在这项探讨中，英语论文，以新疆科信学院维吾尔族的127名英语系学生探讨对象，英语毕业论文，旨在了解维吾尔族学生英语自主学习的概念以及近况问题。
Chapter One Introduction
1.1 Background of the Study
For a long time, the relationship between teachers and learners has beenunbalanced. Teachers dominate and control over teaching goals, language contents,learning materials and even outcomes, while learners just passively accept whateverteachers say and do to them which extensively restricts learners’ potentials for theirEnglish learning. Chinese learners are characterized as more dependent thanintellectual creative learning. Though large number of factors have effect on thisphenomenon, such as examination-oriented education system, shortage of languageacquisition environment, heavy learning burden, the most important one is the rigidtraditional teacher-dominated method.The last thirty years has witnessed a significant educational reform whichconcentrates on learner-oriented approach. Autonomous learning has arousedwidespread interest, and the promotion of life-long learning is given increasingattention. It is necessary to equip the learners with the ability of learning how to learn,and the aim of the education is not as simple as knowledge transmission. “the endproduct of education is an independent learner.” (McDevitt 1997:34). This change isalso a shift of more responsiblities from teachers to successful language learners.Since the early sixties, scholars in western countries have been advocating thedevelopment of autonomous learning as an educational goal. The concept ofautonomous learning has evolved over time, and it was in the year of 1981, with thepublication of Holec’s classic Autonomy and Foreign Language Learning, it has beena hot issue both abroad and at home, and become a buzzword of widespread focus inlanguage learning. The reason why people attach such great importance to theautonomous learning is that it plays an important role in both teaching and learning. Itnot only improves the achievements of school students, but also offers a skill to learnafter graduation and throughout the life. Increasing number of studies have beeninvestigated from the perspective of learners, and large number of books, articlesdevoted to this research field. The study of autonomy has entered the mainstream oflanguage pedagogy in western countries. Some researchers concentrate on exploringthe complex concept of autonomous learning (Holec, 1981; etc. list in Table 2.1).Some interest in the theoretical frameworks from different fields (Benson and Voller,1997; Boud, 1988; Candy, 1991). Even some pay attention to the practical applicationof the autonomy into various contexts (Dickinson, 1993; Cotterall, 1995; Benson,2017). Others committed to fostering the ability of autonomous learning (Victori &Lockhart, 1995; Thanasoulas, 2017; Cotterall, 2017).Comparatively speaking, researches on autonomous learning in mainland Chinaare still in its infancy. At the turn of this century, the concept of autonomous learninghas came into the field of language teaching and learning. As is well known, Chineseteachers enjoy great authority and reputation in long traditional teaching approaches.It is universally accepted that in China teachers should be the highest authorities totell learners what to learn. Consequently, students become less autonomous, on their teacher and more obedient to the rules. They do not know how tomake use of their time to learn |
