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1、How to Promote Learners Autonomy in the Language ClassroomAbstract: Learning autonomy is an effective way to improve the efficiency of ELT. But, in China, learning autonomy is very weak because of examination systems. Learners autonomy in language classroom means that learners take more control over
2、 the purpose for learning the target language and the ways to learn it and it needs some conditions for motivating learners autonomy. for example, learning style and learning strategies, affective factors, motivation for learning language and so on, thats to say, learners autonomy is influenced by t
3、hese factors. There are four approaches to promote learners autonomy in language classroom. Firstly, psychological training for autonomy learning. Secondly, encouragement of learners to reflect their situation on learning. Thirdly, training of strategies to encourage learner to be active. Fourthly,
4、encouragement of learners to monitor and check their own progress. These methods above are quietly effective for promoting learners autonomy. However, it will take a long time to develop learners autonomy because its hard to break away from old habits or old ways of thinking. Whats more important, t
5、he education system must be reformed in order to give learners more opportunities to take responsibility in their own learning.Key words: learners autonomy, language classroom, learning autonomy, examination- oriented education system摘 要：学习自主是一种提高英语教学效率的有效方法。但是在中国，由于应试教育体系的原故，学习自主性很差。在语言课堂上，学习者的自主性是
6、指学习者更多的由自己控制学习目标语言的目的和学习目标语言的方法。我们需要一些条件去激发学习者的自主性。例如，学习风格和学习策略，情感因素，语言学习动机等等。也就是说，学习者的自主性受这些因素影响。在语言课堂上，我们可以从四个方面着手去激发学习者的学习自主性：一是自主学习的心理训练；二是鼓励学习者反应学习情况；三是鼓励学习者积极参与活动的策略训练；四是鼓励学习者检测他们自己的进步情况；以上这些方法对提高学习者的自主性是非常有效的。然而，因为很难摆脱一些旧的习惯和思维方式，所以需要相当长的时间来发展学习者的自主性。其中更重要的是。为了给予学习者更多的机会去承担他们自己的学习，教育体制必须改革。关键
7、词：学习者的自主性；语言课堂；学习自主性；应试教育体制ContentsAbstracti摘要iiContentsiiiIntroduction11 Definition of Learners Autonomy 12. Conditions for Learners Autonomy22.1 Learning Style and Learning Strategies22.2 Affective Factors 32.3 Motivation for Learning English 42.4 Self-esteem 43. Approaches to Promote Learner Auto
8、nomy in Language Classroom 5 3.1 Psychological Training for Autonomous Learning5 3.2 Encouragement of Learners to Reflect on Learning 6 3.3 Training of Strategies to Encourage Learners to be Active 7 3.4 Encouragement of Learners to Monitor and Check their own Progress94. Problems 9Conclusion 10Bibl
9、iography 11Acknowledgement 12IntroductionIt is well known that English Language Teaching (ELT) in China has been inefficient and ineffective for years. The root cause may lie in the so-called examination-oriented education systems, which prepare students for examinations. Under this policy, learners
10、 autonomy has been neglected or even repressed so that the linguistic knowledge can not be transformed into linguistic competence. Many studies indicate that learners needs and attitudes play a very important role in their English learning, and that the analysis of learners learning styles and strat
11、egies is necessary and desirable to improve English Language Teaching. Thus, more and more attention has been drawn to English learners and learning process. It has become more and more obvious that learners autonomy is an effective way to improve the efficiency of English Language Teaching and thus
12、 should be introduced into and promoted in language classrooms. 1 Definition of Learners AutonomyLearner autonomy in language classroom means that learners take more control over the purposes for learning the target language and the ways to learn it. It can also be described as a capacity to take ch
13、arge of or take responsibility of ones own learning. From this point of view, learners autonomy involves abilities and attitudes learners possess, thus can be promoted by teachers and exercised by learners in language classroom. 2. Conditions for Learners Autonomy2.1 Learning Style and Learning Stra
14、tegiesLearner style can be defined as a characteristic and preferred way of approaching learning and processing information. According to Kinsella (2002:170), a learning style refers to an individuals natural, habitual, and preferred ways of absorbing, processing, and retaining new information and s
15、kills which persist regardless of teaching methods or content area. Researches on learning styles have made practical suggestions for expanding ones teaching style to accommodate a wider range of learner characteristics when helping learners develop a more flexible, effective approach to various lea
16、rning contexts and tasks.1 Learning strategies refer to the techniques used by learners to deal with input, assimilate new language, store, retrieve and practicing using it. These strategies include both cognitive strategies and metacognitive strategies. Cognitive strategies are thought process used
