1、袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄

2、肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈

3、羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃

4、膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇

5、羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄

6、袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈

7、肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂

8、羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇

9、膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻

10、羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅

11、袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿

12、肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈腿莄螞襖羋蕆袇螀芇蕿蝕聿芆艿裊肅芅蒁螈羈芄薃羄袇芄蚆螇膅芃蒞蕿肁節蒈螅羇莁薀薈袃莀芀螃蝿荿蒂薆膈莈薄袁肄莈蚇蚄羀莇莆袀袆莆蒈蚃膄蒅薁袈肀蒄蚃蟻羆蒃莃袆

13、袂肀薅蠆袈聿蚇羅膇肈莇螇肅肇葿羃罿肆薂螆裊肆蚄蕿膄膅莄螄肀膄蒆薇羅膃蚈螂羈膂莈蚅袇膁蒀袁膆膀薃蚃肂膀蚅衿羈 范文an analysis of autonomous learning for english major freshmen at gxufe我校英語專業新生自主學習情況調查報告系 別：外語系專業班級：英語0641班姓 名：學 號：060050201107 指導教師： 完成時間：2010年5月13日contentsabstract (in english)iabstract (in chinese)iichapter one: introduction11.1 need for aut

14、onomous learning11.2 the structure of the thesis1chapter two: literature review32.1 the concept of autonomous learning32.2 previous studies on autonomous learning at home and abroad5chapter three: the concerning factors on autonomous learning63.1 internal factors63.1.1 learners motivation63.1.2 lear

15、ners belief73.1.3 learning goals and plans73.1.4 learning strategies83.1.5 self-monitoring and self-assessment93.2 external factors93.2.1 teachers influence93.2.2 learning resources10chapter four: survey design114.1 survey questions114.2 subjects114.3 research method11chapter five: data and analysis

16、125.1 the overall view on autonomous learning.125.2 students performance in the aspects of autonomous learning135.2.1 students motivation135.2.2 students belief145.2.3 students comprehension towards teachers aims and requirement155.2.4 students goals and plans165.2.5 students learning strategies175.

17、2.6 students self-monitoring and self-evaluation185.2.7 students utilization of learning resources195.3 the differences on autonomous learning ability in learning environment20chapter six: conclusions236.1 major findings of the survey236.2 suggestions for promoting autonomous learning236.2.1 teacher

18、s role in promoting autonomous learning246.2.2 learners role in fostering autonomy.246.2.3 teaching environment25references26appendix28acknowledgements30abstractsince the early 1980s, with the establishment of student-centered teaching concept, autonomous learning has been a hot topic in the field o

19、f educational psychology research at home and abroad. however in china, owing to the impact of traditional teaching pattern, there still exists the phenomenon that teachers unilaterally focus on their own “input” teaching and neglect learners status as the main role in language learning. in modern e

20、nglish teaching concept, students autonomous learning competence is the key to improve english level. this becomes more important for english major freshmen who just leave teacher-centered teaching pattern from their high school education. their autonomous learning competence would influence their e

21、nglish learning later. the author conducts a questionnaire to investigate the competence of autonomous learning of 119 english major freshmen at guangxi university of finance and economics. the questionnaire consists of seven parts: learning motivation, learning belief, teachers influence, learning

22、goals and plans, learning strategies, self-monitoring and self-assessment, and utilization of learning resources. the analysis shows that the students autonomous learning ability is at medium level. in detail, most of students instrumental motivation is stronger than integrative motivation; they hol

23、d positive learning belief but seldom know the teachers aims and requirements; they have clear learning goals and plans but seldom carry them out; in addition, they lack knowledge of learning strategies, self-monitoring and self-assessment, and they make little use of learning resources. the author

24、tries to analyze the possible reasons and proposes some appropriate suggestions to promote learners autonomy.key words: english major freshmen; autonomous learning; survey摘 要自20世紀80年代初以來，隨著以學生為中心的教學觀的確立,自主學習成為國內外教育心理學研究的熱點。然而，由于受到傳統教學模式的影響，還存在片面強調教師單方面的輸入，忽視了學習者作為學習主體的地位的現象。在現代英語教育教學理念中，英語專業學生的自主學習能

