农村初中英语课堂教学中学生自主学习兴趣的培养

　摘要：自主学习是一种高效率的学习方式，在当今提倡素质教育的环境下，自主学习得到了很大的重视，因为这不仅有助于培养学生的学习兴趣，更有利于培养学生的创新能力。然而农村初中生学习英语的自主性意识并不强，初中学生自主学习的能力也不高，英语学习的动力严重不足，他们很难在学习中发现问题、探究问题，解决问题。培养农村初中生英语自主学习的兴趣是提高农村英语教学质量的根本。为了提高农村初中生学习英语的自主性，本文对农村英语课堂教学和学习方法进行了探究。

　 关键词：自主学习；课堂教学；学习方法；学习兴趣; 学习策略

　 The Cultivation of Students’ Autonomous Learning Interest in English Classroom Teaching in Rural Middle School

　Abstract：Autonomous learning is an efficient way of learning. In today＇s environment of promoting quality education, autonomous learning has received great attention because it not only helps to cultivate students＇ innovative ability, but also helps to cultivate students＇ interest in learning. However, rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English, and rural Junior High School students＇ ability of autonomous learning is not high as well. English learning motivation is seriously inadequate. They are difficult to find problems, explore the problems, and solve the problems in learning. Cultivating English autonomous learning interest of rural middle school students is the essence for improving the quality of English teaching in rural region. In order to improve the autonomy of learning English in rural middle school students, this paper explores its teaching and learning methods.

　 Key Words: Autonomous Learning; Classroom Teaching; Learning Methods; Learning Strategies; Learning interest

　CONTENTS

　Introduction 1

　1. Theoretical Framework

　1

　1.1 The Definition of Autonomous Learning

　1

　1.2 The Development of Autonomous Learning 2

　1.3 The Basic View of Autonomous Learning 2

　2. The Application of Autonomous Learning at Home and Abroad 3

　2.1 The Application Condition and Effect of Autonomous Learning Abroad 3

　2.2 The Application Condition and Effect of Autonomous Learning at Home 4

　2.3 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities 4

　3. The Influential Factors of Students＇ Autonomous Learning Ability in Rural English Classroom in China 5

　3.1 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 5

　3.2 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 6

　3.2.1 Schools factors 5

　3.2.2 Teachers factors 6

　3.2.3 Family factors 6

　4. Strategies to Promote Autonomous Learning 7

　4.1 Enhancing Motivation and Awareness 7

　4.2 Setting Practical and Meaningful Goals 8

　4.3 Selecting Suitable Learning Strategies 8

　4.4 Monitoring and Evaluating Learning Progress 9

　Conclusion

　10

　Notes 11

　Bibliographies 11

　Acknowledgments 12

　Introduction

　Recently, China has advocated the reform of English education and autonomous learning. We have made great achievements in improving interest of students in the cities, but it has not been well developed in the rural areas. Most teachers adopt traditional teaching way that is teacher-centered and whose objective is just passing knowledge to students. The traditional teaching ways cause many problems.

　To solve those problems, autonomous learning is a good choice, so it is vital to research on the good effect of autonomous learning.

　Researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers. Humanism, social cognition, constructivism as well as the learner-centered Approach (Nunan, 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class. These researches not only focus on responsibility and involvement of learners but also on critical reflection of beliefs and attitudes to learning. (David Litt1e1991; 2010: 2)

　The success of a learning activity is, to some extent, contingent upon learners’ stance towards the world and the learning activity in particular, their sense of self, and their desire to learn (Benson&voller, 1997: 134).

　Chenduo (2006) fosters high school students’ the ability of autonomous learning based on experiments by building an efficient teaching pattern which takes learning notes as a carrier. Liyu (2008) also carries out experiments and points out that autonomous learning can be achieved for the students of the key senior middle schools, with the aid of the improvement in strategy of autonomous learning and efficient teaching patterns. Song Yanli (2009) through questionnaire investigation finds out the problems in high school students’ English learning and gives some valuable methods on how to foster the abilities of autonomous learning, further more putting forward the problems that need to be solved in the study of autonomous learning.

　 However, seldom scholars research on applying autonomous learning to rural English classroom teaching. Therefore, the author believes that it is very important to cultivate the English interests of junior middle school students since it can achieve the purpose of cultivation of English learning.

