Cultivation Of Learner Autonomy Based On Metacognitive Strategy Training

The recent two decades have witnessed a great number of researches on thecultivation of learner autonomy in language learning from different perspectives. Thethesis intends to explore the importance of metacognitive strategies in fosteringlearner autonomy in College English learning, and the function of teachers infacilitating autonomous learning through metacognitive strategy training.The writer firstly reviews the literatures on learner autonomy, metacognitivestrategies and learning strategy training, in which the inter-relationship among thethree concepts is explored and the theoretical background for the following discussionis formed. A survey is then carried out among 62 non-English majors who are dividedinto 3 groups: more successful learners, successful learners and unsuccessful learners.With the data analysis of the questionnaires, it is found that the individuals'attitudestowards learner autonomy and their competence in using metacognitive strategies dohave effects on their learning performance and language achievements. Based on theliterature review and the research findings, a model of metacognitive strategy basedinstruction is proposed with the purpose of cultivating learner autonomy in an Englishclass. The MSBI framework consists of 3 stages: preparation before class, instructionin class and reinforcement after class. Each stage is composed of recursive acts thatcorporate together to implement metacognitive strategy training in language class andthus facilitate autonomous learning. Language teachers are also expected to alter thetraditional roles and to develop the necessary knowledge and skills for betterimplementation of MSBI in their daily teaching.