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nt definitions of learner autonomy and scholars in this field can’t reach a consensus. It originally belongs to the category of philosophy of  education.  In  the  1960s,  with  the  emergence  and  development  of  cognitive psychology  and  humanistic  psychology,  some  foreign  educators  launched  the discussion of “lifelong learning” to develop “independent thinkers”. They advocated that  learners  should  be  responsible  for  their  own  study.  Subsequently,  foreign language educators joined in the study of learner autonomy in the mid 1970s and soon the  concept  became  a  hot  topic  in  the  field  of  second  language  acquisition.  The scholars gave learner autonomy many kinds of definitions such as a kind of ability, a kind  of  attitude,  a  kind  of  teaching  practice,  a  kind  of  learning  process,  and  even  a political concept. These different definitions are concluded by the author as follows. 
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Chapter Three Methodology ..... 19 
3.1 Research Questions ......... 19 
3.2 Participants ...... 19 
3.3 Materials ......... 20 
3.4 Instruments ...... 21 
3.5 Procedures ....... 23
Chapter Four Results and Discussions ..... 32 
4.1 Students Improved Autonomy in Listening Learning ..... 32
4.2 Students Improved Listening Achievements........... 42
Chapter Five Conclusion ........... 45 
5.1 Major Findings ........ 45 
5.2 Pedagogical Implications ........ 46 
5.3 Limitations of the Study .......... 48 
5.4 Suggestions for Further Studies ...... 48 

Chapter Four Results and Discussions 

In  this  chapter,  the  author  will  concentrate  on  the  statistical  analysis  of  data collected  from  the  pre-questionnaire,  post-questionnaire,  pre-test,  post-test  and  the two interviews by using Excel 2003 and SPSS 17.0. In order to provide both numeric and  narrative  information  explicitly,  the  results  will  be  showed  in  tables  or  graphs, and the effectiveness or descriptive comment will be elaborated followed. 

4.1 Students Improved Autonomy in Listening Learning 

There are five parts in the questionnaire including listening goal-setting, listening plan-formulating, listening strategy-using, listening process-monitoring  and listening learning-evaluation. The results get from the questionnaire in pre-test and post-test are analyzed by Excel 2003  and SPSS 17.0.  In order to present the results more clearly and logically, the author will show the results of the five parts separately at first, and then discuss the effectiveness of the scaffolding instruction in general. Autonomy  in  listening  goal-setting.  We  can  test  the  non-English  majors’ listening  goal  setting  ability  before  the  experiment  in  terms  of &nbs本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。