　1. Theoretical Framework

　1.1 The Definition of Autonomous Learning

　Autonomous learning is a modern method of learning and it takes students as the main body. That is to say, students should observe, explore and practice on their own to achieve their learning targets. First of all, students should develop independent learning habits. Secondly, students should change our attitude towards study.

　 Students must take the initiative to learn. Thirdly, students must learn to ask questions and try our best to answer them without anyone’s help. In the end, students can learn by taking advantages of internet technology. With the help of E-learning students can learn anytime and anywhere and students can use all of the information on the internet to improve ourselves (余若琳, 2017)[1].

　1.2 The Development of Autonomous Learning

　The first and influential definition is made by Holec who defined autonomy as “the ability to take charge of one’s own learning in the process of learning” and “an ability that needs to be acquired” (1981:3). That is, during the whole learning process, learner makes decisions related to learning all by himself or herself. He or she should independently set learning goals, choose learning materials and time and environments, select learning strategies and methods, monitor learning process or organize and carry out the learning tasks and evaluate learning outcomes. In 1988, Holec (1988) further developed his definition and stated there are two kinds of learner responsibility which is a necessary requirement for autonomous learning. The first one he describes as static responsibility or as a finished product, that is, the learner set a language learning program for learning (江婧, 2016) [2]. The other one is what the learner takes during the learning process or as the learning program develops. This one is more flexible and he describes it as dynamic responsibility. To Nunan (1995), autonomous learning ability is crucial and autonomous learners are able to set their learning goals and create their learning opportunities on their own. Huttunen defines autonomy in terms of performance. According to him, if a learner can be responsible for his or her language learning and be able to plan, monitor and evaluate his or her learning, he or she becomes fully autonomous. From Gardner and Miller (1994), autonomous language learners can decide their learning goals and plan how to learn and carry out the learning program (沈亚丽, 2015) [3]. And as to Daml (1995), fully autonomous learners are those who actively participate in the social processes of classroom learning and actively interpret the new information and who masters and uses the knowledge about learning in any conditions and at any time. Rathbone (1996) defines autonomous learner as a self-activated maker of meaning and an active agent during the learning process. To be specific, learners, instead of teachers, are the center of learning and they are responsible for their own learning, they are self-initiated and interact with the world.

　1.3 The Features of Autonomous Learning

　The features of autonomous learning can help us to judge whether the learner is autonomous or not and to judge the autonomous level of the learner.

　From the definition above, it can be concluded that autonomous learning is: (1) Initiative. The learner studies spontaneously out of his own instinct needs and willingness. The autonomous learner should set appropriate goals that match his characteristics and that he can reach after the learning. He should independently decide the learning material, the place and the time as well as monitor the learning process and adjust the learning. (2) Abundant. The learning materials that the learners can access to be abundant and the learning skills or strategies the learners can adopt are various. Besides, the places where the learners learn are not

　 only the classrooms but also the places that are full of learning materials such as library. (3) Affective. Autonomous learning is affective because it takes affective factors into account. For example, the learners’ motivations are stimulated and they are confident of themselves. During the whole learning process, other affective factors are involved which can promote the learning results. (4) Democratic. Autonomous learning is not wholly student-independent but with the help of teachers who act as the guide, organizer and participant. Student-teacher relationship is democratic and the learning atmosphere is harmonious and pleasant. (5) Effective. Since the learning center are students who can coordinate all the factors including the learning strategies and the affective factors, the learning results can be the best which is the aim of autonomous learning-make learning result to be optimum(王月娟,2014) [4].

　2 The Current Application Condition of Autonomous Learning at Home and Abroad

　The application condition and effect of autonomous learning at home and abroad are discussed much, and the shortcomings of Chinese rural autonomous learning are represented.

