglishbymyselfwithoutteachers．Ithinklearnersshouldhave7．913．210，148．520．311morechancestochoosewhattolearnandhowtolearnEnglish．(Thenumbersunder1，2，3，4，5referstOthepercentage；1=stronglydisagree，2=disagree，3=notsure，4=agree，5=stronglyagree)ThesurveyofItem3showsthatalmostallsubjectsbelievethattheycanleamEnglishwellandnoonechoose‘‘stronglydisagree”，whichmeansthatlearnershaveconfidenceintheirabilitytolearnEnglishwell．Thisresultisinspiring．Nomatterhowlearners’Englishstudygoeson，atleasttheybelievetheycandoitwell．Itisagoodbeginningforthecultivationoflearnerautonomy．What’Smore，notonlysubjectshavetheconfidenceintheirabilityinEnglishlearning，butalsothemajorityofthemhaveaclearideathathowtheirEnglishstudyisgoing．ThestatisticalresultofItem6indicatesthatitispossibleforlearnerstoevaluatetheirEnglishlearningthoughlearnersstillexpectteachertomakeevaluationfortheirEnglishlearning．ThestatisticalresultofItem7showsthataboutonethirdsubjectsinthesurveyagreetotheideathathavingenoughlearningresources，IcanlearnEnglishbymyselfwithoutthehelpofteachers．However,afewmoresubjectsdonotagreewiththis．Thatistosay,comparedwithself-study,learnersaremorelikelytorelyonteachersinEnglishlearning．Therefore，theroleofteachersincultivatinglearnerautonomyisancrucialtopicwhichneedstObediscusseddeeplybecauselearners’beliefsinthe27 roleofteachers，tosomeextent，directlydeterminewhetherlearnerautonomycouldbeputintoteachingpracticesuccessfully．AsforItem11，thestatisticdatashowsthatnearlyseventypercentsubjectsbelievethatlearnersshouldhavemorechancestochoosewhattOlearnandhowtolearnEnglish．Thatistosay,mostcollegeEnglishlearnersexpecttogetmoreopportunitiestodecidewhattolearnandhowtoleamer．Littlewood(1996：427)pointedoutthatthekeypointoflearnerautonomyliesinthefactwhetherlearnerswhohavetheabilitytOlearnerautonomouslyhavethewillingnesstochooseandmakedecisionfortheirownlearningbehavioraswell．Theresultofthispart，ontheonehand，provesthatcollegeEnglishlearnersarewillingtotakeonmoreresponsibilityinEnglishlearning．Ontheotherhand，thestatisticalresultshowsthatlearnersdonothavetheclearunderstandingofthefactthatlearnersactuallyplaythedecisiveinEnglishlearning．4．1．4LanguageLearningMethodsAsisknowntoall，learningmethodsarecloselyrelatedtotheresultoflearning．AnappropriatelearningmethodcanabsolutelybehelpfulforlearnerstOlearnEnglishautonomously．Bythesametoken，itwillbepositiveforthecultivationoflearnerautonomyifcollegeEnglishlearnershavetheideatodevelopmentappropriateEnglishlearningmethods．Soitisnecessarytoinvestigatelearners’beliefsinlanguagelearningmethods．Table5Suhjects’beliefsinlanguagelearningmethodsNo．Items123452Ithinkclassmates’evaluation20．243．518．410．37．6isimportant．9Feedbackfrommeis4．77．417．440．430．1important．10Ithinkextracurricularstudy2．010．43．645．438．6andreviewisimportantinEnglishlearning．14Ithinkhavinglearningplanis14．420．315．428．221．6important．15Ithinkteachers’feedbackis8．516．312．342．920．0importantinEnglishlearning．(Thenumbersunder1，2，3，4，5referstothepercentage；l=stronglydisagree，2=disagree，3=notsure，4=agree，5=stronglyagree) Feedbackreferstotheinformationwhichcanbecomparedwithlearners，achievements．Itcanbeindifferentforms，suchaswhethertheirlearningbehaviorisavailableornotandthedistancebetweenwherewearesupposedtobeandwhereweareinlearningprocess．Johnson(2001：39)pointedoutthatregularandtimelyfeedbackwillcontributetoenhancinglearners’initiativesinlearning．Fromthetableabove，wecanseethatoverseventypercentofsubjectsthinkthatfeedbackfromlearnersisimportantinEnglishlearningandnearlyseventypercentofsubjectsbelievethatteachers’feedbackisimportantinEnglishlearning．ThoughmanylearnershavethebeliefsthatexactandtimelyfeedbackfromthemselvesarecrucialinEnglishlearning，itisstilldifficultforthemgivefeedbacktothemselvesandtogivefeedbackobjectivelytoalargeextent．Therefore，mostlearnersexpecttogetfeedbackabouttheirEnglishlearningfromteacherseagerly．However,notmanysubjectsbelievethatclassmates’evaluationisSOimportantasthefeedbackfromthemselvesandteachers．Onlyabouttwentypercentsubjectschoosetotakeclassmatesevaluation．Thisstatisticalresultindicatesthatmostlearnershaveneglectedtherelationshipbetweenautonomouslearningandcooperativelearning．Tosumup，collegeEnglishlearnershavehadtheinitialbeliefsaboutlearnerautonomywhiletheirpresentbeliefsaboutlearnerautonomyisnotthatexactandcomprehensive．