3。2。2 Learning environment 11

Chapter Four Strategies to foster autonomous English-learning ability in middle 12

school 12

4。1 Enhancing students’ English self-learning motivation and awareness 12

4。2 Training students’ English-learning strategies 13

4。3 Encouraging autonomous and cooperative English-learning 15

4。4 Creating a favorable English-learning atmosphere 16

Chapter Five Conclusion 18

References 20

A Brief Analysis on the Cultivation of Autonomous   English-Learning Ability for Middle School Students

Chapter One Introduction

1。1 The background

    Autonomous learning has attracted a lot of scholars’ attention and interests at home and abroad。 In the past 30 years, an increasing number of scholars and researchers have studied autonomous learning from perspectives of social, psychology, philosophy, politic and pedagogy。 Everyone has its own understanding of the same term。 

    The newly-issued Senior High School English curriculum standards points out that teachers should encourage students in terms of experience, practice, participation, exploration and cooperation。 Then, students will gradually find the language rule and master the language skills。 After some time, students can adjust the emotional attitude and form effective learning strategies。 At last, students finally develop the autonomous learning ability。 Cultivating students' English autonomous learning ability is the requirement of modern society development。 The purpose of school education should not only teach students knowledge, but also cultivate students to have the courage to explore, and to have independent thinking as well as self-management spirit。 Students’ English autonomous learning ability is the need for students' self-development and lifelong learning。 Every student is an independent inpidual, and there are differences between students' learning interest, learning attitude, cognitive styles, learning styles。 If teachers ignore the difference between the students and use the same teaching methods, this will against the students’ enthusiasm and initiative and then lead to inefficient English learning。

1。2 The significance and purpose

    With the increase of knowledge and information, it is not possible for teachers to teach students everything in class。 We need to foster students to learn by themselves because “The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security ” (Rogers, 1969:104)。文献综述

    In China, there is a similar proverb, “If you give a man a fish, you feed him for a day。 If you teach a man to fish, you feed him for a lifetime”。 In order to keep up with the new development of education and deepen education reform, more and more teachers have realized that it is important for students to foster the autonomous learning ability。

    The purpose of the study is to enrich the autonomous learning theory, and offer some suggestions to the further studies。 The analysis helps to teach the students to use English in an all-round way, especially in listening and speaking, so they will be able to exchange information effectively through both speaking and writing, and at the same time they will be able to improve their ability to study independently, which can meet the needs of China’s educational progress and social development。 It also makes teachers realize that English learning should mainly depend on students and guides teachers to foster students’ autonomous learning ability by the proper strategies。