　2.1 The Current Application Condition and Effect of Autonomous Learning Abroad

　The application condition of autonomous learning abroad is as follows: In the last 30 years, the researches of autonomous learning have gained widespread popularity in educational fields in the west. Some of them pay close attention to social, political, psychological, ideological, philosophical facets of autonomous learning (Holec 1979; Dickinson 1987; Weden and Rubin 1987; Graks and Grundy 1988; Brooks and Grundy 1988; Little and Singleton 1989; Littlewood and Nunan 1997; David Litt1e1991; 2010:2). Some are interested in learner training (McCafferty, 1982; Dickinson, 1987; Holed 1987; Oxford 1987; Cotterai, 1995, 2000). Some are on the application of practice in autonomy and independence. (Boud 1988; Candy 1998; Dickinson 1988 and 1993; Lee 1998; Cotteral 1993; Marshall 1996; Nunan 1997). The researches in the west have something in common in concern with autonomy and independence, offering new understanding of the principles of autonomy and independence on educational structures and methods. At the same time, these researches have a great effect on some methodological and pedagogical creations, which generally are called as “self-directed learning, autonomous learning or independent learning” (施全荣,2013) [5]. Humanism, social cognition, constructivism as well as the learner-centered Approach (Nunan, 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class. Based on Piaget’s interactionism (Piaget, 1977), “learning takes place when learners actively construct their own understanding and knowledge through their interaction with the world around them”, more importance is put to learners’ cognition, personality and motivation. In addition, to foster autonomous learning, these researches not only focus on responsibility and involvement of learners but also on critical reflection

　 of beliefs and attitudes to learning (David Litt1e1991; 2010: 2). The success of a learning activity is, to some extent contingent upon learners’ stance towards the world and the learning activity in particular, their sense of self, and their desire to learn (赖颖达,2011) [6]. That is, it is beliefs and attitudes that will affect learners to act in some ways in learning process.

　The application effect of autonomous learning is good as the United States has only 200 years of history, but it is a large melting pot of different cultures. A variety of ideas and values collide with each other here, wiping out new sparks. Accepting new ideas is not a challenge for Americans, but an opportunity to change the status quo. Compared to the Chinese people, they can create new ideas of autonomous learning.

　2.2 The Application Condition and Effect of Autonomous Learning at Home

　The studies above are based on the western context, which is different from that of China. Different contexts are likely to produce different practices and outcomes (Chan, 2001). A person’s beliefs, attitudes and actions are influenced by cultural orientation, so the researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers (蔡丹丹,2011) [7]. Li Hong (1998) studied the applicability of autonomous learning in English teaching in China. As far as she is concerned, students should not be made entirely independent without teachers’ guiding and instructions. Qi Hongbo (2002) according to the three major learning theories (Humanism, Constructivism, and Cognitive theory), made a conclusion that a learner must be regarded as a “complete whole person”. Teachers should guide them to explore and discover all that they wonder and teachers should have a good knowledge of the dynamic interplays of the four factors in a teaching and learning process: the teacher, learners, task and context(s) (2002: 83). Peng finding makes a research (2002) on the possibility of autonomous learning based on an English learning model, which is designed for Chinese college students by finishing autonomous learning tasks. According to the research, it is Chinese students that can accept the concept of autonomous learning. In some way, they can unite autonomous learning and the quality-oriented education. However, they cannot completely get rid of the influence of examination-oriented education. So Peng makes advice that educational authorities and teachers take responsibility for the cultivation of autonomous learning just as learners for their own independent learning (Huttunen, 1986) [8].

　The application effect of autonomous learning in China is not so good as that in USA. Chinese people deem autonomous learning is to learn independently that is the essence of autonomous learning, compared with the traditional education method, but the Western people think learners’ stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. In general, what we lack is a new environment that accepts new ideas and changes bravely (Adamson, 2004, 1). In a long period, the feudal classes dominated China; the Government closed our door and carried out cultural tyranny policy. Scholars subjected to the authority and the national examinations has been the main form of personnel selection, exam-passing techniques are practiced thousand years, all these contributed to the Chinese modern education far behind Western countries. What’s more, after Mao established new China, the Chinese imitated the former Soviet Union’s educational philosophy and educational system entirely. N.A.

　 Kaiipob’s education philosophy was very popular at that time, he believes that “intellectual is education, share the most important place”, his theory of education is still influence Chinese education in nowadays (Bianco, 2009, 10).

　2.3 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities

　Rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English, and rural Junior High School students＇ ability of autonomous learning is not high as well. English learning motivation is seriously inadequate. They are difficult to find problems，explore the problems, and solve the problems in learning.