25、力是提高自身英語總體水平的關鍵，尤其是英語專業新生，剛剛脫離以教師為主的傳統教學模式，其自主學習能力的高低將影響后期的英語學習。本文以問卷的形式對我校英語專業119位新生的自主學習能力做調查。問卷涉及學習動機、學習觀念、對教師的教學目的與要求的了解、學習目標和計劃、學習策略、自我監控和評估以及學習資源的利用情況等七個方面，通過分析發現英語專業新生的自主學習能力處于中等水平，大多數新生學習英語的外部動機強于內在動機；學習觀念積極，但是對教師的教學目的與要求不是很了解；新生有明確的學習目標和計劃，但是很少付出實際行動；學習策略匱乏，自我監控和評估的能力不足，不能充分利用學習資源。針對以上情況，分析

26、其原因并給出建議以提高學習者的自主學習能力。 關鍵詞：英語專業新生；自主學習；調查chapter one: introduction1.1 need for autonomous learning in recent years, with the development of domestic and international economic, the demands for foreign talents increase gradually in china. second language learning has been a heated point for educators

27、 at home and abroad. since 1980s, holec put forward the concept of autonomous learning, which has been a popular discussion in the west. compared with the traditional teaching teacher-centered teaching, which teachers pay more attention to how they teach rather than how students learn, the contempor

28、ary english teaching lays emphasis on the main role of learners. in china, most of teachers adopt traditional teaching methods in foreign language teaching, they devote too much time and attention to how to teach more than how to learn, unilaterally emphasize teachers role of “input” and stress uniq

29、ueness and standards, the role of learners as learning subjects has been overlooked. with the reform of college english syllabus, educators advocate a new english teaching pattern: student-centered teaching. with this new teaching model, developing students autonomous learning ability is a primary t

30、ask for teachers and educators. furthermore, autonomous learning is also vital for second language learners in the future. at present, in china, owing to big size of class, a teacher can not instruct every single student at any time. in addition, one foreign language learners ability differs from ot

31、hers, so learners should spend more time on autonomous learning to achieve their goals. especially for freshmen, they should adjust themselves to the college english teaching, which advocates student-centered teaching pattern. once they foster a sense of autonomous learning and take action, they wil

32、l get great progress in english learning. 1.2 the structure of the thesis this paper is composed of six chapters. chapter one is an introduction to the situation of autonomous learning, its necessity and significance. chapter two is the literature review related to autonomous learning, including som

33、e concepts and previous studies at home and abroad. chapter three concentrates on the concerning factors on autonomous learning. chapter four is the survey design, which describes the subjects and questions of the survey. chapter five reports the result of survey and analyzes the data. based on the

34、results of survey, factors affecting autonomous learning and reasons are discussed in detail. chapter six is the conclusion, which discusses the implication of survey, with hopes to promote autonomous competence, then some suggestions on teachers roles, learners roles and teaching environment are pu

35、t forward. chapter two: literature review2.1 the concept of autonomous learning over the last few decades, autonomy has been a heated topic for language learning in the western countries. the concept of “autonomous learning” stemmed from debates about the development of life-long learning skills and

36、 the development of independent thinkers, both of which originated in 1960s (gardner & miller, 2002:6). it is difficult to define concepts of autonomy, because different writers have defined the concepts in different ways. various terms are used by many scholars such as “learner autonomy”, “self-ins

37、truction”, “self-direction”, “self-access”, etc. it was holec (1981:3) who first brought forward the definition of autonomous learning in 1981, he defines autonomy as “the ability to take charge of ones own learning”. according to gardner and miller (2002:6), there are some definitions of autonomy.

38、dickinson (1987:11) accepts the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and the implementation of those decisions”. in terms of different schools of thoughts, there are three major schools. little

39、(1990:7) considers learner autonomy as “essentially a matter of the learners psychological relation to the process and content of learning”. kenny (1993:436) states that autonomy is not only the freedom to learn but also “the opportunity to become a person”. both of them see autonomy as a personal c

40、haracteristic. as the representative of political framework, benson(1997:29) defines learner autonomy is “a recognition of the rights of learners within educational systems”. as for one school of thoughts viewing autonomy as an educational practice, bound (1988:17) suggests that autonomy is “an appr

41、oach to educational practice”.the above definitions deal with the concept of learner autonomy in past years. later years, more and more discussion and additional details are carried out by a great numbers of scholars in western countries. these results offer perfect theory framework and instruction

