| CHINESE ABSTRACT | 第1-3页 |
| ENGLISH ABSTRACT | 第3-4页 |
| ACKNOLEDGEMENTS | 第4-7页 |
| Ⅰ. INTRODUCTION 1 | 第7-10页 |
| ·Background of the present study | 第7-8页 |
| ·Research question | 第8-10页 |
| Ⅱ.T HEORIES OF LEANER AUTONOMY | 第10-17页 |
| ·Definition of learnery | 第10-12页 |
| ·Learner autonomy and related philosophies | 第12-17页 |
| ·Vygostsy ’theory | 第12-13页 |
| ·Constuctivism and Kellys’personal constructs | 第13-14页 |
| ·Piagets’theory of cognitive adaptation | 第14-15页 |
| ·Social interactionist theory | 第15-17页 |
| Ⅲ. CURRENT SITUATION OF ENGLISH LEARNING IN SENIOR SCHOOL | 第17-24页 |
| ·Teacher-centered classroom teaching | 第17-18页 |
| ·Examination dominated language learning | 第18-19页 |
| ·Lack of concern about the students need | 第19-20页 |
| ·Lack of motivation | 第20-21页 |
| ·Lack of language learning strategies | 第21-23页 |
| ·Language learning environment | 第23-24页 |
| Ⅳ. CONDITIONS FOR LEARNER AUTONOMY | 第24-29页 |
| ·Learning strategies | 第24-27页 |
| ·Cognitive strategies | 第24-25页 |
| ·Metacognitive strategies | 第25-26页 |
| ·Social-affective strategies | 第26-27页 |
| ·Learner attitudes and motivation | 第27-28页 |
| ·Self-esteem | 第28-29页 |
| Ⅴ.P ROMOTION OF LEARNER AUTONOMY | 第29-36页 |
| ·Shift of teachers ’concept and roles | 第29-30页 |
| ·Using performance assessment in Task-based language teaching | 第30-32页 |
| ·Definition for performancent | 第30-31页 |
| ·Applying performance assessment in task-based language teaching | 第31页 |
| ·Some rewards of performance assessment | 第31-32页 |
| ·Strategy training | 第32-34页 |
| ·The goal of strategy training | 第32页 |
| ·Practice of strategy training | 第32-34页 |
| ·Self-assessment and reflection | 第34-35页 |
| ·Applying technology means | 第35-36页 |
| Ⅵ. CONCLUSION | 第36-38页 |
| REFERENCES | 第38-40页 |