17、 directly in learning which enable learners to deal with the information presented in tasks and materials by working on it in different ways such as analogy, memorization, repetition, note-taking or inferencing. Metacognitive strategies involve planning for learning, thinking about learning and how
18、to make it effective, self- monitoring during learning, and evaluation of how successful learning has been after working on language in some way. In order to help learners to assume greater control over their own learning it is important to help them to become aware of and identify the strategies th
19、at they already use or could potentially use. Research into learner strategies has contributed much to the field of English Language Teaching by highlighting the possibilities of learners becoming more self-reliant in their learning, and by generating discussion of how learners can be trained to tak
20、e on more responsibility for their learning. Much of the research has tried to establish whether it is possible to facilitate learning through the use of certain strategies, or whether learners can modify their strategies and learn new, more effective ones. 2. 2 Affective FactorsKrashen (1985) has s
21、uggested the notion of affective filter, which plays an important role in language learning process on the part of learners. Affective filter is a representation of the way in which affective factors such as attitude, anxiety, competitiveness, and other emotional responses can help or hinder languag
22、e learning. A learner who has generally negative attitudes toward learning English will have a high affective filter, which as a result will make his language learning ineffective or even unsuccessful.2 Wenden (1998: 52) defines attitudes as “learned motivations, valued beliefs, evaluations, what on
23、e believes is acceptable, or responses oriented towards approaching or avoiding”.3 For her, two kinds of attitudes are crucial: attitudes learners hold about their role in the learning process, and their capability as learners.I think that attitudes is very important whatever you do, of course inclu
24、ding learning language .Some people said that attitudes decided everything. You do a thing with two different attitudes; the one is disregarding attitude, the other is regarding. It will appare two results .She/He will get a good, satisfactory result with regarding attitudes, in contrst, she/he will
25、 not succeed .So teacher should help students upright their attitudes of learning.Anxiety is a response learned through early experiences and it can increase until the whole process of learning is badly affected. Thus, teachers have both the power and the responsibility to counter the development of
26、 anxiety by building self-confidence through positive early experiences, through providing reassuring feedback and through promoting self-perception of developing proficiency. 2.3 Motivation for Learning EnglishWhat most scholars seem to agree on is that motivation is “one of the key factors that in
27、fluence the rate and success of second or foreign language (L2) learning. Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process” 4. According to Gardner and MacIntyre (1993: 3), motivation is comprised o
28、f three components: desire to achieve a goal, effort extended in this direction, and satisfaction with the task. It is now clear that motivation is of crucial importance in the language classroom, as many studies indicate the high correlation between motivation and successful learning. Motivation in
29、 language learning is a complex phenomenon which can be defined in terms of two factors: llearners communicative needs and their attitudes towards the language community If learner need to speak the second language in a wide range of social situations or to fulfill professional ambitions ,they will
30、perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it .like wise, if learners have favour able attitudes towards the speakers of the language ,they will desire more contact with them. In the teachers mind, motivated students are usually
31、those who participate actively in class, express interest in the subject-mtter and study agreat deal. Teachers can easily recognize characteristics such as these. They also have more opportunity to influence these characteristics than students reasons for studying the language or their attitudes tow
32、ard the language and its speakers. If we can make our classrooms places where students enjoy coming because the content is interesting and relevant to their age and level of ability, where the learning goals are challenging yet manageable and clear, and where the atmosphere is supportive and non-thr
