| In China, since the execution of reform and opening policy, the teachers have made great achievements in English teaching, at the same time, with the rapid development of science and technology, the English teaching has entered another new century-the times of innovation. Old pedagogic mode can't adapt to new textbooks and new environments. In order to cater for the need of national fundamental reform, many aspects in English teaching should be changed, such as concepts, goals, contents, strategies, assessments, and so on.The frequent failure of traditional grammar-translation and audiolingual methods made the English teachers seek new teaching approaches. This paper presents "learner-Centered" - the new concept of teaching under the instruction of constructive learning theory in Junior Middle School. The emphasis of foreign language teaching has shifted to students from teachers. The students should be more active in class instead of passively receiving information the teachers provide. So "learner-Centered" has become the focus, and is welcomed by English teachers and students.The research of this paper is based on constructive learning theory, through conducting surveys and experiments on 103 students (Class 9 Grade Three is the Control Class and Class 2 Grade Three is the Experimental Class).The thesis takes Class 9 , Grade Three -the Control Class and Class2 Grade Three -the Experimental Class as the examples, the researcher makes researches on the top 40 students of each class ,in order to make the result of the research exact. In Class 2-the Experimental Class, the teachers , the learners, and the learning resources, dynamically interact with each other and form an effective learning system. Physically, the resource in the Experimental Class is enriched, well equipped, and technologically supported.In the Experimental Class, the dynamic interaction is fostered, the learning autonomy is emphasized, and the attitude of students is highly motivated and emotionally supportive. But in the Control Class, the teachers use the traditional grammar-translation and audiolingual methods, and the students think that "Teacher-Centered" is too boring, and the students are passively receiving information that the teachers provide, The comparision of the mean score between the two classes suggests that, the Experimental Class made greater progress than the Control Class in the process of learning through the implementation of learner autonomy. Each individual in the experimental class achieved greater success than those in the Control Class as a result of the learner autonomy as well. The thesis draws the following conclusions:Through the implementation of "learner-centered", the learners in the experimental group have changed their attitudes towards learning and felt more confident towards learning English. The experimental group can monitor and assess their studies in the process of learning more properly than those in the control group.After the one-year experiment, we can conclude that it is necessary to foster the students' learner autonomy in English learning. And in the experiment, special methods are used to foster the students' learner autonomy and the result proves that their achievements in English learning after the experiment are much greater than that before the experiment. Most students are ready and pleased to learn English and they think that their English level is higher than before. They can assess themselves in the learning process properly. And the thesis also provides a classroom experiment, which includes the hypotheses, the subjects the materials the procedures and the methods.However, the instruction of "learner-Centered" is still in its infancy, until now it is still a question of how to put it into practice efficiently and successfully. The researcher just attempts to offer some tentative ideas for this project. The research itself is far from perfect. The researcher hopes that more advanced and systematic study can be conducted practically.
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