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so as to bring enlightenment to foreign language teaching.Moreover, the research on the comparison between the military academies and localuniversities is rare under such circumstance. In this study, through the form of questionnaireinvestigation, interviews for students and teachers are adopted to make comparative researchon the situation of two different natures of universities: one is a military school, and the otheris a local one.

Chapter Two: literature review

In this chapter, the author introduces the concepts of autonomous learning, thecharacteristics of autonomous learning, and the main factors influencing autonomous learning.And finally the previous empirical studies at home and abroad in terms of autonomouslearning are discussed.

2.1 Overview of Related Issues on Autonomous Learning

2.1.1 Concepts on Autonomous Learning
Scholars at home and abroad find that it is difficult to achieve unification on the conceptof autonomous learning, and then the dispute of definition occurs.Firstly is the name，in addition to "autonomous learning" in foreign language teaching,there still have other concepts like “learner autonomy", "learning-monitoring",“learning-instruction”，"independent learning", “language learning awareness" and so on.Still other more popular expressions exist, and there are also no unified translations at home,except "autonomous learning”，“learner autonomy”，“independent study", and so on.

2.1.2 DeHnitions on Autonomous Learning
Secondly, the researchers' understanding about the definition of autonomous learning isnot the same because of their different theoretical standpoints and different research methods.In addition to the classic definition of Holec, other scholars hold their own definitions.According to Jane Arnold (1999: 147), autonomous learning ability is composed ofpsychological-social support and technical support. Psychological-social support refers to themotivation and influencing factors; Technical support is to set a goal to train the learners'abilities to choose materials, methods，tasks，and abilities of self monitoring, evaluation andchoice of self evaluation standard (David Little, 1991). Wenden (1998: 42) also puts forwardadventure abilities instead of naming autonomous learning ability. Hua Weifen (2002a) thinksthat the definition of autonomous learning can be divided into four categories: ability category(Holec, 1981; Bergen, 1990), environment category (Dickinson, 1992; Esch, 1996)，responsibility category and comprehensive category (Benson, 1997).

Chapter Three:Methodology.......... 31-35
    3.1 Subjects .........31-32
    3.2 Instruments .........32-34
        3.2.1 Questionnaire .........32-33
            3.2.1.1 Theoretical Basis of the Questionnaire......... 32
            3.2.1.2 Components of the Questionnaire .........32-33
        3.2.2 Interview......... 33
        3.2.3 Test......... 33-34
    3.3 Data-collection .........34-35
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