Autonomous Learning In Senior High School EFL Classroom

In China's Education, English teaching and learning plays an important role, which is also one of the most difficult tasks. For many years, traditional teaching attaches much importance to teachers'role and put it in a dominant status. But teachers usually ignore students'parts and the diversity of individuals and learning strategies, thus it doesn't improve students'language learning abilities. Students are just receivers in EFL class. The purpose of their language learning is just for examination and they have no much interest in the English language, which are certain to affect their English learning achievements and efficiency and also will do harm to students'future progress. Nowadays learners'roles in English study are drawing more and more attention of education experts. According to students'individuality,how to concentrate on students and how to teach English efficiently have become the key issue in English teaching.Autonomous language teaching and learning patterns are just the new teaching pattern s which center on students.In order to solve the problems described above, this thesis argues that English development is mainly up to proper language learning strategies and the key factors of the strategies are through"autonomy"and"interaction"in the teaching and learning of the target language. Based on the differences among senior high school students'learning strategies in English teaching, teachers should gradually help learners build up their own learning strategies and the abilities to autonomous learning. In a word, teachers should try to match their teaching strategies with the diverse learning strategies of different learners with different achievements from different stages.This thesis includes five parts. Part one introduces the motivation of the present research and the major research questions. Part two argues the theory of autonomous learning and related language learning strategies separately. Part three introduces the survey and relative discussion, including teachers'and students'questionnaires, feedback from the students and comparisons between high achievers and low achievers. Part four discusses the integration of autonomous teaching and learning strategies in Senior High School EFL classroom, why and how to use autonomous language teaching to develop students'language learning strategies and improve their English study are included. Part five is the conclusion and suggestions of the thesis.