　English teaching in China is dominated, to a large extent, by the teacher-centered, text-oriented practices and little attention is paid to the training of the students’ interest. The traditional methods are mainly referred to as didactics. It is a kind of teaching method in which the main task of a teacher is to lecture and explain the linguistic knowledge, and the main task of students is to listen and take notes. They only accept the knowledge passively given by a teacher, instead of being active to use their brains to understand, remember and use the knowledge. Therefore, didactics is unbeneficial for the students to play their main role, and should not be frequently used in English teaching.

　During a lesson, most students just keep silent and act as audience. They seldom speak English or raise their hands to answer the teacher’s questions voluntarily, and some even fell asleep. It seemed that they were attaching little importance to their English lesson. There were two main reasons for their non-participation: one is that some students have lost interest in learning English, and the other is some have lost hope in learning English due to their poor rudimentary knowledge.

　3 The Factors Influencing Students＇ Autonomous Learning Ability in Rural English Classroom

　The factors influencing Chinese students’ autonomous learning ability in rural English classroom are analyzed carefully; there are internal factors and external factors.

　3.1 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching

　Compared with the students in city, the students in rural area are out of touch new things and English when they are in childhood. They are

　 lack of confidence. They don’t like speaking English in front people because they are afraid of being laughed by teachers and classmates. In the class, most of students learn English passively, lacking of learning initiative, and students’ creativity wasn’t be released. Most students don’t want to participate in class activities. They would rather do other things in English class, because some students feel confused about the usage of English. But in class, whether to participate in class games or conversation activities could affect students’ interest in English learning directly (姚文峰，2009：2). Therefore, if rural students don’t participate in class, they can’t improve English. As a result, the English grade will gradually decrease which extremely affect their interest in English learning.

　3.2 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching

　3.2.1 Schools factors

　Ye Haiqin’ s（2013） study shows that most rural schools’ headmasters regard English class as unimportant class, and they are downplaying English, assuming that English class refers to playing game and making some easy sentences. So school arranges English class in the third period or in the afternoon, during this period, students’ attention is easy to be diverted. It could exert negative influence on pupils’ interest in learning English. In addition, the arrangement of the English teacher is not suitable. Even though schools are lack of teachers, school always makes a prior arrangement for Chinese teachers and Math teachers. So many English teachers are assigned to teach Chinese or Math. What’s the worst is that some small rural middle schools even don’t have professional English teachers. Students always have great interest in learning English as their first contact with English. They need teacher’s professional guidance and appropriate teaching method. What’s more, rural schools don’t have English atmosphere. Students always communicate in Chinese, Yu Mei puts forward that language environment is necessary condition for mastering foreign language (郁美,2005：54-55). But schools don’t have language learning context where students could communicate with people in English. Although teachers try to design specific situation to let students practice and improve their learning interest, however, after class, they would put English aside and don’t speak English.

　 3.2.2 Teachers factors

　3.2.2.1 Teaching attitude

　 An educator finds that students’ interest in subject is proportional to teachers’ attitude (谭美婵，2006：13). So the attitude of teacher has a direct effect on students’ interest in learning and teaching efficiency. Teacher’s help could have positive effect. Teacher’s negative attitude could make student’s interest in learning decrease. Students think that teachers’ focusing will facilitate their English, so teacher’s attitude could directly affect students. Once pupils dislike English teacher, they will have low interest in learning English, then the interest in English learning will be decreased.

　3.2.2.2 Professional teaching ability

　 Professional teaching ability is important for teaching’s quality. But the rural middle teachers’ professional teaching training is not enough. It leads to teachers’ teaching idea and knowledge update slowly. Their teaching design ignores pupils’ learning situation, and they are lack of creativity.（苏丽莲, 2016:36). Ye Fenglan points out that the deeply professional ability is the best way to stimulate and cultivate pupils’ interest in English learning (叶枫岚, 2013: 249), so if teachers don’t have professional ability, the class will be boring, then pupils would not have interest in English learning.

