A Study On Senior High School Students' English Learner Autonomy Based On Three-dimensional Conceptual Model

Students' learner autonomy has become a popular topic in foreign language teaching from the early 1980 s gradually.There are numerous scholars who have done lots of researches about learner autonomy.However,though many foreign scholars have done relevant researches from different perspectives,foreign research instruments may be not suitable for Chinese learners because of different learning atmosphere and culture.Besides,various researches understand the learner autonomy in different perspectives and their researches are dispersive.Therefore,this study explored the situation of senior high school students' learner autonomy based on three dimensional model.The subjects in this study are 282 senior high school students who are in the second grade from Dingzhou senior high school and Botou senior high school in Hebei province.By asking the participants to fill in the questionnaire and take part in the interview,the study intended to explore the general situation of senior high school students' learner autonomy and the differences of learner autonomy between male students and female students.The data analysis of the study is carried out by adopting SPSS 17.0,including descriptive analysis,independent samples t-test analysis,and repeated measure analysis.The result of research shows that senior high school students' learner autonomy is on the medium level and still needs deeper development.To be more specific,the students' psychology of autonomous learning is stronger than other two aspects,self-managing learning ability is on the medium level,and autonomous learning behavior is weak.Through the analysis,the three dimensions have significant difference.Male students' general learner autonomy is weaker than female students',but the difference is not significant.Moreover,the mean values of female students' self-managing learning ability,psychology of autonomous learning,and autonomous learning behavior are higher than male students'.But only in psychology of autonomous learning is there significant difference between male students and female students.Based on the main findings of the study,several implications and ideas to improve students' learner autonomy are put forward.Firstly,teachers should help students make learning objectives and plans.Then,teachers guide students to monitor learning process and evaluate learning effect.Next,teachers change their traditional roles to facilitators.Fourthly,teachers can trigger students' autonomous learning motivation.Finally,teachers try to develop students' effective learning strategies.