TheImpactofanOut-of-classAutonomousReadingProgramonChineseSecondaryLearners’AutonomyandSecondLanguageDevelopmentThebackgroundofout-of–classAutonomousReadingReadingability,asoneofthefourbasiclanguageskills,playsaveryimportantroleinstudents’Englishlearning.Readingabilitycanhelpstudentsexpandtheirknowledge,improvetheirreadingstrategies,anditalsocontributestothedevelopmentoflistening,writingandspeakingskills.Readingisnotonlyprovidesopportunitiesforthestudentstoacquirelanguage,butalsoabeneficialwaytofosterstudents’abilityofautonomylearning.AccordingtoKrashen’s(1982:9;1985:15)InputHypothesis,comprehensibleinputisnecessaryinSecondLanguageAcquisition.Beingexposedtoalotofmeaningful,interestingandrelevantsecondlanguageinputisthekeyfactorthatisconducivetothedevelopmentofsecondlanguage.HenriHolec(1981:3)defineslearnerautonomyas“theabilitytotakechargeofone’sownlearning”,thisabilityhas“apotentialcapacitytoactinagivensituation”.Shu(2011:5-8),whenproposingfourbasicfunctionsofFLTclassroominstruction,emphasizingfosteringlearnerautonomyasoneofthemajorpedagogicalobjectives.AutonomousreadingskillisoneofthebasicrequirementsfortheL2learnersintheChinesecontext.ItisalsowhattheL2teachersexertalmostalleffortstobuildfortheL2learners.inthispaper,theauthordiscussesout–of–classautonomousreadingtoexperimentalclasstocultivatethestudents’autonomousreadingskillsTherefore,intheJuniorMiddleSchoolstage,payattentiontothetrainingofstudents’readingabilityisverynecessary.Andtheextra-curriculumEnglishreadingisagoodwaytoimprovethereadingability.Extra-curriculumEnglishreadingdesignwithwiderangeofsubjectstoarousestudents’interestinreading,andcanalsocultivatestudents’autonomousreadingability.Thuslaythefoundationforthefuturelearning.ResearchQuestions:1.Doestheout-of–classautonomousreadingprogramhelpthestudentstodeveloplearnerautonomy?2.Canout-of-classautonomousreadingprogramimproveparticipants’readingproficiency?3.Canout-of-classautonomousreadingprogramimproveparticipants’readingstrategy?4.Canout-of-classautonomousreadingprogramimproveparticipants’generallanguageproficiency?ResearchDesign:Participants:Theparticipantsinthisstudywere115Level8studentsfromHuananExperimentalSchool,whowererandomlyassignedtotheexperimentalgroup(N=58)andthecontrolgroup(N=57).Readingstrategiestrainingwascarriedoutintheexperimentalclassandteachingpracticestopromotelearnerautonomywerealsointroducedandimplementedinandoutoftheirclass.Thecontrolledclassreceivedtraditionalwayofteachingreading.Measurement:(1)Learnerbackgroundquestionnaire(2)Learnerautonomyscale(3)Readingproficiency(4)Readingstrategy(5)Generalproficiency(6)ExitquestionnaireBeforecarryingoutthenewwayofreading,aquestionnairewasdistributedtothestudentstogainanoverallpictureofthesubjects’understandingandreadinessofautonomyinlearningmanagementEFLout-of–classreading.Itaimstoidentifywhatdifficultythestudentshave,howtheyreadandwhattheirinterestreallyis.questionnaireiscomposedoftwoparts,PartOneincludesthepersonalinformationwithname,age,sexandEnglishExaminationScore;Parttwocontainsanumberofquestionstobeansweredonafive-likertscale.Toavoidmisunderstanding,thesubjectsreceivedthequestionnairepresentedinChinese.TheExperimentprocedure：AfteralongpracticeinEnglishteaching,theauthorfoundcultivatingJuniorstudents’Englishreadingskillsonlythroughtextbookscan’tsatisfystudents’requ...
