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1.1 Background of the Study
“自主学习”的话题一直是自20世纪80年代以来，无论在国内和国外的学者之间的利益。国外的研究开始于20世纪80年代，主要是关于自主学习的定义。1987）LITTLEWOODS的（1996）进一步研究“学习者自主”。此外，其他研究人员得出结论认为，影响学习者自主性的因素，如学生的学习态度和信念（1995年Cotterall，2001年生），教师的态度（2001年克莱门特），动机（1995年迪克森，斯普拉特，堪与2002年陈），所有这些取得了积极的结果，它们是彼此相关的。此外，也有一些研究，关于如何培养学习者自主性（2000年Cotterall，麦克卢尔2001），在中国的研究开始于20世纪90年代。它已经取得了自2004年以来的繁荣。何和克鲁克认为，学习者自主性是相矛盾的以教师为中心的教育在中国，而中国学者李弘认为，学生已取得新的学习和教学的看法，他们都愿意承担更多的责任，享受更多的自主权。
“Learner autonomy” has been the topic of interest among scholars both at homeand abroad since 1980s. The researches abroad began in 1980s, which were mainlyabout the definition of learner autonomy. Hoelc is one of the forerunner who definedlearner autonomy as “the ability to take charge of one's learning”，then Dickson (1987),Ellis and Sinclair (1998), Little (1990), Wend en (1991)，Broady and kenning (1987)Littlewoods (1996) made further research on “learner autonomy”. Besides, otherresearchers concluded that factors that influence learner autonomy, such as students'attitude and belief (Cotterall 1995, Chan 2001), teachers’ attitude (Clemente 2001),motivation (Dickson 1995, Spratt, Humphreys and Chan 2002), all of these achievedpositive results that they are correlated with each other. Moreover, there are also someresearches about how to foster learner autonomy (Cotterall 2000, McClure 2001).The studies in china were initiated in 1990s. And it has achieved prosperity since2004. Ho and Crookall believe that learner autonomy is contradicted with the teacher-centered Education in china, while Chinese scholar Li Hong argues that students haveobtain new perception of learning and teaching, they are willing to assume moreresponsibility and enjoy more autonomy. It is feasible in eastern culture. Littlewoodmade a research afterwards and supported Li Hong's conclusion.The studies in china are mainly about the definition of learner autonomy and howto cultivate learner autonomy in Chinese context, and it shows the tendency formtheories towards empirical researches (Zhengming 2000，Qi hongbo 2002, Hua Wei fen2002，He Lianzhen 2003).Furthermore，the newly launched College English Curriculum Requirementshighly promotes autonomous learning, which indicates that "enhancing students" abilityto study independently" is one of the main objectives of college English teaching.Teacher-centered mode should be replaced by learner-centered mode, thus how todevelop students' learner autonomy is one of the indispensible tasks of foreign languageeducation.
On the other hand, motivation is probably the most frequently used term to explainthe success or failure of any complex task. It is claimed that a learner will be successfulwith the proper motivation. At the same time, second language motivation was thetarget of studies during the past decades. Motivation research has been dominated bysocial psychological approach until 1990s, its main representatives are Robert Gardner,Wallace Lambert, and Richard Clement, then 1990s brought a shift on motivationresearch while many researches began to study it from various perspectives, such ascognitive Psychology，constructive psychology, and pedagogical psychology, and itsmain representatives are Domyei，Crookes, Oxford, and Shearin. What is more, factorswhich influence motivations reopen the research agenda so as to shed new light on thistopic. Empirical researches are flourishing, such as motivation and attitude (Ramage1990)，mo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。