OvereightypercentofsubjectsbelievethattimeinclassisnotenoughforEnglishlearning，andextracurricularstudyandreviewisimportantinEnglishlearning．InChina，mostcollegestudentshavetwoorthreeclassesofEnglisheveryweek，whichisabsolutelyinsufficientforEnglishlearning．SoiflearnerswanttoachievealotinEnglishstudy,theyshouldmakegooduseofthetimeoutsideclasses．TomaketheEnglishstudymoreefficient，learnershadbetterhavealearningplan．However,thesurveyshowsthatsubjects’beliefsinlearningplanareconfused．Alargernumberofsubjectsdonotrealizethatlearningplanplaysanimportantroleinautonomouslearning，whichmaybetheresultoftraditionalteachingmethods．LearnersarestillaccustomedtoEnglishlearningunderthecontrolofteachers．Inconclusion，thesurveyonlearners’beliefsinleaner’SautonomyinthepresentthesisshowsUSthepresentstateofcollegeEnglishlearners’beliefsinlearnerautonomy．Ontheonehand，mostsubjectsinthesurveyhavethebeliefintakingon29 EmpificalResearchonNon．EnglishMajors“‘LearnerAutonomy”themainresponsibilityincollegeEnglishlearning，whichispositivetOthepromotionoflearnerautonomy．Ontheotherhand，subjectshavebeliefswhichwilldoharmtotheirEnglishlearning．What’Smore，thesurveyalsoshowsthatlearners’beliefsintheconceptoflearnerautonomyarenotcompleteandclearenough．4．2ThePresentSateofCollegeEnglishLearners’AbilitytoLearnAutonomouslyLearners’abilitytolearnautonomouslyplaysadecisiveroleinthedevelopmentoflearnerautonomy．AllteachingactionsteacherstakehavetOkeepupwiththeactualabilityoflearners．Onlyinthisway,canallthemeasuresdirectingtocultivatelearnerautonomybeeffective．Orelse，allthestudiesonlearner’autonomywilllosetheirpracticalvalue．ThispartistheinvestigationwhichfocusesonofcollegeEnglishlearners’abilitytolearnautonomously．Itincludesthefollowingfourparts：4．2．1TheAbilitytoUnderstandTeachers’TeachingAimsandRequirementsTeachersalwayshavetheirownteachingaimsintheteachingprocess，whichequalstoteachers’expectationsonlearners．However,onlylearnersareabletounderstandteachers’aimsandbecooperativeinteachingprocess，canteachingaimsbecomepractical．Learners’abilitytoperceiveteachingaimsisthefoundationtodeveloplearnerautonomy．Table6Subjects’abilitytounderstandteachers’teachingaimsNO．Items123451Icangraspteachers’7．04．545．438．64．5teachingaims．2Icantransferteachers’6．822．747．720．52．3teachingaimstomylearninggoals．3Icanunderstandthe7．618．343．328．72．1objectiveofteachingactivities．(Thenumbersunder1,2，3，4，5referstothepercentage；1=never,2=30 里竺21塑竺!坠!!!!!皇!里型!里：里呈盟!些坚型竺望=堡!!翌竺鱼!竺呈!竺芝occasionally,3=sometimes，4=often，5=always)．Thestatisticalresultfromtheabovetableshowsthatthelargestnumberineverygroupisthenumber“3’’whichmeans“sometimes”．Andsubjectswhochoose“sometimes”takeupabouthalfofallthesubjects．Thatistosay,mostsubjectscanjustunderstandtheirteachers’teachingaimsometimes，butoftenoralways．Thisindicatesthat，atpresent，learners’abilitytounderstandteachers’teachingaimsisnotthatgood．4．2．2TheAbilitytoHaveSpecificGoalofLearningandMakeaLearningPlanTheabilitytohaveaspecificgoaloflearningandmakealearningplanisthepreconditionsforlearnerstolearnwithoutthecontrolfromteachers．Thesepreconditionswillensureabetterresultoflearnerautonomyaswell．Table7Subjects’abilitytohavespecificgoaloflearningandmakealearningplanNo．Items123454Ihavemyownlearningplansbesides4．725．050．O9．O11．3theworkteachersassignUS．5Icansetuplearninggoalsaccordingto11．528．152．34．53．6theanalysisofmyEnglishstudy．6Icanadjustmylearningplan2．418．958．315．15．3accordingtotheactualsituation．7IhavescheduleofmyEnglishstudy6．442，530．218．22．7time．8IcanalwayscarryoutmyEnglish5．347．240．14．62．8studyaccordingtomyactualsituationoflearning．(Thenumbersunder1,2，3，4，5referstothepercentage；l=neveL2=occasionally,3=sometimes，4=often，5=always)．ThetableshowsUSthatthemajorityofsubjectsdonothavespecificgoaloflearningormaketheirlearningplansoften．Theyonlymakelearningplansandsetlearninggoalssometimes．Andalargenumberofsubjectscanjustachievetheseoccasionally．Thestatisticresultoftheitem“IhavescheduleofmyEnglishstudytime”manifeststhefactthatmostcollegeEnglishlearnersdonothaveclearand31 EmpiricalResearchonNon·EnglishMajors’“LearnerAutonomy”permanentscheduleoftheirEnglishstudytime．Thisalsoshowsthatlearners’learningplansactuallyarenotcomplete．