英语专业毕业论文-A Study of Fostering Learner Autonomy in High School English Teaching.doc

A Study of Fostering Learner Autonomy in High School English Teaching
Wangjun
Under the Supervision of
Guoyun
Contents
Abstract (English) i
Abstract (Chinese) ii
1. Introduction 1
2. Literature Review 2
Humanistic Approaches 2
Vygotsky’s Social Development Theory of Learning 3
Constructivism 4
Individual Differences of Students 4
Teacher’s Role in Fostering Learner Autonomy 5
3. Definition and Related Considerations about Learner Autonomy 6
Definition of Learner Autonomy 6
Characteristics of Autonomous Learner 7
4. Feasible Approaches to Foster Learner Autonomy 8
In-Curriculum Approaches 8
Out-of-Curriculum Approaches 13
5. Conclusion 14
References 15
Acknowledgements 16
Abstract
With the reform of education in China, the so-called quality-oriented education is always a buzzword. The New English Curriculum Standard for High School states that to foster students’ learner autonomy is an essential part of the quality-oriented education. In real teaching practice, what should be done to foster students’ learner autonomy and realize the quality-oriented education? Meanwhile, because of the examination selecting system, the teaching of English in most high schools in China remains to be examination-oriented. What interests the author of this thesis includes: whether it is feasible to foster learner autonomy among high school English learners; if so, how the enhanced autonomous ability affects their performance in English exams and the exact means to foster learner autonomy in high school English teaching.
To my part, it is feasible to foster learner autonomy through in-curriculum approaches and out-of-curriculum approaches in high school with a large number of study. Moreover, the fostering of learner autonomy doesn’t conflict with the current examination talent selection system in China, as the enhancement of learner autonomy may benefit the students on their performance in standard exams.
Key words: learner