Analysis of Learner Autonomy in College English Learning―ThroughWeb―based English Autonomous Learning Pltform.docVIP

Analysis of Learner Autonomy in College English Learning―ThroughWeb―based English Autonomous Learning Platform 　　【Abstract】The purpose of this paper is to examine the role of learner autonomy in Chinese college English learning through web-based English learning platform as well as its potential constraints. As the traditional learning method gradually fails to meet the demand of the society， it is urgent to probe the depth of Educational reform in Chinese Universities. Rapid development of Internet has transformed the lives of people across China with far reaching positive effects， yet an increasing number of people are steered towards this more advanced tool to enhance their ability. 中国论文网 /1/viewhtm　　【Key words】Analysis； Learner Autonomy 　　1. Introduction 　　In the context of traditional second language teaching， a learner’s duty is to concentrate on the class， finish the homework on time and memorize everything imparted by the teachers and finally get a remarkable score in the exams. On the surface， the rule-bound institution， good discipline in the class， well-ordered course content and activities are regarded as the most efficient means to achieve the teaching objectives. However， this kind of authoritarian， to a certain extent， manacles students’ self-access knowledge acquisition limits their field of vision and suppresses creativity and constrains their development of personalities. Modern language teachers seek ways of motivating the students’ independent learning abilities. Autonomous learning is an effective way to increase students’ range of abilities， levels of interest， confidence etc. It tends to get closer to the idea that each student can find a best way according to his or her manners since there is no absolute learning methodology that suits everyone. 　　2. Definition of learner autonomy and the role of learner autonomy in China 　　2.1 Learner autonomy 　　Learner autonomy is “the ability to take charge of one’s own learning” （Gardener， 1985