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Chapter 3 Methodology................... 32-39
    3.1 Research Questions................. 32
    3.2 Data Collection .................32-33
    3.3 The Instrument .................33-34
    3.4 Procedures .................34-39
        3.4.1 Identification of Moves and Steps................. 34-36
        3.4.2 Coding and Analysis .................36-39
Chapter 4 Results and Discussion .................39-70
    4.1 The Organization of the Moves in the Corpus .................39-48
        4.1.1 Frequency of the Moves................. 41-42
        4.1.2 Move Structures................. 42-45
        4.1.3 Move Cycles................ 45-48
    4.2 The Employment of the Steps in Each Move................. 48-64
        4.2.1 The Employment of Steps in Move 1................. 48-56
        4.2.2 The Employment of Steps in Move 2................. 56-61
        4.2.3 The Employment of Steps in Move 3................. 61-64
4.3 The Generic Structure of the English RA Introductions.................4-70

Conclusion

(1) Purpose. Foreign language teachers should help the students to clear thepurpose and significance of reading, for the goal in all kinds of reading is veryimportant. Once clearing aims, students can participate in the study freely andvoluntarily
(2) Plan. According to their existing knowledge and level, the learners must have aclear plan for what to read，how to read, when to monitor the reading process and howto make the Assessment after reading.
(3) Selection. Autonomous learning refers to that before completing the readingactivities independently, the learners can identify the reading purposes, reading contentsand reading methods. In the meanwhile, they can also monitor the reading process in thereading activities.
(4) Assessment. Students should check their learning results at any time toregularly reflect on their reading activities and make sure if the choice of readingmaterial is appropriate, the time arrangement is reasonable, the reading progress isproper, the method is scientific and the reading effect is ideal. All the factors aboveshould be assessed by students during their reading activities.

References
1ound, D. ed. (1988). Developing www.51lunwen.org/gaozhongyingyu/ Student Autonomy in Learning. Longdon: KoganPage
2.Brookes, A & Grundy, P. eds (1988). Individualization and Autonomy in LanguageLearning. ELT Documents 131
3.Candy (1991). Self-direction for Lifelong Learning. California: Jossey-Bass.
4Carrel, P.L. (1989). Metacognitive Awareness and Second Language Reading. ModernLanguage Journal 73(2): 121-134
5.Christine Nuttall (2002). Teaching Reading Skills in a Foreign Language, Shanghai:Shanghai Foreign Language Education Press.
6Cotteral，S. (1995). Developing a Course Strategy for Learner Autonomy. ELT 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。