| 摘要 | 第1-5页 |
| Abstract | 第5-10页 |
| Introduction | 第10-12页 |
| Chapter One The Background of Autonomous English Learning (AEL) in Senior Schools | 第12-18页 |
| ·The current situation of ELT in Senior Schools | 第12-14页 |
| ·The necessity of AEL in Senior School | 第14-18页 |
| ·Learner autonomy enhances the learner’s motivation and leads to more effective learning | 第15页 |
| ·Learner autonomy provides learners with more opportunities for English communication in a non-native environment | 第15-16页 |
| ·Learner autonomy caters to the individual needs of learners at all 1evels | 第16页 |
| ·Learner autonomy has a lasting influence | 第16-18页 |
| Chapter Two An Overview of Learner Autonomy (LA) Research | 第18-24页 |
| ·Background of LA Development | 第18-19页 |
| ·A Brief Survey of the Researches on LA | 第19-20页 |
| ·The research on LA in Western countries | 第19页 |
| ·Previous research and development on LA in China | 第19-20页 |
| ·Concept of LA | 第20-24页 |
| Chapter Three Literature Review | 第24-36页 |
| ·Theoretical foundation for learner autonomy | 第24-28页 |
| ·Theory of Constructivism | 第25-26页 |
| ·Theory of Humanism | 第26页 |
| ·Theory of Discovery Learning | 第26-27页 |
| ·Vygosky’s theory of “the zone of proximal development” | 第27-28页 |
| ·The characteristics of learner autonomy | 第28-31页 |
| ·Subjective initiative | 第28-29页 |
| ·Independence | 第29-30页 |
| ·Distinctness | 第30页 |
| ·Relativity | 第30-31页 |
| ·The factors of learner autonomy | 第31-36页 |
| ·Desire to Learn | 第32-33页 |
| ·Learner Resourcefulness | 第33页 |
| ·Learner Initiative | 第33-34页 |
| ·Learner Persistence | 第34-36页 |
| Chapter Four Factors Influencing Senior Students’AEL | 第36-43页 |
| ·Factors Influencing Students’AEL on Students’Part | 第36-41页 |
| ·Motivation and attitude | 第36-39页 |
| ·Learning Strategies | 第39-41页 |
| ·Cognitive Strategies | 第39-40页 |
| ·M etacognitive Strategies | 第40-41页 |
| ·Factors Influencing Students’AEL on Teachers’Part | 第41-43页 |
| Chapter Five Developing Students’AEL | 第43-54页 |
| ·Recommendations for students | 第43-49页 |
| ·Self-reports | 第43-44页 |
| ·Diaries and Evaluation Sheets | 第44-47页 |
| ·Persuasive Communication as a Means of Altering Learner Beliefs and Attitudes | 第47-49页 |
| ·Teachers roles in developing learner autonomy | 第49-52页 |
| ·Facilitator | 第49-50页 |
| ·Coordinator | 第50页 |
| ·Organizer | 第50-51页 |
| ·Assessor | 第51页 |
| ·Information provider | 第51-52页 |
| ·Advice on promoting learner autonomy | 第52-54页 |
| ·To help students analyze their states and make a schedule of their study | 第52页 |
| ·To group the students so that they can cooperate with each other and help each other | 第52-53页 |
| ·To give advice, answer questions and help choose proper materials | 第53页 |
| ·To help evaluate and comment students’ self-learning | 第53-54页 |
| Conclusion | 第54-56页 |
| Bibliography | 第56-61页 |
| Appendix | 第61-63页 |
| Acknowledgement | 第63页 |
