On Application Of Learner Autonomy In English Reading Teaching Of Senior High Schools

Learner autonomy has been a buzzword in the field of present foreign language education and research in recent 20 years or so. It focuses on learner-oriented teaching methods with the aim of cultivating the students equipped with the ability to continue learning autonomously. Meanwhile, reading plays an important role in the full development of the students and English learning. So the objective of English reading teaching in senior high schools is to make students read autonomously. However, there exist many problems in current English reading teaching in China. At present, reading teaching is dominated to a great extent by the methods of the teacher-oriented, text-oriented and grammar-translation and thus produces passive readers.As is stated above, to counter the problems mentioned above, the thesis focuses on how to apply learner autonomy in English reading teaching among senior high school students. The author first expatiates on the necessity of the study from practice and theory by analysing the requirements of the English Curriculum Criterion and College Entrance Exam Papers and the existing problems in reading teaching and having a brief recall of the literature concerning the topic home and broad. Secondly, the author introduces the theoretical bases related to learner autonomy and reading theories before the author probes into the relationship between learner autonomy and English reading teaching.Based on the theoretical inspection of learner autonomy, the paper presents a survey into the current English reading among 100 students of No.3 senior high school of Jianou in Fujian through questionnaires. The data showed that the students'autonomous reading was at a low level. In the following, a years' experiment under the guidance of learner autonomy was conducted by means of pre-and post-tests, whose data were analyzed by SPSS (v11.5). In light of these ideas, the author put forward some suggestions including helping students to enhance students'motivation and attitude, helping students to train metacognitive strategies and stressing learner-centered reading teachingThe result of the study indicates learner autonomy is not only a means of effective learning but it also has a great impact on students'reading performance and English reading achievements. It is hoped that it will improve our current English reading teaching.