A Study On Fostering Learner Autonomy For Non-English Majors Through Metacognitive Strategy Training

A Chinese proverb goes as follows, "Give a man a fish and he eats for a day; teach him how to fish and he eats for a lifetime". In fact, this proverb shows the importance of developing learner autonomy. The recent two decades have witnessed a great number of researches on fostering learner autonomy in language learning from different perspectives. This thesis intends to explore a training model of fostering learner autonomy for non-English majors from the angle of metacognitive strategy training.The writer reviews the literature on learner autonomy, metacognitive strategies and metacognitive strategy training, in which the inter-relationship among the three concepts is explored. A survey is carried out among 50 non-English majors who are divided into 2 groups: more successful learners and less successful learners. With quantitative and qualitative data analyses of the questionnaires, it is found that learner autonomy, metacognitive strategies and language proficiency are closely related. Based on the literature review and the research findings, a metacognitive strategy training model is proposed with the purpose of providing teachers with a feasible model to foster learner autonomy in English classes. The metacognitive strategy training model combines Oxford's eight-step training model and Weaver and Cohen's SBI model. In order to implement the metacognitive strategy training model in their daily teaching better, teachers are suggested to alter their traditional roles and develop necessary knowledge and skills.