LearnerauonomyofCollegeEnglishTeachinginChina_开题报告

1.开题报告主要内容包括：封面、文献综述、^范文提纲（需提供二级提纲）、参考文献（10篇以上）。 

2.字体：宋体，字号：小四，行间距：18磅。字数2000字以上。 （英语专业要求字体为：Times New Roman，英文书写，900个英语单词以上） 

3.开题报告格式规范参考如下：

一、文献综述

查找^范文相关文献，介绍本论题目前研究现状、研究成果等内容。

Traditionally, learner autonomy is defined as the “ability to take charge of one’s own learning” (Holec, 1981, p. 3). This definition denotes two key ingredients: the acceptance of responsibility for one’s own learning and the ability to self navigate the learning process. Holec organized learner autonomy into a set of meta cognitive competencies that include goal setting, defining one’s learning parameters and pace, selecting modalities and practices, observing the learning process, and assessing achievements.  As such, over the past 30 years, trends in autonomy research have shifted from a focus on independence to one of interdependence (Boud, 1988; Murray, 2014; Palfreyman, 2003). However, this paper will further argue that the descriptions of learner autonomy listed above lack attention to the affective nature of language learning which fuels learner acceptance of responsibility for their education.

This research seeks to gain deeper understanding of learner autonomy in English as a Foreign Language students from different cultures through the identification and analysis of similarities and differences.

In the past decades, learner autonomy has become a “buzzword” and “central concern” in foreign language education to promote life-long learning, and attracted growing attention in language learning, especially when language teaching shifted to more communicative and learner-centered approaches. Colleges and universities should  be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The centrality of the student’s role in the implementation of learner autonomy initiatives is apparent.

The teaching aim of college English is to cultivate students’ English comprehensive ability, especially listening and speaking ability, but the traditional English class’ mode is “teacher speaks, students listen” that can not be suitable for the development of society that urgently needs professional talents who master a foreign language. To change the disadvantage, we appeal that college English class should cultivate students’ English autonomous learning ability mainly.

As everyone knows, knowledge students learning in the school can not adapt and meet the needs of social development, the traditional teaching mode is facing severe challenges. College English teaching in China has gradually transformed from the "teacher centered" into "students as the center", teachers from the previous "what to teach" gradually transformed into "how to learn", more and more foreign language educators have come to realize that only the learner to play a decisive role in the final results, college teachers should pay attention to the training of students' independent learning ability, to cultivate autonomous learning awareness, provide life-long learning ability. Therefore, we think, whether students have the ability of independent learning, is the important premise and guarantee to improve the quality of English teaching. Autonomous learning is a great innovation in language learning, we should fully mobilize the enthusiasm of the students, renew teaching idea, fully aware of the importance of autonomous learning, to cultivate students' autonomous learning habit, improve the quality of English teaching. As English teachers, we also need to enhance their overall quality, strengthen the sense of responsibility, can be competent for their role and guide students in autonomous learning of students, so that students benefit from learning.

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二、^范文提纲

1.Introduction

2. Literature Review

2.1The External and Internal Facets of Learner Autonomy

2.2 Research on learner autonomy in China

3. Current difficulties in fostering learner autonomy in College English Teaching

3.1 Difficulty concerning beliefs about learning

3.2 Difficulty involving self-regulation

4. Addressing the problems as the stepping stone

5. Some suggestions on autonomy

6.Conclusion

三、参考文献

[1]Ximena Paola Buendía Arias. A Comparison of Chinese and Colombian University EFL Students Regarding Learner Autonomy[J]. Profile Issues in Teachers Professional Development. 2015. 17(1):35-53

[2]Honggang, L. EFL motivations and autonomy in English learning: An investigation of Chinese non-English major undergraduates[J]. CELEA Journal.2008. 31(5),82-97.

[3]Zhang, L., & Li, X. A comparative study on learner autonomy between Chinese students and West European students[J]. Foreign Language World. 2004. 24(4), 15-23.

[4]Hua Weifen. Teachers’ roles in learner autonomy[J]. Journal of Foreign Language Research.2001. 3, 76-79.

[5]Nguyen, L. T. C., and Yongqi, G. Strategy-based instruction: A learner-focused approachto developing learner autonomy[J]. Language Teaching Research. 2013.17(1), 9–30.

[6] JH Hao. Learner Autonomy and College English Teaching in China[N]. Journal of Xinzhou Teachers College. 2002

[7] HE Xia. Promoting Learner Autonomy in Internet and Multimedia-Assisted College English Teaching-Learning in China[J]. IEEE International Symposium on It in Medicine & Education. 2008.301-306

[8] KO Jeong. Promoting Learner Autonomy and Classroom Interaction Through Multimedia-Assisted English Language Teaching[J]. Multimedia Assisted Language Learning. 2008.11(2):41-62

[9] J Ho，D Crookall. Breaking with Chinese cultural traditions: Learner autonomy in English language teaching[J]. System.1995.23(2):235-243

[10] XQ Sun. Chinese Cultural Traditions and Learner Autonomy in Foreign Language Learning[J]. Journal of Taiyuan University of Technology. 2003

[11]Phil&nbsp，Benson. Autonomy in language teaching and learning[J].Language Teaching.2006.40(1):21-40

[12]Holec, H. Autonomy and foreign language learning[M]. Oxford: Pergamon Press. 1981.

[13]Boud, D. Moving towards autonomy[J]. Developing student autonomy in learning.2. 1988.17–39.

[14]Murray, G. Social dimensions of autonomy in language learning[M]. London: Palgrave Macmillan. 2014.

[15]Palfreyman, D. & Smith, R. Learner autonomy across cultures: Language education perspectives[M]. London: Palgrave Macmillan. 2003.