Moreover,italsoindicatesthattheirEnglishlearningplansarenotputintopracticewelleither．4．2．3TheAbilitytoUseLearningStrategiesProperlyLearningstrategyplaysanimportantpartinforeignlanguagelearning．SincethefocusofEnglishclasshadbeenchangingfromateacher-centeredonetOalearner．centeredone，whetherstudentsknowhowtouselearningstrategiestOlearnaforeignlanguagewillaffectlearners’learningefficiencygreatly．Therefore，learners’abilitytouselearningstrategiesproperlywillinfluencethepracticeoflearnerautonomy．No．Items123459IhavemyEnglishlearning16．719．126．522．615．1strategies．10Iamawareofapplyingstrategies8．222．435．827．06．6toadvanceEnglishlistening，writingandreading．．．(Thenumbersunder1,2，3，4，5referstothepercentage；1=never,2=occasionally,3=sometimes，4=often，5=always)．Thestatisticnumbersconcerningwiththesetwoitemsaresimilar．Itshowsthatlearners’abilitytouselearningstrategiesaremoreadvancedthanotherabilitieswehavediscussedinpreviouspartstosomeextent，becausemorepeoplechoose“often’’inthispart．However,collegeEnglishlearners’abilitytouselearningstrategiesisnotthatpositive．4．2．4Subjects’AbilitytoMonitortheUseofLearningStrategiesIflearnersarenotabletomonitortheuseoftheirlearningstrategies，allthelearningstrategieswillbeinvain．Onlywhenleamersareabletomonitortheapplicationoftheirlearningstrategiesandadjusttheirlearningstrategies，canallthesestrategiesbehelpfulforlearnerautonomy．Therefore，learners’abilitytOmonitortheuseoflearningstrategiesis，ontheonehandthemanifestationof32 EmpiricalResearchOilNon-EnglishMajors’“LearnerAutonomy”learners’abilitytobehavelearningautonomously．Ontheotherhand，itguaranteestheeffectivepracticeoflearningstrategies．Table9Subjects’abilitytomonitortheuseoflearningstrategiesN0．Items1234511Iknowwhethermylearning5．115．639．226．313．8strategiesareavailableornot．12Icanmonitortheapplicationofmy6．324．743．220．35．5learningstrategiesinEnglishlistening，writing，readingandcommunication．13IcanevaluatemyEnglishlearning6．920．649．121．81．6strategiesandchoosetherightones．(Thenumbersunder1,2，3，4，5referstothepercentage；1=never,2=occasionally,3=sometimes，4=often，5=always)．Fromthetableabove，wecanseethatsubjects’abilitytomonitortheapplicationoflearningstrategiesisalittlebetterthantheirabilitytouselearningstrategiesforaboutseventypresentsubjectschoose“sometimes”，“often”，“always’’separatelywhenitcomestoitem11，12，13．However,theresultsalsoindicatethatwhencollegeEnglishlearnersarerequiredtomonitorsomespecificlearningbehaviorssuchasEnglishlistening，writing，readingandchooseavailablelearningstrategiesforthemselves，theyarenotasqualifiedastheyareinitem“11”．ThistellsUSthatcollegeEnglishlearnershavenotformedtheabilitytoperformthemselvesautonomouslyinspecificlearningprocess．4．2．5Subjects’AbilitytoMonitorandEvaluateHisorHerOwnLearningEnglishclassesforcollegeEnglishlearnersarelimitedintheteachingpracticeatpresent．Therefore，collegeEngliShlearnersareexpectedtolearnEnglishoutoftheclasswithoutthesupervisionfromtheirteachersiftheyareeagertogainachievementintheirEnglishlearning．Consideringthis，itiscrucialforlearnerstomonitorandevaluatetheirlearningprocessappropriately．Onlyinthiswaycantheyhaveaclearideaabouttheirlearningprocess；onlyinthiswaycanlearnerslearnindependently；onlyinthiswayisitpossibleforlearnerstoachieveleamer33 EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy”autonomy．TablelOSubjects’abilitytomonitorandevaluatetheirlearningprocess．No．Items1234514Icanalwayslearnand5．130．342．211．610．8practiceEnglishafterclass．15Icanmakeuseofallkinds6．343．124．815．310．5ofEnglishlearningresourcesinandoutoftheclass．16IcanoutputEnglish12．949．120．615．81．6knowledgeintopractice．17IcanevaluatemyEnglish6．729．146．512．65．1study18Icanmonitorthe8．435．829．420．O6．4implantationofmylearningplan．(Thenumbersunder1,2，3，4，5referstothepercentage；1=never,2=occasionally,3=sometimes，4=often，5=always)．Thestatisticalresultofsubjects’abilitytomonitorandevaluatetheirlearningprocessinthispartistheworstcomparedtotheresultsofotherparts，whichexplicitlyshowsthatsubjects’abilitytomonitorandevaluatetheirownEnglishlearningeffectistheweakestamongallabilitiestolearnerautonomously．Themajoritysubjectschoose“occasionally”whenitcomestotheiteminthispart，especiallyItem16．