Chapter One Introduction
1.1 Research Background
很长一段时间，中国的大学英语教学为主的传统工商业的做法，这是一个面向老师的做法。老师平时教导的一切，会谈大部分时间在课堂上，让学生少有机会练习自己或做自主学习。近年来，自主学习的大学英语课程教学要求“在2017年发表以来，特别是在外语教学和学习领域备受关注。该规定强调促进学生个性化学习措施和发展他们的英语自主学习能力，这表明，中国的大学英语教学，将其重点培养学生的自主学习和发展他们的自主学习能力的意识。这种自主学习的发展，已收到中国ŞEFL（英语作为外语）教学在高等教育水平的越来越多的关注。
学习者自主性的概念被首次提出了亨利霍勒克在20世纪80年代。在随后的几年中，已经进行了大量的探讨学习者自主横空出世，是富有成效的。一些自主学习和探头的概念界定及其理论基础。一些处理的问题，如何培养学习者自主学习能力。有人形容自主学习者的特点。找出自主学习，如态度，信念，动机，策略等因素可能会作用其他的目的。在所有这些学习者变量，动机一直被认为是在外语学习中最重要的因素之一。有效的自我调节学习的另一个因素是作用学生语言学习的成功。然而，英语论文题目，只有少数的探讨动机，自我调节和学习者自主性之间的联系进行了研讨。在中国，没有太多的探讨已经完成自主学习的问题，英语论文，在第三层面已经完成。
For a long time, Chinese college English teaching was dominated by thetraditional approach, which is a teacher-oriented approach. The teacher usuallyteaches everything and talks for most of the time in class, which gives students fewchances to practice themselves or do autonomous learning. In recent years, learnerautonomy has attracted much attention in the field of foreign language teaching andlearning, especially since the College English Curriculum Requirement was issued in2017. This requirement stresses the foster of students individualized learningmethods and the development of their autonomous English learning competence,which shows that Chinese college English teaching is shifting its focus on the trainingof students awareness of autonomous learning and developing their autonomouslearning competence. This development of learner autonomy has received increasingattention in China s EFL (English as Foreign Language) teaching at the tertiary level.
The concept of learner autonomy was first proposed by Henri Holec in the 1980s.In the following years, substantial research on learner autonomy has been carried outand turned out to be fruitful. Some define the concept of learner autonomy and probeinto its theoretical basis. Some deal with the problem of how to cultivate learner sability of learner autonomy. Some describe the characteristics of autonomous learners.Others aim at finding out factors that may affect learner autonomy, such as attitudes,beliefs, motivation, strategies and so on. Among all these learner variables,motivation has been considered to be one of the most important factors in foreignlanguage learning. Effective self-regulated learning is another factor that affects students language learning success. However, only a few studies conducted exploredthe relationship between motivation, self-regulation and learner autonomy. In China,not much research has been done on the issue of autonomous learning and has beendone at the tertiary level.
1.2 Purpose and Significance of the Research
This paper aims to analyse the motivational behaviour, self-regulated learningand autonomous learning situation among university students in terms of gender,family background and academic specialisation so as to see 1) general characteristicsof each component; 2) differences among different groups of students; 3) therelationship among motivation, self-regulation and learner autonomy.Autonomous learning has become an irresistible trend in English learning at thepresent time. This research is also done in the hope of raising teachers awareness ofthe importance of learner autonomy in EFL teaching and helping them developstudents ability to learn autonomously and effectively in class as well as after class.With the suggestions proposed, it is hoped tha
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