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Promoting University English Majors' Learner Autonomy in the Chinese Context | Wang | Journal of Language Teaching and Research
Journal of Language Teaching and Research, Vol 2, No 2 (2011), 408-412, Mar 2011
doi:10.4304/jltr.2.2.408-412

Promoting University English Majors' Learner Autonomy in the Chinese Context

Haiyan Wang

Abstract


According to a survey conducted among some local colleges and universities, the author found that the current English teaching in Chinese colleges and universities is mostly “teacher-centered”. The “teacher-centered” teaching mode poses problems to students, especially to their learner autonomy. The students may see knowledge as something to be transmitted by the teacher rather than discovered by themselves. They, therefore, are less autonomous, more dependent on authority figure. It reduces the student from an autonomous learner, creative and critical thinker, as they should be, to a mechanical recipient of knowledge. Not only is this result at odds with our country’s educational goal, but it will hamper students’ improvement in the long run. There is saying that learner autonomy is not suitable to the Chinese context. This paper mainly discusses one question—Is it really true that learner autonomy is not suitable to the Chinese context and gives a negtive answer to this question from theoretical element and data analysis.


Keywords


teacher-centered teaching mode; learner autonomy; Chinese context

References


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Littlewood, W. (1999). Defining and developing autonomy in East Asian Contexts. Applied Linguistics,20 (1).
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Thomson, C. K. (1996). Self -assessment in self-directed learning: Issues of learner diversity. In Pemberton et al (Eds.) Talking control: Autonomy in language learning. Hong Kong: Hong Kong University Press.

Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning. London: Longman. pp. 35-53.

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Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)

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