Strategies of Improving the Autonomous English Learning of Non-English MajorVIP专享VIP免费

Since "learner autonomy" was first raised by Holec in 1981 (Holec, 1981 ), it has gained great popularity among the researchers and educators at home and aboard. Actually, in early China, the idea of autonomy mentioned by Confusion, "give a man a fish, and he eats for a day; teach him how to fish and he eats for a lifetime". It is obvious that autonomy is vital in one’s lifetime, not even mention in foreign language learning. The Chinese traditional teaching mode is teacher-centered. The teacher tried to cram his students and students also used to learn passively. However, we should be aware that it is impossible for a teacher to be with them all the time (Littlewood, 1999). Hence, the teacher should try their best to develop students’ autonomous leaner ability so that they can learn whatever in anywhere when anytime. After nearly 20 years researching and exploring, The College English Curriculum Requirements was issued in 2007 (Ministry of Education P. R.C., 2007). It clearly said that the English teaching objectives are to cultivate one who can learn independently and arrange their own learning reasonably. We know it is a big challenge to both English educators and English learner. To develop the learner autonomy, we should take into account not only the teachers' role and students' role but also the teaching environment, teaching instruments and the testing system. In the recent years, our college English teaching system has undergone a series of reforms, such as the change from the teacher-centeredness to student-centeredness; from teaching materials and teaching instruments to teaching environment and the testing system etc. And it has gained a great achievement.In China, many research...