NearlyhalfofsubjectscannotputtheirEnglishintopracticalcommunication，whichtellsUSthatlearner’evaluationabouttheirownEnglishlearningisnotSOmuchobjectivefortheycannotuseEnglishincommunicativeactivities．Anditalsomeansthatmaybelearners’evaluationoftheirEnglishlearningmainlycomesfromdifferentkindsofexams，whichisabletoguidethemtobeautonomouslearners．Inconclusion，thesurveyofthispartshowsthatcollegeEnglishlearnershaveequippedwiththeabilitytolearnEnglishautonomously,whiletheabilitystillstayatalowlevel．ItisespeciallyobviouswhenitcomestOtheabilitytomakeandexecutelearningplanaswellastheevaluationandthemonitoringoftheirlearningprocess．Whetherlearnerscouldsearchforlearningtime，chance，learningmaterialsandlearningresourcesornotafterclassiscrucialtothedevelopmentoflearners’abilitytolearnautonomously．Unfortunately,theseabilitiesaretheonesthatcollegeEnglish34 星竺旦!!!!兰!垦!兰!堡皇!翌型竺呈：墅墨!!!塾丝笪!!!：：：堡!!翌竺坐!竺翌!竺!：：learnerslackandalsowhatfailtobeseenfromthesurvey．4．3WhetherStudents’BeliefsinAutonomousLearningAreinAccordancewithTheirAutonomousLearningAbilityorNotMcDonough(1995：91saidthatbeliefplaysanimportantroleinadvancinglearningbehaviorbutitcannotguaranteetheoccurrenceofthecorrespondingbehavior．Learnerswillgainadvancedabilitytolearnautonomouslyiftheyhavepositivelearningbeliefsandthebeliefsgowellwiththeirlearningbehavior．Thethesiscomparesthedatafromthetwoquestionnairesandgetsthefollowingcomparisondiagram．Diagram1Thecomparisonoflearners’beliefsinlearnerautonomyandtheiractualabilitytobehaveautonomouslearning(系列一恤ne1standsforlearners’abilitytobehaveautonomouslearning；系列二＼Line2standsforlearners’beliefsinlearnerautonomy)Fromtheabovecurvechart，wecanseethattheshapeofthelinewhichrepresentsforlearners’abilitytobehaveautonomouslearningisdifferentfromtheshapeofthelinewhichrepresentslearners’beliefsinlearnerautonomy．ThecurveLine2standingforlearners’beliefsaboutlearnerautonomyhasitspeakwhenitgoesto“4’’whichmeans“agree”whilethecurveLine1hasitspeakwhenitgoesto“3”whichequalsto“sometimes”．Thatistosay,mostcollegeEnglishlearnershavehadsomebeliefsinlearnerautonomy,whiletheycarryoutlearningbehaviorautonomouslyjust“sometimes”or“occasionally”．35 墅￡堡望!垦!!!兰!些!翌堕竺里：里呈曼!堡垫坚型竺竖=生!!呈!!坐!!呈竺里￡Tosumup，theresultoftheempiricalresearchshowsthat，atpresent，ChinesecollegeEnglishlearners’actualautonomouslearningbehaviorisnotinaccordancewiththeirbeliefsinlearnerautonomy．Thoughmostlearnershavehadbeliefsinleanerautonomyinvariousdegrees，themajorityofthemdonotputsuchbeliefsintopracticalEnglishlearning． ChapterFiveSuggestionsonCultivatingLearnerautonomyLearnerautonomyhasbeenregardedasoneofthegoalsofforeignlanguageteachinginbothinChinaandabroad．LearnersareexpectedtoachieveautonomouslearningundertheguidanceofteachersbothinandoutcollegeEnglishclassesjustasithasbeenrequiredintheCollegeEnglishTeachingSyllabus(2004)．However,bothlearnersandteachershavealongwaytogotofulfilltherequirementsfromtheCollegeEnglishTeachingSyllabus．Beforelearnersenteredtheuniversities，theyhadbeenaccustomedtotheteacher-centeredwayspracticedinhighschool，thoughtheformofspecificclassesofdifferentregionsmaysomewhatvaryfromeachother．However,theyarealmostthesameinnature．Thatis，almostallofthememploytraditionalteachingways．EnglishlearningiscontrolledbyteachersandlearnershavenofreedomtochoosewhattolearnandhowtolearnsincetheEnglishlearningisdirectedbythecollegeentranceexamination．Whenlearnersareadmittedtouniversities，tomeettheneedsofcollegeEnglisheducationandthedevelopmentofindividualandsociety,itiscrucialtobeautonomouslearners．．Learnersmayhaveknownsomethingaboutlearnerautonomyorautonomouslearningas．whathavebeenshowedinthesurvey,buttheyarestillnotwell-prepared．Theoreticallyeffectiveasitis，itisdifficultfortheconceptoranytheoriesoflearnerautonomytoexerttheirvalueinthefieldofcollegeEnglishteachingandlearningiflearnersarenotready．ThischapterintendstoprovidesomebeneficialsuggestionsforthecultivationofautonomousEnglishlearnersandthepromotionofleanerautonomywhenitcomestoChinesecollegeEnglishteaching．5．1RecasttheRolesofBothTeachersandLearnersTorecasttherolesofteachersandlearnersneedsalotofchangesinmanagingthepracticalEnglishclasses．Therefore，itischallengingforbothChinesecollegeEnglishteachersandleamers．However,recastingtherolesofteachersandlearnersisusefulandnecessaryformoderncollegeEnglisheducation．