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tion offirst-year non-English major postgraduates' English listening leaner autonomy andself-efficacy, the differences in first-year non-English major postgraduates’ Englishlistening leaner autonomy based on gender and CET, the differences in first-yearnon-English major postgraduates' English listening self-efficacy based on gender andCET, the relationship between English listening learner autonomy and self-efficacy offirst-year non-English major postgraduates and the sources of first-year non-Englishmajor postgraduates’ English listening self-efficacy, especially those computer-relatedsources.
Learner autonomy refers to “the ability to take charge of one's own learning.”(Holec, 1981:3) Researches on learner autonomy in the field of foreign languageteaching abroad began in the middle of 1970s. After Holec (1981) puts forward thedefinition of learner autonomy and explains the essence of autonomous learning inA utonomy and Foreign Language Learning, the researches of learner autonomy arebecoming more and more popular. In western countries, the theoretical studies of learner autonomy had achieved fruitful results by the late of 1980s，and by the end oflast century, the researches on and practice of learner autonomy had reached a climax.China has also made some progress in learner autonomy study since 1990s. However,those studies mainly put their focus on the introduction of foreign studies and on thecultivation of learner autonomy through syllabus, curriculum, learning strategytraining，etc. in classroom environment. Though some scholars have identified severalindividual factors that influence learner autonomy，Researches on these individual arestill relatively rare. Self-efficacy is just that kind of important individual factor whichinfluences learner autonomy. The concept of self-efficacy was put forward by AlbertBandura (1986:391) as "people's judgment of their ability to organize and executecourses of action required to attain designated types of performances." Self-efficacyprovides the foundation for individuals' motivation, well-being and personalaccomplishments (Bandura, 1986). In addition, most previous researches of learnerautonomy and self-efficacy are carried out from a general perspective and thoseresearches focusing on English listening specifically are few. Moreover, most subjectsof previous studies are non-English major college students, middle school studentsand primary school students, while studies with postgraduates as research subjects arealso few. What's more, in recent years, with the introduction of computer and internettechnology into educational field，computer and internet factors are becoming moreand more important in computer-assisted learning activities. However，amongprevious researches on sources of self-efficacy, there are few studies takingcomputer-related factors into consideration.

Chapter 2 Literature Review

2.1 Learner Autonomy
That learner autonomy has become a research hotspot in foreign languageeducation field both at home and abroad in recent years is inseparable with itsprofound theoretical basis. The cognitive Psychology, the humanistic psychology andthe constructivism psychology all provide great theoretical support for thedevelopment of learner autonomy.The cognitive psychology emphasizes that the knowledge is acquired mainlythrough the finding of the learner himself. According to the theory, the learning andthinking of and individual deve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。