Yang+Ruping+++Qiu+Shifeng

Abstract: As the mode of college English teaching is gradually transformed from the teacher-centered into the student-centered teaching mode, the cultivation of college English autonomous learning ability has become increasingly important. This paper, starting from the theory of autonomous learning, makes an analysis of current situation of college English teaching and points out the necessity of this ability- cultivation for English learning. In the end, it puts forward several strategies of cultivating the ability of college English autonomous learning.

Key words: autonomous learning ability; strategy; College English teaching; student-centered; College English learning

Autonomous learning has been the focus of pedagogy and psychology research. In the 60s of the last century, foreign scholars put forward the concept of autonomous learning. Since the 90s up to now, more and more wide and deep researches on the theory and practice of autonomous learning are made at home and abroad. In 1981, linguist Henri Holec defined autonomous learning as “the ability to take charge of ones own learning”. He argues that the goal of foreign language teaching should be two: one is to help students acquire language and communication skills and the other to help the student to learn how to independently learn. The theoretical basis laid a solid foundation for cultivating student's ability of autonomous learning.

I. Analysis on present situation of College English teaching

Based on the influence of various factors, College English teaching in China is still wedded to the teacher-centered teaching mode. This traditional "cramming" teaching mode puts emphasis on imitation, memory and language skills training but neglect the cultivation of students' abilities of thinking, innovation and the ability to analyze problems. The traditional college English teaching attaches too much importance to imparting knowledge, only focuses on grammar and reading abilities in translation. It takes English as a subject but not a language to require students to learn, failing to inspire and cultivate the students' learning initiative, thus the result of English teaching is always wasted effort, far less than the desired effect. At the same time, the teachers' teaching ideas are obsolete, employing indoctrination in teaching and paying no attention to the student's actual demand and acceptance. Furthermore, out-of-date teaching content and single teaching mode are also the defects of traditional teaching mode. It ignores the students' individual differences and personal psychological characteristics, especially their language cognitive abilities and knowledge learnt.endprint