　3.2.3 Family factors

　Learning English only relying on school and teacher is not enough, which needs family’s cooperation as well. Foreign scholars show that the participation of parents can keep pupils feel easy when pupils study second language. But in rural middle school, parents’ support for students’ English learning is not enough. At present, the education background of rural pupils’ parents is low. There are 86.6 percent of rural parents who has learnt in Junior middle school or rural school (李连英, 2008:1). Rural parents feel confused about educating children, because they don’t have chance and atmosphere to learn English. They are regarding Chinese and Math as important subjects. Meanwhile, many rural parents believe that what children only need are clothes and food, and that education of children should rely on schools and teachers. An educator compared school and family to two educators, he once said that “two educators not only make the same requests on pupils but also keep the same belief” (詹智梅,2013), if parents don’t care pupils’ English learning, pupils also think that English is not important, so they would not have interest in English learning.

　4. Strategies of Promoting Autonomous Learning

　The methods and strategies to promote autonomous learning are self-directed, self-motivated, self-monitoring learning. The key to promoting students to learn independently is to improve the enthusiasm and initiative of students to learn, so that students can take the initiative, positive and enthusiastic into the study.

　4.1 Enhancing Motivation and Awareness

　To form a good habit of autonomous learning, learners should first be willing to learn initially. And to reach this goal, students need to be conscious of the following questions: ① why should they learn English and learn it autonomously? ② what is English? ③ how can they learn English well and autonomously? If the learners don’t know clearly about these questions, they would tend to learn English following the traditional model.

　First, students should know that English is so important to them that they should learn English autonomously. Learning English well provides a good perquisite for their future learning in college or learning aboard. Besides, English is beneficial for their future work. Even in daily life, English is so useful that things will go smoothly when they are traveling in other countries or even living in English speaking countries if they have a good mastery of English. After knowing the necessities of learning English, they should know what English learning involves. For Chinese beginners it’s a little difficult to learn English due to different sentence structures of Chinese and English. Chinese is a language of hypostasis while English parataxis. So they cannot simply translate Chinese words into English. Instead, they should learn the basic vocabularies, phrases and sentence structures and then construct the sentences. Students should be clear of learning strategies including meta-cognitive strategies, cognitive strategies and social strategies.

　With these strategies, teachers should design the teaching activities of the games. Pay attention to children in a variety of English words to learn slowly, first to master the words by pictures and other various forms of action to show to students, implementation of the overall quantitative input, depending on the characteristics of the child’s memory, they will more or less remember different words in the play, learning applying their interest in learning to improve and consolidate the learning of language forms, to stimulate their sense of accomplishment in the game by listening, feeling again. So in my opinion, the impression deepened, not only to let the children enjoy themselves in the game, but also give the children the language in a relaxed and harmonious environment to make the classroom dynamic.

　Once the students are awake to these, they will be motivated and autonomously share their responsibility of learning. They will set learning goals, choose suitable learning strategies, monitor the learning process and evaluate the learning result. They will get lifelong benefits from autonomous learning.

　4.2 Setting Practical and Meaningful Goals

　Only when learning is connected with aims and detailed plans can it be more effective. Therefore students should set learning goals and make a detailed plan before learning. According to the learning plan, students carry out the plan and monitor the learning process and they find out the problems and timely adjust them through the reflection and summarization of the plan’s implementation.

　There are long term goals and short term goals. Long term goals refer to the goals that students want to achieve when they are graduated from junior middle school. These long term goals are the stimulation and encouragement for students during the three-year study. Short term goals are the goals they want to reach after one semester’s learning. The short term goals consist of monthly goals, weekly goals and daily goals which are specific and should be carried out carefully. For example, how many words they should memorize every day, how many times they should listen to the tape, how much extracurricular exercise they should do, how they should arrange the time, which learning strategy they should use and the anticipated effect they should reach.

　If all students are clear of their own learning objectives, make feasible and practical plans and put them into practice, they will get new harvest and have a sense of achievement every day. Their interest in learning would also be improved and intrinsic learning motivation will be stimulated and strengthened.

　4.3 Selecting Appropriate Learning Strategies

　Holec (1998) believed that the learning process is a management process. And during the process, learners are receivers, managers and organizers at the same time which means that learners should be more responsible for their learning.

　Most students in junior high school have realized the importance of study, but they have no clear ideas about how to learn and how to adopt learning strategies that are proper to them. Though during autonomous learning process, teachers will provide students with various learning strategies, the most important for students is not the storage of the strategies but how to select and use them accordingly and flexibly. Only through students’ constant practice can they internalize these strategies and use them flexibly.