Scharle&Szabo(2000：80)pointedoutsomereasons：“ontheonehand，learnerscanonlyassume37 里竺￡!!堡!!垦!!!!!!皇!呈型竺翌：里竺型!些坚尘竺竺：：：堡!!竺!!坐塑!竺竺!：：responsibilityfortheirownlearningiftheyhavesomecontroloftheirownlearningprocess．Ontheotherhand，increasingindependencemayevokeandstrengthentheresponsibleandautonomousattitudes．’’5．1．1RecasttheTeacher’SRoleSomelearnersstillregardteachersasthedominatingroleinEnglishlearningprocessbothinandoutofclassasitisshowedinthesurvey．TheydonotrealizethedominatingroleofthemselvesandarereluctanttotakeresponsibilityfortheirowninEnglishlearning．Andteachersarethekeyrolesinpromotinglearnerautonomyandchanginglearners’traditionalopinionsaboutthemselves．Undersuchcircumstance，itisnecessarytorecasttheroleofteachers．Itisuniversallyacknowledgedthatlearnersarethekeyrolesinlearningeffectandteachersaremerelyguidersincastinglearners’rolesintheprocessofcultivatingleamerautonomy．WeiYuyan(2002：11)pointedoutthat“teachersplayvariousrolesandmultipliedresponsibilitiesinfosteringlearnerautonomyinlanguagelearningclassroom．’’Sheerinalsogavethesimilaropinionabouttheroleoftheteacher“teachershaveacrucialroletoplayinlaunchinglearnersintoself-accessandinleadingthemaregularhelpinghandtostayafloat．’’IntraditionalEnglishclass，teachersarealwaysinstructorsandlecturerswhohavebeenundertakenSOmanyworksforlearners，suchasanalyzingEnglishtextsforlearners，givingquestionsandthenprovidinglearnerswithpreparedstandardanswersandexplainingtheanswersindetailsandSOon．Andteachershavepaidtoomuchattentiontocaterfortherequirementsofexams．Consequently,teachersmayhaveneglectedtheimportanceoflearningprocess．Taughtbysuchteachers，learnerscouldnotbeautonomous．Moreover,itisdefinitelyimpossibletopromotelearnerautonomyinsuchEnglishclass．Teachersarethedecision-makerofwhethertoencouragelearnerstobeautonomouslearners．AndwhetherlearnerscouldparticipateinEnglishlearningornottoalargeextentliesinwhetherteacherscouldrecastlearners’roleornot．(Dickinson，1992)Thatistosay,incollegeEnglishclass，notonlyshouldteacherspassonEnglishknowledgetolearners，butalsoteachersshouldleadlearnerstoawaydirectingtObetterEnglishlearning．38 Nowadays，teachersshouldrealizetheirnewrolesasfacilitatorsandguiderswhoareabletoleadlearnerstobeautonomouslearners．Teachersshouldcreatechancesforlearnerstolearnautonomouslyandbeconfidentinlearnersthattheyareabletoberesponsiblefortheirlearning．Inaddition，theteachers’attitudetoteachinghasgreatinfluenceonthedefiningoftheirrolesinteachingprocess．Teachersshouldfirstformulatetheideathatteachingprocessbutexaminationismoreimportant，whichpermitsagoodstartingofthechangingtolearnerautonomy．ThoughlearnerautonomyadvocatesthatlearnersshouldtakeonresponsibilityincollegeEnglishlearning，teachers’responsibilityismorechallenging．Exceptfordoingresearchonroutineteachingpractice，teachersshouldstudythelatesttheoriesofEnglishteachingtobethefore-runnersintheimplementationofthesetheories．5．1．2RecasttheLearner’SRoleThoughsomescholarsholdtheopinionthattosuggestwaysoffosteringlearnerautonomyisactuallytosuggestwaysoffosteringteacherautonomy(Johnson，Pardesi&Paine，1990)，ourmainfocusinpromotinglearnerautonomyishowlearnerscanachievetheirautonomy．Therefore，torecasttheroleoflearnersisthekeypoint．Intraditionalteachingenvironment，learnersarethefollowersofteachersmostofthetime．Theywritedownwhatteachershavetaughttheminthenotebookinclassandspendmostoftheirextracurriculartimeinmemorizingwhattheyhavegotinthenotebook．Moreover,themainaimofcollegeEnglishlearnersispassingdifferentkindsofoxaminations，andgettingagoodscoreoracertificate，suchasCET4andCET6．Undersuchcircumstance，collegeEnglishlearners，thoughadultstheyhavebeen，haveformedtheideathatitisteachers’dutytohelpthempreparefortheexamandonlyinformationwhichisusefulfortheexamisthevaluableknowledge．becausetheyhavebeenaccustomedtothiskindofEnglisheducationinhighsch001．Asaresult，collegeEnglishlearnersturnEnglishlearning．Theseareallreasonsautonomouslearningability．outtobenotactiveandnotcooperateinwhycollegeEnglishleamerslacktheAsweallknown，teacherscannotaccompany(Littlewood，1999)ForcollegeEnglishlearners，39learnersforleamers’wholelife．basicgrammarknowledgeor vocabulariesfromtheclasswillneverbeenoughforthefuturedevelopment，whichmeansthatlearnerautonomyisofconsiderableimportanceincollegeEnglishlearning．