42、for researchers in language teaching. the research on autonomous learning in china began in the early 1990s. the researchers combine western scholars achievement and the situation in china and then define autonomous learning in different ways. pang weiguo (龐維國，2001:79) describes the autonomous learn

43、ing from two angles: 1). the first is discussed from dimensionality: if learners can make choice and control themselves consciously, the process of learning can be regarded as autonomous learning. to be specific, if learners motivation is self-driven, the content of learning is self-selected, learni

44、ng strategies are self-regulation and the learning time is planed and managed by learners, they can create the condition of learning and evaluate the results. then we can say that the learning is autonomous. 2). the second is defined from the process of learning: if learners can set goals and make p

45、lans before learning, monitor or adjust the process and plans of learning during the process, and check the results and evaluate themselves after learning, then the learning process can be regarded as autonomous learning. hua weifen (華為芬，2002:109) makes an induction from western scholars definition.

46、 she considers the autonomous learning as a process of learning as well as an outcome. learners should not completely rely on teachers but take more charges of ones own learning. learners autonomy as a potential ability of learning decision, it needs an environment where learners can execute rights

47、to promote the process of learning. meanwhile, it also requires backup and instructions from teachers. peng jinding (彭金定，2002:16) concludes that the definition of autonomous learning should include five aspects: 1). taking responsibility for learning; 2). understanding of learning aims; 3). making p

48、lans; 4). evaluating the results; 5). regulating the strategies. xu jinfen (徐錦芬，2007:11) points out that the learning autonomy in the english teaching context in china should cover the following five aspects: 1).identifying the aims and requirement of teacher; 2).formulating appropriate learning obj

49、ectives and plans; 3).selecting and implementing learning strategies; 4).monitoring the use of learning strategies; 5).monitoring and evaluating learning process.to sum up, all scholars view learners as participants who consciously set their own goals, regulate the motivation, select appropriate str

50、ategies and evaluate the learning outcomes.after taking into the consideration of the definitions by other scholars, combining the present study as well as the actual situation in china, the author is inclined to adopt xu jinfens definition of autonomous learning, considering one aspect: using effec

51、tive learning resources in a constructive learning process. based on the above discussion, autonomous learning can be defined as an ability that learners are initiative and responsible in setting goals, adopting the appropriate strategies, monitoring and evaluating learning process and using effecti

52、ve learning resources in a constructive learning process. 2.2 previous studies on autonomous learning at home and abroad it was in the middle of 1970s that linguists abroad began to probe into the field of learner autonomy in foreign language teaching and learning (高吉利, 2005:61). in 1981, holec rais

53、ed the definition in his monograph autonomy and foreign language learning. from then on, a great numbers of research appeared and got great achievement in theoretical studies. in general, western researches focus on the concept of autonomous learning and how to cultivate learner autonomy (bound, 198

54、8, brookes and grundy, 1988, little, 1990, dickinson, 1987, benson and voller, 1997, gardner and miller, 2002). these works discuss the theoretical background of learner autonomy in detail and analyze each factor that affects learner autonomy clearly, such as attitude, belief, strategy and role, and

55、 analyze how to promote learner autonomy in practice (徐錦芬, 2007:25).in china, as the research on autonomous learning is later than western countries, there exists limitation. since 2001, more research on this field has been conducted. wang duqin (王篤勤，2002:17-23) conducts a survey to study university

56、 students metacognitive level, and claims to develop students self-learning ability through strategy training. lei xiao (2005:68-74) discusses college students belief of autonomous learning and provides a few techniques to deal with the corresponding problems in their beliefs. wei yuyan (魏玉燕, 2002:8

57、-14) introduces this new teaching idea into flt in china, including the definition of learner autonomy, the necessity and methods of fostering learner autonomy in foreign language learning. xu jinfen et al. (徐錦芬、彭仁忠等,2004:64-68) investigate the actual situation of non-english major sophomores englis

58、h autonomous learning. the result suggests that college students degree of autonomous learning stays at a low level in china. these studies enrich the theory of autonomous learning and practice of guiding the foreign language teaching, which is of practical significance.although the previous researchers have made many achievements in china, most empirical studies focus on the objects of non-english major, studies on english major are limited.chapter three: the concerning factors on autonomous learningfrom the above discussion, we know that autonomous learning can be considered