　As we all know, there are good learners and poor learners. It’s not because of the different intelligence but the strategy used differently. Therefore, the poor learners can learn from their classmates as well as their teachers. They can learn not only theoretical knowledge of strategies but also how the strategies are used practically. They can imitate their classmates which is an easier way for them to master the strategies. For example, pair work or group work in autonomous learning can provide a good chance for students to learn strategies from their cooperators. If their partners are at the same level, they can exchange their strategies since they are using different learning methods. If they are at different levels, the more proficient one can provide some useful and practical suggestions for the less proficient one. While teachers provide the chance, students should actively involve in the cooperation and in this way they can internalize the strategies. Make full use of animal names can be a suitable learning strategy.

　For practice in the meaningful use of the animal names before the game begins, the students are helped to observe and express various facts about the animals are displayed. For instance: some of the animals are often found in a zoo. The elephant, lion, giraffe, and monkey are found in zoos. The ox and the goat are farm animals. The mouse sometimes lives in a field, but sometimes it lives in a house. The biggest of these animals is the elephant. The smallest is the mouse. The goat is bigger than a mouse but smaller than a horse. The teacher announces that the game will now begin, and it will be played as follows: “I’m going to think if one of these animals. You’ll try to guess which one it is. First you must ask questions like, ‘Does it live on a farm? After you have discovered where it lives, then try to guess it size by asking’. Is it smaller than a horse? Finally, when you think you can guess the name of the animal. I’m thinking of, you may ask a question like, ‘Is it an ox?’ all right. I’m thinking of one of those animals. Ask me some questions about it. I’ll answer only when you ask me in English! When the students are told, “you will need to know the words. I’m about to give you in order to play a game”. Member of the class who might not be attentive under other circumstances will try very hard to learn the needed vocabulary.

　During the discussion that precedes the playing of the game, the students are given leap with the kinds of questions they will need for success in their guessing. They are therefore more ready to try.

　With useful and practical suggestions of strategies from their teachers and classmates, students will benefit greatly and their language proficiency will be improved accordingly.

　4.4 Monitoring and Evaluating Learning Progress

　Self-assessment is the keystone of autonomous learning. It includes reflection on learning goals, learning process and learning results. Students can know clearly whether they have carried out the learning aims and plan carefully, whether they have arranged the content and time reasonably, and whether they have made progress etc. More specifically, students can know their weakness and strength. They can explore more possible language learning goals that they didn’t realize before. In addition, they can make best use of the advantages and bypass the disadvantages through reflection on learning process. What’s more, they can learn more assessment criteria including those of their own needs and affective dimensions of the learning process. Proper self-evaluation can also account for the future goal setting and plan making.

　Obviously, this method means that the students change their roles into teachers’. They will act as the teacher and teach the vocabulary to others. Very often, teachers read, watch, listen and do something because it interests us, or at least teachers think it will interest us. This is the same to the teaching and learning. If teaching can interest the students, they will be willing to learn. Let the students act as the teacher, they will try their best to have an enough and active preparation. What is more, they will put a great energy in organizing the teaching. Thus, the students who are listening will feel very fresh and interesting, and they will also listen carefully. If teachers make them act as the teacher, they will study carefully at first. Then, they will have a good preparation and be very familiar with the vocabulary that they will teach. They will use all kinds of means to gain the related knowledge. During such procedure, the students’ interests in learning vocabulary will become stronger and stronger, and at the same time, the boring vocabulary teaching will be changed into an interesting one.

　Two instruments that are commonly used are self-rating scales and learner dairy. Through the self-rating scales, students can evaluate their ability to perform tasks and their language learning proficiency as well as other various aspects. By writing dairies, students can be clear of their progress, their effective strategies used in the learning process and the points they should improve in future learning.

　In short, the students should be active participants in the learning activities and they should develop their interest in learning actively, try to set goals, select learning strategies, monitor and evaluate the learning autonomously. Only with their constant practice can they improve their autonomous learning ability.

　Conclusion

　In this paper, it has been proved that students’ study could be better if they can take charge of their own learning. In order to foster autonomous learning in rural senior high school, teachers should encourage the students to evaluate their own learning process regularly, understand themselves more clearly, set learning goals for themselves and let them learn more efficiently.

