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s in this aspect.Firstly, because of lim ited economic development, cultural and regional dif ference, different living habits and thi nking modes, and other factor s of m inorities in Xin Jiang, minority students have their own mind ways, living habits, so it is a special group. Based on their national features, they may meet special problems. So this paper can make high school English teachers and to know the situations of Han and Uygur high school students’ English autonomous learning ability. Secondly, the results of this paper will m ake Han and Uygur high school students be aware of their advantag es and disadvantages towards their E nglish autonomous learning ability which will be a basis for their improvement of this aspect. Thus, it is beneficial to improve Han and Uygur high school students’ English autonomous learning ability. Thirdly, it also can prov ide relevant implications for teachers who teach Han and Uygur students to promote and improve their teaching and education work
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2. Literature Review

2.1 Relevant Concepts
Autonomous learning is not a m odern and contemporary creation of som ething new; there are many thoughts to expl ain autonomous learning in th e ancient time of China and western countries. Because of different theoretical positions, there are still many different points of views on autonom ous learning between educational experts and foreign language teaching workers. There are a lot of terms related to autonomous learning, such as self-adjusting learning, active learning, self-education, self-learning a nd self-disciplined le arning, self-directed learning, self-management learning and etc in foreign countries. In the west, Holec (1981) firstly pointed out that autonom ous learning is “a kind of learning ab ility which can help learners be responsible for their own learning”. D.Little (1991) expanded this definition for “an independent, critical thinking ability of making decisions and perform ing independent behaviors”. Nunan (1995) also affirmed the ability which “ That learners can determine their own goals and create learning opportunities can be called autonomous learners.” In addition, some scholars also linked autonomous learning to learning behavior, such as Huttunen (1986) argued that autonomous learning was “som eone who can plan, m onitor and evaluate their own learning in a group activity by them selves”. Dickinson (1987) proposed seven responsibilities of autonom ous learners, they were, “decid e what to study , learning self-learning methods, learners’ choice of l earning process, when and where to study , selection of learning materials, self-monitoring, self-testing”. At present, there are three symbolic views of autonomous learning. The first view was that autonomous learning was a learning m ode in dom estic, such as Y u Wenseng (2001) argued that autonomous learning referred to the students who mastered their own ways of learning, mainly focusing on com parison with selfless-learning. The second view of the definition treated autonom ous learning as an active and constructive learning process, focusing on self-adjustm ent. The third ar gument was