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Chapter I Introduction

1.1 Background of the Research
Nowadays, the world is developing at a top speed, the knowledge renovatedfaster and faster and it takes short period for science and technology to renovate byand by. With the popularization of higher Education today, higher vocational collegestudents are about to occupy more than half of the number of students in highereducation. These students will be the backbone or mainstay in the future. Students’stronger competitiveness and developing of potential are largely depended onwhether the students have the strong ability of autonomous learning. We are in thenetwork and information age, English teaching should adapt to the age. We canapply the technology of internet and computer in English teaching to enrich theteaching mode, improve the teaching level and create the teaching unique feature.With the guidance of College English Curriculum Requirements-Higher OccupationEducation English teaching should introduce the technology of internet, computerand other modern teaching means. We should build a teaching mode which adapts tothe higher vocational college students’individuation learning and autonomousEnglish Learning. Making full use of the Multimedia in the teaching will improvethe teaching approach and strengthen cooperation and interaction learning. It will begood for leading English learning to the individuation learning and autonomousEnglish Learning.
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1.2 The Traditional English Teaching and Learning Status Analysis
In this section, it mainly shows the limitation in the traditional English teachingmethod and the problems of students and teachers. In a traditional English classroom, there are four aspects of problems. First, thetraining of listening and speaking competence is not enough and it makes Students'dumb English. In the ‘teacher-centered’ classroom, the teacher mainly teaches thegrammar, vocabulary by translation method and the students are in a passive position,what they can do is only to recite and blind imitation. This kind of teachinginstruction ignores the training of students’ enthusiasm and communicativecompetence. The most obvious disadvantage of this teaching method is makingstudents lose their positivity in learning English. During the teaching process, thegrammar-translation method is just to consolidate learning by a lot of mechanicalexercises. It is monotonous that teachers ask the students to do lots of pointlessexercises in order to practice grammar. It tends to damp down the learningenthusiasm of students. Students are familiar with grammar, vocabulary andlanguage materials, but the development of oral ability is lagged behind and maybethey can apply few English sentences in their communication except the most simplereplies and say hello, it is difficult for them to use appropriate sentences to expressideas and communicate directly, which is called "dumb English". Even manystudents who passed PRETCO - level A , level B and CET - 4 exams, their foreignlanguage level only stayed in the degree of the exam, they can not apply it orcommunicate well.
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Chapter II Literature Review

2.1 Autonomous Learning
In this part, it mainly discusses the definition of autonomous learning, itstheoretical basis and the factors that affect college students' English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。