On Fostering Learner Autonomy in Learning English

Abstract

With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.