Chapter One: Introduction
In this chapter, the author firstly brings realistic reasons and significances for studyingautonomous learning, then it states out the three research questions of the present studyspecifically, on the basis of which the organization of the paper is discussed.
在本章中，笔者首先学习自主学习带来了现实的原因和意义，英语论文范文，那么它指出本探讨的三个探讨问题明确的基础上，讨论该论文的组织。
1.1 Significance of the Present Study
Since the 1980s，"Autonomous Learning" (AL) has become a hot topic of the foreignlanguage world. The representatives in this field abroad appear like Holec (1981)，Dickinson(1995)，Little (1995)，etc. From the 1990s, Chinese scholars began to introduce and review thetheory of foreign language autonomous learning, including Hua Weifen (2017)，Wei Yuyan(2017), Qi Hongbo (2017, 2017). In recent years，the Autonomy Learning (AL) has alreadybecome the mainstream of the reform of college English teaching, and has been put into the“the College English Curriculum Requirement、、(2017) promulgated by Ministry of Educationin China.
1.1本探讨的意义
20世纪80年代以来，“自主学习”（AL）已成为外语界的一个热门话题。国外在这一领域的代表出现像霍勒克（1981），迪金森（1995年），小（1995）等从20世纪90年代，英语论文题目，中国学者开始引进和审查社改制外语自主学习，包括卫吁烟：华委汾（2017），（2017），：祁轰播（2017年，2017年）。近年来，自主学习（AL）已成为大学英语教学改革的主流，已投入的“大学英语课程教学要求，（2017年）颁布的”教育部中国教育专业。
Thus it will undoubtedly play a very significant role in promoting college Englishteaching in China. In our country, AL is the needs of the times and social education, obtainingstrong practical significance.At present, the Autonomous English Learning ability of college students majoring inEnglish is generally low in our country (Xu Jinfen, 2017). With the influence of thetraditional mode: examination-oriented and long-term education, most students have formedthe steady learning style. Therefore, in order to improve the students* ability of AutonomousEnglish Learning (AEL)，the teacher should firstly stimulate students to rethink their bias onAEL, and try to raise the students' self consciousness of the inherent change and learningconcept. While foreign language education in China presents unchangeably, it had beenalways unsatisfactory, since the traditional foreign language teaching mode only focus onheavy "teaching" and "learning" not teachers' unilateral input, which is emphasizing on theuniqueness and standardization, and ignoring students' initiative and creativity. A realisticsituation is, in the time of transmission of knowledge and the speeding up of the information,learners must have independent learning abilities outside of the classroom and teacher. (LanChangqin，2017).
With my personal six years of teaching experience, the way to grasp knowledge is to fully mobilize students' learning enthusiasm and initiative; the teachers' mandatory infusionwill make students distant away from normal orbit. I graduated from local university and thenworked for military colleges. The local university relaxed academic atmosphere shaped mepositive learning beliefs, and now, I focus on the essence of teaching to cultivate students'autonomous learning beliefs. Based on the study of AEL, making a comparative study on thestudents' AEL with different learning background is few, for example Zhang Lixin，LiXiaoxiang (2017) will be an example of a comparative study of the students in China andWestern Europe; Qi Hongbo (2017b); Guo Xiaoyan (2017) exams students with acomparative study in China |