33、eatening, we can make a positive contribution to students motivation to learn.It is now clear that motivation is of crucial importance in the language classroom, as many students indicate the high correlation between motivtion and successful learning.2.4 Self-esteemClosely related to attitudes and m
34、otivation is the concept of self-esteem, that is, the evaluation the learner makes of himself with regard to the target language or learning in general. “Self-esteem is a personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself (Coopersmith, 1967:
35、4-5, cited in Brown, 1987: 101-102). Therefore, in language classroom, teachers should be fully aware of learners self-esteem and try to respect or even elevate their self-esteem to facilitate better learning. 3. Approaches to Promote Learners Autonomy in Language Classroom3.1 Psychological Training
36、 for Autonomous LearningSince learners autonomy is determined by such factors as learners motivation, and their beliefs about themselves as learners, it is apparent that changing some negative beliefs and attitudes will surely facilitate learning. In the traditional classrooms, teachers are viewed a
37、s authority imparting knowledge and dominating the classroom, while learners are seen as “containers to be filled with the knowledge held by teachers” (Benson & Voller, 1997: 20).5 Therefore it is not easy for teachers to change their role from authority and dominator to counselor and manager of lea
38、rning resources, and it is more difficult for teachers to let learners solve problem for themselves. Despite the difficulty, it is important and worthwhile to change the negative attitudes which might hinder learners autonomy. Attitude change can be made through psychological training on learners ai
39、ming at enhancing their awareness of their active role in language learning. Psychological training can be described as a change in perception about what language learning involves and a change in the expectation that language can only be learned through careful control of a specialist teacher. To e
40、nsure the change, teachers may have a discussion with learners at the beginning of a course and make sure what roles they play respectively in language learning. It may be better for teachers to show by examples that language learning is a process in which learners are actively involved or even init
41、iated by themselves if they want to achieve successful learning. Whats more important, teachers have to convince learners through specific activities that learners can really learn by themselves when they assume more responsibility in the learning process. 3.2 Encouragement of Learners to Reflect on
42、 LearningAt the beginning of a course which aims at improving a particular language skill, the teacher can encourage learners to reflect on their needs and problems in the skill and on the nature of the course they are to follow. It raises their awareness of what they come with to the course, their
43、preconceptions and expectations of the teacher and themselves. It suggests by implication that there are ways of being more responsible for their learning. In addition, the teacher can ask learners to make personal recordings about their strengths and weaknesses while developing a particular languag
44、e skill. This allows the learner to reflect and gives the teacher useful ideas for the class or individual guidance for the learners private practice. Learners can benefit from writing on their expectations of a course at the beginning of the term, and then filling in evaluation sheets, or reporting
45、 on the outcomes of a course, at the end of the term. These activities are bound to help learners put things into perspective and manage their learning more effectively. 3. 3 Training of Strategies to Encourage Learners to be ActiveThe teacher can introduce learner training activities into classroom
46、s to increase learners knowledge of useful ways to learn and develop the strategies they need. Some of these will be cognitive strategies and will replace the techniques which learners previously expected to come from teachers. For example, instead of expecting the teacher to explain the meaning of
47、new words, learners can be trained to go through a series of techniques such as using clues in the text to guess meaning, using knowledge of affixation, and checking in a dictionary to establish a words meaning for themselves. It can be productive, at the beginning of a course, to ask learners to sh
48、are ideas about possible metacognitive strategies. The discussion can encourage other learners to adopt strategies which they find personal attractive or manageable. Metacognitive strategies include the categories of centering learning (for example, overviewing, paying attention); arranging and planning learning (for example, setting goals and objectives, organizing, and seeking ou
