Chapter One literature review
1.1 Relevant Concepts
In recent years, fostering autonomy has been widely considered as one of the primarygoals of language Education, and an increasing number of researches have been conducted,attempting to help learners improve their ability of autonomous learning. This thesis willfirstly introduce the definition of autonomy and learning strategy.
1.1.1 Definition of Autonomy
自主学习的概念起源的想法，培养终身学习的能力。然而，这是难以定义和举例说明以下三个原因在语言学习的自主权。首先，自主学习是一个聚维的概念。不同的探讨者从不同的方面定义。因此，呜呼探讨人员之间的协议使其难以确切地定义它。其次，它是该地区正在进行的辩论，因此，它的定义是成熟，英语毕业论文，随着越来越多的讨论发生。第三，这一概念已自主开发在不同的地理区域砂，因此它已被定义为不同的术语，如“学习者自主性”，“自主学习”，“自主学习”，“自我监控”，依此类推（加德纳和米勒，2017:5）霍勒克最初定义自主学习“的能力，负责学习当作自己的著作。”（霍勒克，1981:8）。 “负责决定涉及所有方面的学习：1）确定目标;2）定义的内容和级数;3）选择要使用的措施和技巧;4）收购的程序（节奏，时间，地点等监测）和评估已经获得“（1983:3）。他认为，自主学习，英语毕业论文，学习者的属性。霍勒克施加重大作用，在语言学习中的自主性的辩论和他最初的定义一直被视为在该领域的许多后续探讨的起点（加德纳和米勒2017:6的）The concept of autonomous learning originated from the idea of cultivating the lifelong learning skills. However, it is difficult to define and exemplify autonomy in languagelearning for the following three reasons. First, Autonomous learning is apoly-dimensional concept. Different researchers define it from different aspects. Thus alack of agreement among researchers make it difficult to define it exactly. Second, it is thearea of ongoing debate and therefore its definition is to mature as more discussion takesplace. Third, the concept has been developed independently in different geographical areasand therefore it has been defined by various terminology, such as “learner autonomy”,“autonomous learning”, “self-directed learning”, “self-monitoring” and so on (Gardner andMiller, 2017:5)Holec initially defined the learning autonomy as the “ability to take charge of one’sown learning.” (Holec ,1981:8). “Taking responsibility for decisions concerns all aspects oflearning: 1) determining the objectives; 2) defining the contents and progressions; 3)selecting methods and techniques to be used; 4) monitoring the procedure of acquisition(rhythm, time, place, etc); and evaluating what has been acquired” (1983:3). He views theautonomous learning as an attribute of learners. Holec exerts significant influence on thedebate about autonomy in language learning and his initial definition has been consideredas a starting point in much subsequent research in the field (Gardner and Miller 2017:6)
The definitions of autonomy begin to take shape based on the ongoing debate on it.Built on Holec’s theory, autonomy is defined by Dickinson (1987:11) as a “situation in which the learner is totally responsible for all the decisions concerned with his or herlearning and the implementation of those decisions”. Holec’s definition points out thelearning process that autonomous learners can exsert control on. While David Little viewsautonomous learning from the psychological aspect. In terms of control over the cognitiveprocesses involved in effective self-management of learning, Little (1990:4) considersautonomy as “a capacity for detachment, critical reflection, decision-making, andindependent action.” According to this definition it is obvious that “autonomy” is a kind ofcapacity, and like any other capacity, it will grow with practice, or wither through out ofpractice.But all of these definitions have the common ground that is learners should takecontrol over their own learning. They may take charge of main process partially or totallywhich may be dominated by the te
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