| 1 Introduction | 第1-13页 |
| 2 Significance of learner autonomy | 第13-19页 |
| 2．1 Learner autonomy, a universal concept | 第13-14页 |
| 2．2 Wider educational goal & practical societal needs | 第14-16页 |
| 2．3 Ability Education | 第16-17页 |
| 2．4 Learners' improvements beyond knowledge | 第17-19页 |
| 3 Precious researches on learner autonomy | 第19-34页 |
| 3．1 Definition of learner autonomy | 第19-23页 |
| 3．2 Theoretical consideration | 第23-34页 |
| 3．2．1 Constructivist views | 第23-24页 |
| 3．2．2 Maslow's self-actualization | 第24-25页 |
| 3．2．3 Schemata | 第25-26页 |
| 3．2．4 Humanistic curriculum and learner-centredness | 第26-27页 |
| 3．2．5 Learning styles & strategies | 第27-29页 |
| 3．2．6 Motivation | 第29-30页 |
| 3．2．7 Metacognitive views | 第30-32页 |
| 3．2．8 Consciousness | 第32-34页 |
| 4 Development of learner autonomy | 第34-51页 |
| 4．1 Nunan's suggested ways to foster learner autonomy | 第34-38页 |
| 4．2 Benson's suggested ways to foster learner autonomy | 第38-40页 |
| 4．3 Writer's suggested ways to foster learner autonomy | 第40-51页 |
| 4．3．1 Direct learners/teachers attitudes towards autonomy | 第40-44页 |
| 4．3．2 Be aware of learning strategies | 第44-48页 |
| 4．3．3 Provide supportive environment for learner autonomy | 第48-51页 |
| 5 Conclusions | 第51-54页 |
| REFERENCES | 第54-57页 |
