| In recent fifteen years, the application of learner-centered teaching plan in cultivatingEnglish learning autonomy has drawn much attention of the researchers and experts. A greatdeal of researches have shown that the learner-centered teaching plan does help in improvingthe students’ English learning autonomy. However, most of the researches prefer the collegestudents and postgraduates as the subjects, whose cognition and theoretical knowledge havereached a comparatively high level.To enrich the related research in junior high school, the author chooses103participantsfrom two classes in Lingshou No.2Middle School to conduct an experiment. With the sameEnglish teacher, learning materials and educational facilities, Class6, the experimental class,is taught with learner-centered teaching plan, and Class5, the control class, is taught asalways, using several teaching approaches like task-based language teaching approach andcommunicative approach. This experiment is supposed to approve that learner-centeredteaching plan helps to improve junior high school students’ consciousness of autonomouslearning and cultivate their English learning autonomy. During the experiment, somequestionnaires, interviews and tests are conducted to collect qualitative and quantitative data.The data analysis indicates that it is feasible to improve junior high school students’ Englishlearning autonomy by using learner-centered teaching plan. The plan can not only improve thestudents’ English learning autonomy and help them form good learning habits，it can alsocultivate the students’ innovation ability and cooperative competence.However, further study needs to be done on how to balance the teacher’s instruction withthe students’ independent learning, as well as how to lead the students to design their ownlearning plan. Besides, too much dependence on the plan will surely limit the development ofthe students’ English learning autonomy. |
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