Learner Autonomy And ELT In Senior High Schools

Over the last two decades, the concepts of learner autonomy and independence have gained momentum, the former becoming a'buzz-word'within the context of language learning (Little, 1991). It is true that one of the most important spin-offs of more communicatively oriented language learning and teaching has been the premium placed on the role of the learner in the language learning process (Wenden, 1998). It goes without saying, of course, that this shift of responsibility from teachers to learners does not exist in a vacuum, but is the result of a concatenation of changes to the curriculum itself towards a more learner-centered kind of learning. What is more, this reshaping, so to speak, of teacher and learner roles has been conducive to a radical change in the age-old distribution of power and authority that used to plague the traditional classroom. Cast in a new perspective and regarded as having the'capacity for detachment, critical reflection, decision-making, and independent action'(Little, 1991: 4), learners, autonomous learners, are expected to assume greater responsibility for, and take charge of, their own learning. However, learner autonomy does not mean that the teacher becomes redundant, abdicating his/her control over what is transpiring in the language learning process. In the present study, it will be shown that learner autonomy is a perennial dynamic process amenable to'educational interventions'(Candy, 1991), rather than a static product, a state, which is reached once and for all. Besides, what permeates this study is the belief that'in order to help learners to assume greater control over their own learning, and it is important to help them to become aware of and identify the strategies that they already use or could potentially use'(Holmes & Ramos, 1991, cited in James & Garrett, 1991: 198). At any rate, individual learners differ in their learning habits, interests, needs, and motivation, and develop varying degrees of independence throughout their lives (Tumposky, 1982).In this case, more and more teachers are focusing on developing students'ability in learning language independently. They hope that under autonomous English learning (AEL) environment, the students have more interests to learn English and are more active to learn. And they can learn more effectively and gain all-round abilities.This dissertation attempts to discuss the current situation of AEL in Senior High Schools, to have a brief review of the research on learner autonomy (LA), to analyze the factors influencing students'AEL, to establish links between LA and ELT, to show the significance and necessities of LA in senior high schools, and to do some research on developing LA and to give some recommendations for both teachers and students, with the final aim of promoting students'ability of AEL.