Tobeautonomouslearners，learnersshouldhaveanewreorganizationofwhattheyshoulddoinEnglishlearningforthelongrun．Firstly,teachersaresupposedtopassonlearnerstheawarenessthatlearnersarethedominatingroleinEnglishlearningprocesstoenhancetheirbeliefsinlearnerautonomy．Then，asteachershavetorecasttheirrolesasguidersinsteadofinstructors，learnersshouldgraspthechancethatteachershaveprovidedforthemtolearnandpracticetobeautonomousEnglishlearners．Lastbutnottheleast；learnersshouldkeepacorrectattitudetoexamsinEnglishlearning．Don’tpayallattentiontoexams；theabilitytouseEnglishtoassistfuturedevelopmentdoesmakesense．5．2SomeSuggestiveMethods5．2．1ApplyLearningSelf-reportsAsWendenfiguredout(1998：75)，apracticalandavailablewaytocollectinformationabouthowlearnerstreatlearningtask，toassistlearnerstogettheawarenessoftheirlearningstrategiesandtohavelearnersrecordtheirmindsastheyareperformingthemisself-report．Self-reportalsocanbenamedintrospectiveprocessowingtothefactthatlearnersaremadetointrospectontheirlearningpracticemomentarily．Thiskindofself-reportissupposedtoprovidelearnersandteachersall—sidedinformationaboutlearningduringlearningprocess．Theseinformationsarethebasisofwhatspecificmeasurescanbemadetomodulatetheinappropriateactivitiesinthelearningprocess．Notonlycanself-reportraiselearners’awarenessofthelearningstrategiestheyareusingbutalsoremindlearnerstheyshouldevaluatetheirlearningskills，learninggoalsandlearningoutcomesconstantly,whichmakesitpossibletopullslearnersoutofthetraditionallearningandteachingpatternsandleadthemintoautonomouslearning．5．2．2AdoptLearningDiariesandLearningEvaluationSheetsSimilartolearningself-reports，makinglearnerstowritelearningdiariesand EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’leamingevaluationsheetsisalsoregardedasaneffectivewaytomonitorandevaluatetheirEnglishlearningandaneffectivewaytoleadlearnerstobeindependentinlearningprocess．Thefollowingitalicpassageisoneexampleoflearners’Englishlearningdairy．These知stfewdayshavebeenterrible．IstudiedEnglishforeightyearsbutIonlylearnedalotofgrammar．1cannotspeakaword,and1amafraidtospeak．TheotherdayIstartedwatchingTKbutIdonotunderstandTVnewsverywell．IcanonlygetaleWwords．Icannotget砌已mainpoint．WhatcanI如7(Wenden，1998：102)Fromthedairyabove，teacherscanclearlyfigureouttheproblemsthatthislearnerisfacing．Andthenteacherscantakespecificactionstohelpthelearnerandgivecorrespondingsuggestions．Tolearners，writinglearningdairyisagoodwayforthemtoidentifythegoaloflearningandtomaketheirlearningplans．Teacherscouldofferlearnersopportunitiestowritesuchkindoflearningdairyinlearningprocess．Withthelearninggoeson，learnerswilldefinitelyestablishtheirownabilitytolearnEnglishdependentlyfortheyCanclearlyknowwheretheyarenowandwheretheyaresupposedtobe．Apartfromwritinglearningdair5fillinginevaluationsheetsisalsouseful．Thereshouldbeevaluationsheetsregularlyforlearners．Theyaresupposedtoassistlearnersinputtingthewholelearningintoperspectivesandmanaginglearningmoreefficiently．Moreover，oneoftheadvantagesoflearningdairyandevaluationsheetsistheshiftofresponsibilityinlearning．Teachersherearecounselorswhoprovidelearnerswithchancestomakelearningplan，monitorlearningandevaluatetheirlearning．Moreover,learnerautonomyisalsoachievedatthesaliletime．5．2．3MakeGoodUseofSelf-accessCenterSelf-accesscenter(SAC)hasbeenpopularwiththedevelopmentoftheoriesonlearnerautonomy．Nowadays，therehavebeenmanyself-accesscentersofdifferentformsinChineseuniversities．However,theapplicationofself-accesscentersincollegeEnglisheducationisnotaspositiveasithasbeenexpectedtobe．Forexample，someself-accesscentersarerarelyusedincollegeEnglishteachingpractice．41 EmpiricalResearchonNon-EnglishMajors’“LearnerAutonomy’’Someteacherswhoarenotconfidentintheapplicationofself-accesscenterscouldbringaboutevidentprogresstOlearners’Englishlearning．Someteachersdonotbelievethattheapplicationofself-accesscentercouldchangethetraditionalEnglishteachingsituation．Insomecollegesoruniversities，leamersevendonotknowtheexistenceoftheself-accesscenter,letalonemakeuseofthem．So，firstandforemost，teachers’beingconfidentintheapplicationofself-accesscenterandbeingqualifiedasconsolerscouldbethepremisesofitssuccessfuluse，whichneedsthecollegesanduniversitiesandeveneducationdepartmenttOmakeeffortaswell．