Dissertation > Language, writing > FOREIGN > English > Language teaching

Teaching strategies to promote autonomous learning in English

Author ZouZuo
Tutor HaoJingHua
School Nanjing Normal University
Course Curriculum and Pedagogy
Keywords Learner autonomy Teaching strategy Project-guide strategy Process-based strategy
CLC H319
Type Master's thesis
Year 2011
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Over the recent years, "learner autonomy" has become a hot topic in the foreign language teaching. There has been more focus on learner-centeredness. Therefore, the function of school is changing from "teacher-centeredness" to "learner-centeredness", which means learners will accept more responsibility for their learning.Leaner autonomy refers to "the ability to take charge of one’s learning" (Holec, 1981). In his study, Holec points that "the acceptance of responsibility can be seen as consisting of carrying out three main operations:goal-setting, independent action and evaluation." In this thesis, autonomy is defined as learner’s willingness and ability to move from "teacher-centeredness" to "learner-centeredness" and then to take corresponding actions, such as knowing the teaching aims, planning the learning objectives, using learning strategies, monitoring the usage of strategies, using the knowledge freely and evaluating the process of English learning.Based on the autonomous learning survey and the learning needs analysis at Jiangyin Polytechnic College, the author has carried out different teaching strategies in class for two semesters. The thesis focuses on the project-guide and process-based teaching strategies. Data collection is conducted mainly through questionnaires, interview and observation. By designing and conducting the teaching strategies, the author provides a detailed description of the procedure. The result shows that the project-guide and process-based teaching strategies can develop learner autonomy, change the roles of teacher in class and improve the teaching behavior as well.Since only two classes participating in the experiment, the present research is limited. But it can also be concluded that improving learner autonomy is a long-term work. It depends on the functions of both internal factors and external factors. The ability to learn autonomously does not grow at random or occasionally. And fostering learner autonomy is a general developing progress. But it is certain that learner autonomy can be developed with others’help and can be cultivated in an appropriate context.

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