An Application Study of Learner Autonomy in English Extensive-reading Teaching of Senior High School
|School||Northwest Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||learner autonomy Senior English extensive reading teaching reading competence|
With the advent of the era of life-long learning, cultivating students‘learner autonomy competence has become a new demand in education. The new standard of curriculum has set new targets for the English language teaching in senior high schools, namely to develop students‘learner autonomy. At present, numerous studies have suggested that extensive reading is an effective way to improve students‘reading and the effects of extensive reading are cognitive and affective definitely. Based on previous researches, how to promote extensive reading competence and how to foster learner autonomy is still a question. This research intends to explore an effective teaching for extensive reading, to meet the large demands of extensive reading, which probably benefits them for a lifelong study.The present study consists of six chapters. Chapter One is Introduction. It presents the purpose and significance of this study. Chapter Two reviews the previous research on learner autonomy and extensive reading both at home and abroad. Chapter Three provides the theory foundations of the study. That is humanism, constructivism and metacognitivism. Chapter Four describes the research methodology in details, including research hypotheses, subjects, instruments and procedures of the study. Questionnaires,interviews and tests are used in the study to investigate the students‘reading competence and the status of learner autonomy. And two classes in Senior Grade Two are chosen to be the subjects in the teaching experiment. One class acted as the experimental class, who was taught once a week by the learner autonomy teaching English extensive reading, and the other as the control class, who was taught by the traditional teaching method. Before the training, pre-questionnaire and pre-test were carried out. During the training process, the experimental activities include the following aspects: to assist students to arouse their learner autonomy awareness and stimulate their interest extensive reading; to encourage students to set their realistic goals and plans; to develop metacognitive strategies and provide students with efficient extensive reading strategies, to keep extensive reading records to self-regulation, etc. After the training was done, post-questionnaire, post-test and interview were used. Chapter Five discusses the results of the study. Descriptive statistics and Paired-Samples t-test were employed to analyze the data, the results are followed below: 1) The learner autonomy in extensive reading teaching can increase the students‘extensive reading interests and extensive reading attitude. 2) The learner autonomy in extensive reading teaching can help more to improve the students‘comprehensive reading competence. Chapter Six draws the conclusion of the study and points out the implications and limitations.It is hoped that this study can be conducive to English extensive reading teaching and learning in senior high schools and will shed light on future research in learner autonomy and extensive reading.