| 1 INTRODUCTION | 第1-15页 |
| 2 LEARNER AUTONOMY | 第15-26页 |
| ·What is Learner Autonomy?3 | 第15-16页 |
| ·Three Versions of Learner Autonomy for Language Learning | 第16页 |
| ·Technical Versions of Learner Autonomy | 第16页 |
| ·Psychological Versions of Learner Autonomy | 第16页 |
| ·Political Versions of Learner Autonomy | 第16页 |
| ·Three Philosophies of Learning | 第16-19页 |
| ·Positivism | 第17-18页 |
| ·Constructivism | 第18页 |
| ·Critical Theory | 第18-19页 |
| ·Three Versions of Learner Autonomy for Language Learning and the Three Learning Philosophies | 第19-21页 |
| ·Positivism and Learner Autonomy | 第20页 |
| ·Constructivism and Learner Autonomy | 第20-21页 |
| ·Critical Theory and Learner Autonomy | 第21页 |
| ·Affective Factors in Language Learning | 第21-23页 |
| ·Learner Attitudes and Motivation | 第21-23页 |
| ·Self-esteem | 第23页 |
| ·Characteristics of Autonomous Learners and the Autonomy the Thesis Aims to Promote | 第23-24页 |
| ·Approaches to Encouraging Learner Autonomy | 第24-26页 |
| 3 SELF-ASSESSMENT | 第26-35页 |
| ·Assessment and Testing | 第26-27页 |
| ·Alternative Assessment | 第27-28页 |
| ·Self-assessment | 第28页 |
| ·Historical Research of Self-assessment | 第28-31页 |
| ·Justifications of Self-assessment in Traditional Classrooms | 第31-35页 |
| ·The Current English Learning Situation in Most Universities | 第32-35页 |
| 4 CONSTRUCTING A NEW SETTING: INTRODUCING SELF-ASSESSMENT IN LANGUAGE CLASSROOM | 第35-41页 |
| ·The Change of the Teacher’s Role in the New Setting | 第35-38页 |
| ·Teacher’s Role in the Previous Classroom | 第36-37页 |
| ·Teachers’ Role in the New Setting | 第37-38页 |
| ·Needs Analysis and Learner Training in the New Setting | 第38-41页 |
| ·Needs Analysis | 第38-39页 |
| ·The Importance of Learner Training | 第39-41页 |
| 5 AN EMPIRICAL STUDY: USING SELF-ASSESSMENT TO PROMOTE LEARNER AUTONOMY FOR NON-ENGLISH MAJORS | 第41-52页 |
| ·The Design of the Study | 第41-42页 |
| ·Subjects | 第41-42页 |
| ·Time | 第42页 |
| ·Instruments of the Study | 第42页 |
| ·Procedures of the Study and Reflections | 第42-47页 |
| ·Stage One: Training Students as Successful Assessors | 第43页 |
| ·Stage Two: Constructing a Non-threatening and Interactive Learning Environment | 第43-44页 |
| ·Stage Three: Global Self-assessment and Changing the Students’ Negative Attitudes towards English Learning | 第44-46页 |
| ·Stage Four: Helping Students Aware of Learning Strategy | 第46-47页 |
| ·Results | 第47页 |
| ·Conclusions | 第47-48页 |
| ·Some Implications of the Study | 第48-52页 |
| ·Portfolios | 第49-50页 |
| ·Diaries | 第50页 |
| ·Self-assessment and Teacher Assessment | 第50-51页 |
| ·Time Allocation of Self-assessment in the Classroom | 第51-52页 |
| 6 CONCLUSION | 第52-55页 |
| BIBLIOGRAPHY | 第55-62页 |
| APPENDIX I | 第62-63页 |
| APPENDIX II | 第63-64页 |
| APPENDIX III | 第64-65页 |
| APPENDIX IV | 第65-66页 |
| APPENDIX V | 第66-70页 |