　 What’s more, in order to promote the students’ self-confidence and arouse their motivation in learning English, optimize their learning strategies to learn efficiently and make their goals come true, teachers must create a relaxing democratic and harmonious classroom atmosphere, provide students with effective learning activities, advocate the combination of cooperating learning strategies and train them to reflect and self-assess. Only when they succeed in doing these, will they really realize learner autonomy. Length limited, some important aspects relevant to the article are not studied, and should be put into effect in the future.

　Notes:

　[1]张丽德.浅论初中英语学生自学能力培养方法的研究[J].文理导航(上旬),2018(02)24+28.

　 [2]王靖文.浅析合作学习对初中生英语阅读能力的影响[J].才智,2018(04)76-77.

　 [3]林辉,徐振.浅析英语课堂教学中自主合作学习方法的应用[J].中华少年,2018(03)143.

　 [4]孔丽丽.初中英语教学中学生自主学习能力的培养[J].中华少年,2017(35)26-27.

　 [5]仲婷婷.农村中学生良好学习习惯的培养[J].中华少年,2017(33)9-10.

　 [6]谢连娣.论农村初中学生英语学习良好习惯的培养[J].校园英语,2017(45)199.

　 [7]刘玉霞.农村初中英语教学中存在的问题及对策[J].中学生英语,2017(38)114..

　 [8] Huttunen I, Towards Learner Autonomy In Foreign Language Learning In Senior Secondary School. Oulu, Finland: University of Oulu. 1986.

　Bibliographies：

　 [1]Duffie, Darrell and Kenneth J. Singleton. Credit Risk: Pricing, Measurement, and

　Management. Princeton: Princeton University Press, 2003:1.

　 [2]Henri Holec

　Author of Autonomy And Foreign Language Learning [M].1981

　[3]David Boud.Developing Student Autonomy in Learning[M].1987

　[4] Anita Wenden. Learner Strategies for Learner autonomy [M]. Prentice hall Europe,1998

　[5]戴维斯，英语教学成功之道[M].上海：上海外语教育出版社，2012:3-7.

　[6]密特，描述：习得与教学[M].上海：上海外语教育出版社，2012:4-9.

　[7]Li Lianying（李连英，2008）， 农村家庭教育中家长素质的研究，《成人教育》（05）:2-5.

　[8]Su Lilian（苏丽莲，2016），农村小学英语教师教学能力调查研究——以毕节市N县农村小学为例，硕士学位论文。贵州：贵州师范大学.

　[9]Tan Meichan（谭美婵，2006），中小学学生学习态度与教师教育态度的相关研究， 硕士学位论文。广西：广西师范大学.

　[10] Wang Huaying (王华英，2016) 中小学外语教学与研究[M].北京：北京外语教学与研究出版社，2016:5-8.

　[11]Ye Haiqin（叶海琴，2013），农村小学生英语学习兴趣培养研究，硕士学位论文.武汉：华中师范大学.

　[12]Yu Mei（郁美，2005），准自然环境与二语习得[J], 现代教育科学，（1）：54-55.

　[13] Yao Wenfeng (姚文峰，2009），农村小学生英语学习兴趣状况及影响因素调查，《内蒙古师范大学学报（教育科学版）》（10）：1-2.

　[14] 陈晓华Autonomous Learning for English Acquisition in Blended e-Studies for Adults within the Context of Sustainable Development [J].2016：5-6

　[15] 庞维国.论学生的自主学习 [J].华东师范大学 (教育科学版),2001：2-4.

　[16] 杨会 农村初中英语教学学生自主学习能力的培养，上海外国语大学 [J].2010：9

　[17] 代江琳.培养农村初中生英语自主学习能力的方法,四川外国语大学 [J].2014：1-2

　Acknowledgments

　I would like to express my gratitude to all those who helped me during the writing of this thesis. I gratefully acknowledge the help of my supervisor, Mrs. Wang Fen, who has offered me valuable suggestions in the academic studies. In the preparation of the thesis, she has spent much time reading through each draft and provided me with inspiring advice. Without her patient instruction, insightful criticism and expert guidance, the completion of this thesis would not have been possible. I also owe a special debt of gratitude to all the professors in Foreign Languages Institute, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis. I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting without a word of complaint.

　aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa