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摘要：It has become a common goal for development of education and society toestablish a lifelong learning system and constinct a learning society. Full-time andspare-time undergraduates are backbones in building learning society, andautonomous learning is the most important and main learning method.

Chapter One Introduction

l.lBackground of the study
Since the 1980s, autonomous learning has gradually developed into one of thehot topics in the field of education, especially autonomy in language learning,which is widely concerned. Ever since learner autonomy was raised by HenriHolec (1981), it has aroused a heated talk in the field of applied linguistics.Researchers in the field have written and published a great many of works andpapers, exploring the theoretical background of autonomy, giving definitions,studying the application to language teaching and leaniing(Beaty, 1997;Benson,1997). Some scholars hold the view that the most significant and theultimate purpose of education is to develop and promote learner autonomy (Gao，2010; Carbbe, 1993; Carton, 1966). In addition, in respect of appellation ofautonomous learning, there are a host of titles，such as autonomous learning,self-directed learning, self-regulated learning, individualized instruction, etc.Autonomous learning, to a certain extent, can be considered as a kind oflearning activity or learning ability (Sanprasert,2010; Zhang,2010). Learners'advancement or improvement in autonomous learning ability, or the transitionfrom autonomous learning conscious to practice is not only a common process ofdevelopment, but it has turned into a complicated process for a variety of factorsthat influence the process of transition. In China, a great many of researchers andscholars have been exploring the influencing factors that make an impact onautonomous learning of learners (Wei Fangju’ 2012； Han Jianquan, 2010； XiaoWuyun, 2009).
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1.2Significance of the study
It has become a common goal for development of education and society toestablish a lifelong learning system and constinct a learning society. Full-time andspare-time undergraduates are backbones in building learning society, andautonomous learning is the most important and main learning method. The abilitiesof full-time and spare-time undergraduates' autonomous learning directly determinethe process of building the learning society.The present study is significant practically. The ability of self-directed learningfor university students is directly related to their learning effect (Azevedo etal,2004;Biggs，2006;). As a result, it is important to investigate the autonomouslearning abilities for university students. In addition, English has become thecompulsory subject in the period of undergraduate study and it is necessary to leamEnglish well. However, the researches on the learning conditions for full-time andspare-time undergraduates are insufficient, especially on their abilities of Englishautonomous learning. In this paper, by giving out questionnaires which include 29terms about English autonomous learning abilities to full-time and spare-timeundergraduates respectively, analyzing data through SPSS 17.0 Statistics, we canmake a contrast of English autonomous learning abilities between them, finding thereasons that make the differences. In addition, from the subsequent interviews ofsome full-time and spare-time undergraduates randomly, we can have the access tothe participants' voices and find out the influencing factors that hinder theirdevelopment of English autonomous learning. In addition, from the study, we candraw some pedagogical implications to better improve full-time and spare-timeundergraduates’ En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。