O’Dell(1992：153)andAston(1993：219)gavesomecharacteristicsofself-accesscenter．Itissuchaplacewheretherearemanyfacilities，suchascomputers，videos，andlanguagelab⋯andallkindsofEnglishlearningmaterialsforlearnerstomakeuseof．Andself-accesscentercanoffermorefreechancesforlearnerstocontrolEnglishlearningforthemselves．Nowadays，withtherapiddevelopmentofscience，networkhasbeenonedispensablepartofself-accesscenteralready,whichentitledlearnerstolearnindependentlywithmoreEnglishlearningmaterialsandresourcesthatlearnercanfindintheinternet．Inself-accesscenters，learnersarepermittedtomakeuseofeveryfacilityaccordingtotheirEnglishlearning．Andactivitiesinselbaccesscenteraredesignedtoarouselearners’beliefsonlearnerautonomyandenhancetheirabilitytolearnautonomously．Inthefirstplace，teachersshouldofferlearnersinformationonhowtOoperateEnglishlearningfacilitiesandhowtomakeuseofEnglishlearningresourcesintheself-accesscenter．InthecollegeEnglishteachingprocess，teachersshouldencouragelearnerstomakefulluseoftheself-accesscenterregularly,andteacherscouldgivecertainworkforlearnerstofinishthroughtheuseoftheself-accesscenter．Foradvancedlearners，teacherscouldgivethemsyntheticwork，suchasgroupworkdutyorsomeEnglishapplicationdutyforthemtodointheselfaccesscenter．Self-accesscenterprovideslearnerswithbrandnewlearningenvironmentwhichisakindofdifferentformofEnglishclass．LearnerscanchooseanyactivitiesandanyEnglishlearningresourceswhichishelpfulandsuitablefortheminthecenter．ThisisagoodwaytOcultivatelearnerautonomyincollegeEnglisheducation．Inconclusion，cultivatinglearnerautonomyisachallengingtaskinChinesecollegeEnglisheducation．Allsuggestionshavebeenmentionedabovetopromote42 EmpiricalResearchonNon—EnglishMajors“‘LearnerAutonomy”learnerautonomyarereallyeffectiveonlywhenbothlearnersandteacherscanmakeefforttoputthemintopractice．43 里!里!堕型垦笪!垒!!!竺璺堕竺璺：里璺曼!!!塾坚尘竺堡：：：堡!!望竺塑!竺里竺里!：：ChapterSixConclusion‘‘Learnerautonomy”isofexceedingimportanceinthefieldofforeignlanguageteaching，especiallyforcollegeEnglishlearners．Ontheonehand，“learnerautonomy”goeswellwiththenatureofhumanlearning．Learningisthecreativebehavioroflearners．Ontheotherhand，“learnerautonomy’’catersforthelawofdevelopment，includingthedevelopmentofindividualsandthesociety．Onlycollegestudentswhohavetheabilitytolearnautonomouslywheneverandwherevercouldbequalifiedforthelong·termdevelopment，andbeabletofacethechallenges．“Learnerautonomy”hasbeenwidelyacknowledgedincollegeEnglishteaching，andcultivatingcollegeEnglishlearnersabilitytOlearnEnglishautonomouslyisnowregardedasoneoftheultimategoalsofthemoderncollegeEnglishteaching．OnlyleamerswhoarecapableofautonomouslearningcanmasterEnglish．SoitisurgenttocultivatelearnerautonomyincollegeEnglishteaching．6．1MajorFindingsoftheThesisTocultivate“learnerautonomy”，itisnecessarytogetaclearideaofthepresentsituationofcollegeEnglishlearners’learningautonomy．Therefore，thethesiscarriesouttheempiricalresearchaimingtogetaclearunderstandingofthepresentsituationofcollegeEnglishlearners’learnerautonomy．Accordingtorelevanttheoriesconcerned，thethesisdefineslearnerautonomyasbothbeliefsandabilityfromtheaspectsoflearners’mindandbehavior．Thenonthebasisofthesurvey,theauthormakessomesuggestionsonpromotingtheapplicationoflearnerautonomyincollegeEnglishteaching．Seeingfromtheanalysisofthequestionnairesandthestatisticalresults，thethesisfindsthatthemajorityofcollegeEnglishlearnershavegotsomebeliefsinlearnerautonomy，buttheirbeliefsinlearnerautonomyarenotcompleteandtheyhavesomeunavailablebeliefsinlearnerautonomyaswell，whichwillpreventthemformlearningEnglishautonomously．ThemostobvioussituationisthatmostcollegeEnglishlearnerswouldliketotakeonresponsibilitiesoftheirEnglishlearning，whiletheystillexpecttobefollowersoftheirteachers．Maybe，itisbecausemostlearners ——兰竺旦!!!!!!垦!!!!!!皇竺呈型!垩：里里呈!!!!坚型竺堡：：：些!!翌!!鱼!竺呈!竺羔：：arestillaccustomedtothetraditionalteachingenvironmentandstronglyaffectedbyit．Oneofotherreasonsistheexam．directedevaluationsystematpresent．Inaddition，thesecondpartofthesurveyshowsUSthatthesituationoflearners’abilitytolearnautonomouslyisnotmuchpositive．ThemajorityofcollegeEnglishlearnershavenotputtheirbeliefsinlearnerautonomyintotheirlearningpractice．Thatistosay,learners’beliefsinlearnerautonomyarenotinaccordancewiththeiractuallearningbehavior．