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2.1 Theoretical Foundation of Autonomous Learning
The theoretical basis of autonomous learning is Cognitive Psychology, HumanisticPsychology and Constructivism Theory. Cognitive psychologists believe that learnersactively involved in the process of learning, they selectively absorb information and makeassumptions, comparison and explanation to reconstruct the new information meaning,and finally put the new information integration into the known knowledge for future use.Humanistic psychologists emphasize the importance of self-concept and emotional factorsin learners’ learning process, pay more attention to “learning”, and emphasize that thelearners are the subjects of information processing and the active builders of meaning,rather than passive information recipients and indoctrinated objects. Constructivismbelieves that knowledge is not just obtained through teachers’ teaching, but gained bylearners, who are under the certain situations, the social and cultural background, with thehelp of others in the process of acquiring knowledge (including teachers and learningpartners), and use the necessary learning materials, through the way of meaningconstruction. So the constructivism learning theory holds that situation, cooperation,conversation and meaning construction are the four elements or the four attributes oflearning environment.
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2.2 Studies of Autonomous Learning at Home and Abroad
Knowles points out that one of the important goals of education is to help people toset up the concept of lifelong learning and master the skills of autonomous learning. Our present college English teaching reform is towards this goal. Since the middle of 1970s,foreign language circle began to study autonomous learning. The representative is HenriHolec. His monograph, Autonomy and Foreign Language Learning in detail elaborated theconcept, connotation and practice of autonomous learning. Holec (1981) believes thatlearner autonomy is the learner “can be responsible for their own learning” in the learningprocess, that is to say, the learner is able to make decisions on issues related to learningaspects. Little (1991) defined the autonomous learning as three kinds of capability: “theobjective, critical ability, decision-making ability and the ability to take independentaction”. Compared with the definition of Holec, Little noticed that the differentcharacteristics of learning autonomy in various learning process. And in order to eliminatepossible cultural barriers, Littlewood (1999) defined autonomous learning as “the abilitythat learners use what they have learned without relying on teachers”.
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3Methodology ......13
3.1 Research Questions....13
3.2 Subjects ......13
3.3 Instruments .....14
3.3.1 Questionnaire.......14
3.3.2 Interview ......14
3.4 Data Collection ......15
3.5 Data Analysis .....15
4 Results and Analysis......17
4.1 The General Situation about the Web-based Autonomous Learning......17
4.2 Students’ Ability of Web-based Autonomous English Learning....20
4.3 Findings and Disscusion of the Interview ....25
5 Conclusion......29
5.1 Summary .... 29
5.2 Pedagogical Implications ...... 31
5.2.1 Implications to the University.... 31
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