ThereisstillalongwayforlearnerstogoiflearnersarewillingtobeautonomousEnglishlearners．Learners’abilityisoneofthefundamentalpartstodeveloplearnerautonomy,anditisalsothedecisiveelementintheapplicationoflearnerautonomybecauseonlyactionswhicharesuitableforlearners’abilityarehelpful．Aftergettingitcleartheimportanceofleamers’autonomy,theauthorofferssomesuggestionsonpromotingtheapplicationoflearnerautonomyaccordingtotheresultsoftheempiricalresearch．Little(1995：176-177)saidedthatlearnersmaynottakeonautonomouslearningresponsibilityinformallearningenvironment，andteachersareexpectedtogivethemahand，suchasprovidelearnerswithappropriatechancestOpracticeautonomouslearningstepbystepandprovidecorrespondingfeedback．Therefore，recastingteachersroleincollegeEnglishteachingandlearningisneedy．Similarly,learners’rolesalsoneedtoberecast．Thenwecantakesomespecificactionstopromotethedevelopmentandavailableapplicationoflearnerautonomy．InEnglishlearningprocess，teacherscouldgetlearnerstowritelearningself-report，leamingdiariesandlearningevaluationsheetwhichareausefulwaytocultivatelearnerstomonitorandevaluatetheirlearningautonomouslyinthelongrun．Andtheauthorsuggestscollegesanduniversitiesmakegooduseoftheself-accesscenter,especiallyforcollegeanduniversitieswhichhavehadtheself-accesscenter-6．2LimitationsofthePresentResearchThereisnodenyingthattheempiricalresearchinthepresentthesishasitsownlimitations．Forinstance，thenumberofsubjectsintheresearchisnotthatlarge．Weget110studentsinourresearch，andtheonly97subjects’questionnairesareofvalue．Therefore，maybethefindingsoftheresearcharenotrepresentativeenough．Besides，thedatacollectedintheresearchisbasedonthesubjectivechooseof45 thestudents．Studentsmayhavedifferentunderstandingsofitems“stronglydisagree”，“disagree”，“notsure”，“agree”，“stronglyagree’’“never”，“occasionally’’“sometimes”．“often’’and“always”．Thisisalsofactorwhichaffectsresultofresearch．46 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EmpiricalResearchonNon—EnglishMajors’“LearnerAutonomy’’AppendixI非英语专业大学生英语自主学习的调查问卷学院——专业每天学习英语时间——(请清楚填写各项信息)年级——性别四／六级成绩——为了我们能更好的了解您的英语学习情况，以帮助提高您的学习效率，请协助我们完成以下调查。请认真阅读以下各题，并根据您的真实情况，在最适合您的答案上打“√”。由于个人情况不同，任何选择都是可能的，不存在答案“正确”或“错误”的问题。对您的合作，谨表示我们衷心的感谢。第一部分非不同非非英语专业大学生自主学习观念调查常同确意常不：亡匕定同恧同=6二恩意1．我认为人们学习英语的方式都是一样的。2．我认为同学们对我英语学习的评价很重要。3．我相信我能学好英语。4．我认为英语老师应该对我的英语学习给出评价。5．我认为英语学习中出现语法错误不阻碍我的英语学习。6．我很清楚自己英语学习的情况。7．如果有充足的资源，我可以自学英语。8．我认为英语学习中的帮助应该主要来自于老师。9．我认为对自己的英语学习做出评价很重要的。10．我认为课下的自学和复习对英语学习很重要。11．我认为学生在学习内容和学习方法方面应该有更多的选择权。12．我学不好英语的主要原因是没有英语学习的语言环垃嘎o13．我认为老师应该对我的英语学习负主要责任。14．我认为学习计划对英语学习来说是很重要的。15．我认为老师给我的反馈对我的英语学习很重要。16．我认为老师应该为学生制定英语学习的计划。17．我认为语法错误会阻碍我的英语学习。18．我认为语法学习是英语学习的基础。50 EmpiricalResearchonNon-EnglishMajors’‘‘LearnerAutonomy’’AppendixII第二部分从偶有经总非英语专业大学生英语自主学习能力调查来不尔时常是1．我能理解英语老师的教学目标。2．我能把老师的教学目标转化为自己的学习目标。3．我知道英语老师安排的课堂活动的用意。4．除了老师布置的任务外，我有自己的英语学习计划。5．我能根据自己的英语学习状况为自己制定英语学习计划。6．我能根据具体情况实时调整我的英语学习计划。7．我对自己的英语学习时间进行了规划。8．我能按照英语学习计划进行英语学习。9．我有自己的英语学习策略。10．我能针对英语听，写，读等采取有效的学习策略来提高自己。11．我知道自己的英语学习策略是否合适。12．我能对自己在英语听，读，写及交际等方面采取的学习策略进行监控。13．我能对自己的英语学习策略做出正确评价并选择合适我的英语学习策略。14．我能充分利用课外时间学习和练习英语。15．我在课下学英语时，对现有的英语学习资源进行了充分的利用。16．我能把学到的英语知识运用到实际的交际当中。17．我很了解自己的英语学习情况并可以对自己做出准确评价。18．我对自己的英语学习计划的实施进行了有效监控。 EmpiricalResearchOilNon-EnglishMajors⋯LearnerAutonomy’’Acknowledgements1wouldliketodelivermysincereappreciationtoallthosewhodomethefavorinthecomposingthethesis．Inthefirstplace，IamwillingtOgivethedeepestgratitudetomysupervisor,ProfessorQiaoAiling．Onlyonthebasisofherpatientguidance，insightfulcriticismandvaluablesuggestions，canIgetadvancedabilitytodosuchacademicresearchandtofinishthethesissmoothly．Furthermore，besidesProfessorQiaoAiLing，IshouldgivemygratitudetOallotherprofessorswhohavegivenmevariouskindsofclassesfromwhichIgainedfurtherknowledgeonlinguisticsandforeignlanguageteaching．Alsofromtheseclasses，Igotmyresearchquestionwhichstartsthejourneyofthesiswriting．Lastbutnotleast，1wouldliketothankmyfriendYiwhohelpsmedotheempiricalresearchandallsubjectswhoparticipatetheempiricalresearchandfillthequestionnairescorporately．52 个人简历1987年6月19日出生于山东省临沂市沂水县。2005年9月考入山东农业大学外国语学院英语专业，2009年6月本科毕业并获得文学学士学位。2009年9月考入中国海洋大学外国语学院外国语言学及应用语言学专业攻读硕士学位至今。发表的学术论文《给力大学英语教学之paraphrase提高大学英语词汇教学效度》，刊于海外英语2011年11月