網(wǎng)絡(luò)環(huán)境下大學(xué)生英語自主學(xué)習(xí)能力現(xiàn)狀分析

-.zASurveyonStatusofCollegeStudents'Web-basedEnglishAutonomousLearningAbilityAbstract:Developingstudents’EnglishcapabilityintheWebenvironmentisonekeyofcollegeEnglishreform.Thispaperfirste*plorestheWeb,autonomouslearningandtherelationshipbetweenthemandelaboratestheWebenvironmentaffectingthecollegestudents’English,emphasizingtheimportanceofweb-basedEnglishlearnerautonomy.Thequestionnaireandinterviewwithstudentsshowsthecurrentstatusandproblemsinstudentsweb-basedEnglishautonomouslearning.Lastly,thispaperputforwardsomeconstructivesuggestionsabouthowtodevelopstudents’autonomouslearningabilityinthewebenvironment.KeyWords:Web-environment;PresentSituation網(wǎng)絡(luò)環(huán)境下大學(xué)生英語自主學(xué)習(xí)能力現(xiàn)狀分析摘要:培養(yǎng)學(xué)生在網(wǎng)絡(luò)環(huán)境下的英語自主學(xué)習(xí)能力是大學(xué)英語教學(xué)改革的重點(diǎn)之一。本文介紹了網(wǎng)絡(luò)、英語自主學(xué)習(xí)以及它們之間的相互關(guān)系；論述了網(wǎng)絡(luò)環(huán)境對(duì)大學(xué)生英語自主學(xué)習(xí)的影響，指出了網(wǎng)絡(luò)環(huán)境下培養(yǎng)大學(xué)生英語自主學(xué)習(xí)能力的必要性。本文通過問卷調(diào)查和訪談，了解了網(wǎng)絡(luò)環(huán)境下大學(xué)生英語自主學(xué)習(xí)的現(xiàn)狀和存在的問題；針對(duì)上述的問題，本文提出了如何培養(yǎng)基于網(wǎng)絡(luò)的英語自主學(xué)習(xí)能力的一些建立性的意見。關(guān)鍵詞：網(wǎng)絡(luò)環(huán)境、自主學(xué)習(xí)、現(xiàn)狀CONTENTSTOC\o"1-3"\h\zIntroduction11.WebEnvironmentandEnglishAutonomousLearning21.1FunctionoftheWeb21.2AutonomousLearning21.2.1CharacteristicsofAutonomousLearners41.2.2NecessityofEnglishAutonomousLearning41.3Web-basedEnglishAutonomousLearning52.AutonomousLearning’sPresentSituationintheWebEnvironment72.1ResearchDesign72.1.1Subjects82.1.2ResearchInstruments82.1.3Procedures92.2Results92.3DiscussionsoftheResults103.HowtoDevelopStudents’Web-basedLearningAutonomy113.1TheNeededConditionforLearnerAutonomy123.2Teachers'Role133.3UseWebResourcestoLearnEnglish133.4E*changeIdeasandDiscussionwithOthers144.Conclusion15Bibliography………………...…………17-.zIntroductionEversincetheearly70s,therehasbeenasteadyinterestinchangingthefocusofforeignlanguageteachingfromteacher-centerednesstolearner-centeredness.Itisgenerallyacknowledgedthatlearnersthemselvesshouldplayanactiveroleandtakemoreresponsibilityinmasteringaforeignlanguagetoimprovelearningefficiency.Consequently,learnerautonomy,whichreferstothewillingnessforandtheabilityoftakingchargeofone'sownlearning,hasbeena"buzzword"inforeignlanguageteaching.Thespring-upoflearnerautonomybenefitsfromthedevelopmentofthreemajorschoolsofeducationalpsychologyHumanism,CognitiveTheoryandConstructivism.Thesetheoriesemphasizethateducationshouldtakelearnersasthecenterandlearnersareendowedwiththecapabilitytotakecontroloftheirlearning.Fromthenon,theconceptoflearnerautonomycameintobeinganddevelopedwellundertheseunderlyingtheories,whichprovidesthetheoreticalguidanceforthepromotionofautonomouslearninginforeignlanguageteaching.Atpresent,withtheswiftdevelopmentofputertechnologyandthepersonalputer’spopularization,especiallytheWeb’sappearance,theputer’sutilizationhasenteredabrand-newstage.NotonlyhastheWebinformationresourcesopenedanewdomainfortheputerapplication,butalsoithasprovidedanadvantageoustoolforEnglishstudy.ThespeedydevelopmentofputertechnologybroadensthemethodologyofEnglishteachingandlearning.Theweb,boastingofmanyadvantages,createsane*cellentlearningenvironment,whichprovidestechnologicalmethodsforlanguagelearning.Thenatureofweb-basedlearningisalsoconductivetolearnerautonomy,whichcanalsobecalledtheactualizationoflearnerautonomy.Itenableslearnerstoimprovetheirabilityandconfidencetoaccess,analyzeandinterpretinformation.AutonomouslearningintheWebenvironmenthasbeenstudiedsincefiftyyearsagoinwesterncountries,especiallyinAmerica.Besides,therearealotofworksaboutitemergingoneafteranother.Manyscholarsathomeandabroadhavemadefurtherstudyandachievedgreatsuccess.However,theachievementsremainatthelevelofdefinitionandrestrictinitsdomains.Upuntilnow,littlehasbeendoneconcerningtheempiricalstudyonthefeasibilityofdevelopingautonomouslearninginwebenvironmentcarriedoutbycollegestudentasane*tra-curriculumactivityandthecorrelationbetweenlearners’performanceandweb-basedautonomouslearning.Thisthesistakesthethoughtoftheeducationforall-arounddevelopmentandthemodernstudytheoryastheinstruction,usingamoderneducationtechnologytostructuretheWebenvironmentforthecollegeEnglishautonomouslearningway,andalsoitgivestheconcreteoperatingprocedureandtheimplementingway.TheWebEnvironmentandEnglishAutonomousLearning1.1FunctionoftheWebTheWebismadeupofmillionsofputerswhicharelinkedtogetheraroundtheworldinsuchawaythatinformationcanbesentfromoneputertoanyotherputers24hoursaday.Theseputerscanbeinfamilies,schools,universities,governmentdepartments,andbusinessesandsoon.Theycanbeanytypesofputers,singlepersonalputers,workstationsofaschoolorpanyputes.Ingeneral,whattheWebcandoforusersarefollows:1)Logontootherputersystems;2)Copyfilesfromothersystems;3)E*changemessageswithotherusers;4)Accessmessages;5)Provideuserswithunlimitedinformation;6)Usetoolstofindspecificinformation.1.2AutonomousLearningStudents’autonomouslearninginlanguageisanareawhichisdevelopingfast.ThepaperisintendedtostudythedevelopmentoflearnerautonomyatcollegelevelthroughlearningEnglishwithputer.Itisdifficulttodefineconceptslike“autonomy〞and“independentlearning〞forthreereasons.First,differentwritershavedefinedtheconceptsindifferentways.Second,theyareareasofongoingdebateandthereforedefinitionsarecontinuingtomatureasmorediscussiontakesplace.Third,theseconceptshavedevelopedindependentlyindifferentgeographicalareasandthereforetheyhavebeendefinedusingdifferentterminology,suchas“autonomy〞,“self-accesslearning〞etc..Foradefinitionofautonomy,wemightquoteHolecwhofirstdescribesitas“theabilitytotakechargeofone'slearning〞(HenriHolec,1981).Onthenote,thetermautonomyhasusedinatleastfiveways：1)Forsituationsinwhichlearnersstudyentirelyontheirown;2)Forasetofskillswhichcanbelearnedandappliedinself-directedlearning;3)Foraninborncapacitywhichissuppressedinstitutionaleducation;4)Forthee*erciseoflearners'responsibilityfortheirownlearning;5)Fortherightoflearnerstodeterminethedirectionoftheirownlearning.Itisnoteworthythatautonomycanbethoughtofintermsofadeparturefromeducationasasocialprocess,aswellastherolesoftheparticipantsinthelearningprocess.Thereareinnumerabledefinitionsofautonomyandsynonymsforsuch`languageawareness'`self-direction'whichtestifiestotheimportanceattachedtoitbyscholars.Letusreviewsomeofthesedefinitionsandtrytogaininsightsintowhatlearnerautonomymeans.Learnerautonomyis`essentiallyamatterofthelearner'spsychologicalrelationtotheprocessandcontentoflearning--acapacityfordetachment,criticalreflection,decision--making,andautonomousaction',definesautonomyintermsofthelearner'swillingnessandcapacitytocontroloroverseehisownlearning(Littlewood,1999).Morespecifically,sheholdsthatsomeonequalifiesasanautonomouslearnerwhenheautonomouslychoosesaimsandpurposesandsetsgoals,choosesmaterial,methodsandtasks,e*erciseschoiceandpurposeinorganizingandcarryingoutthechosentasks,andchoosescriteriaforevaluation.Theconnotationofautonomouslearningineducationisbasedonabeliefandanemphasisonfreedomfrome*tremelyconstraintse*pressedinEnglishlearningas(Pennycook,1998):1)Autonomouslearningasamunicator(theabilitytousethelanguagecreativelyandtouseappropriatestrategiesformunicatingmeaninginspecificsituations);2)Autonomouslearningasaleaner(theabilitytoengageinautonomousworkandtouseappropriateleaningstrategies,bothinsideandoutsidetheclassroom);3)Autonomouslearningasaperson(theabilitytoe*presspersonalmeaningsandtocreatepersonalleaningconte*ts).CharacteristicsofAutonomousLearnersTheconcernofthepresentstudyhassofarbeenwithoutliningthegeneralcharacteristicsofautonomouslearningintheWebenvironment.Onethingthatshouldberestatedisthatautonomouslearningisnotaproductreadymadeforuseormerelyapersonalqualityorcharacter.Rather,itshouldbeclarifiedthatautonomouslearningisachievedwhencertainconditionsareobtainedtoacknowledge,however,thatlearnershavetofollowcertainpathstoattainautonomouslearningisequaltoassertingthattherehastobeateacherwhoisresponsibleforshowingtheway.Inotherwords,autonomouslearningisbynomeans`teacherhelplearning.'Ingeneral,therearesevenmaincharacteristicsofautonomouslearnersareasfollows:1)strategies;2)Takeanactiveapproachtothelearningtaskathand;3)Arewillingtotakerisks,i.e.tomunicateinthetargetlanguageatallcosts;4)Aregoodguessers;5)Developthetargetlanguageintoaseparatereferencesystemandrejecthypothesesandrulesthatdonotapply.NecessityofEnglishAutonomousLearningItisspecifiedintheCollegeEnglishLearningthatstudentsshouldbeeautonomouslearnerswiththehelpofteachersandtheothertoolstocultivatealanguagesense,toacquiregoodlanguageleaningmethodsandimprovetheirself-leaningabilities.Itistherequirementoftheworldweliveintoday.1)Socialdemand:Inatimewhentheworldisundergoingamazinglyfastchangesinthefieldofculture,economyscienceandtechnology.Ifonedoesnotkeepabreastofthedevelopmentofsocietybycontinuingleaninguponpletionofhisformaleducation,hewillbeleftbehind.Inthisworldofchanges,thesuccessfullearnerisincreasinglyseenasapersonwhoisabletoconstructknowledgedirectlyfrome*perienceoftheworld,ratherthanonewhorespondswelltoclassinstruction.2)Personaldemand:Sinceaone-time“dose〞ofstudyskillineducationinstitutionswillnotservethelearnerforlifeheneedstoe*periencenewthingsandlearnconstantlytoperfecthimself,fore*ample,furthereducationabroad,jobpromotion,migrationandtourism,etc.Itisthusnecessaryforpeopletohaveaparalleldevelopmentinspecialistskillstogetherwithnewpatternsofworkandlife.Soifalearnerhasthegrowingawarenessoflearningbyhimselforherselfwhentheteacherisnotaround,hewillbebetterqualifiedonthejoborasasocialbeing.3)Educationforall-arounddevelopmentneed:Accordingtotheeducationdemandforall-arounddevelopmentthought,theeducationgoalistoimprovehuman'squalityprehensively,soitshouldberealizedbyeachkindofschooleducation.InthecollegeEnglishlearningprocess,theessentialknowledgeisimportanttothestudents,butwhatismoreimportantisthestudents’fosteringtheabilityofcorrectautonomousstudymethod.Ifthestudentshavetheautonomouslearningabilityreally,theeducationgoalforall-arounddevelopmentwillhavebeenachieved.1.3Web-basedEnglishAutonomousLearningThe21stcenturyisaninformationagethatinformationandmunicationtechnologyhaveplayedanever-increasingrole.Intheinformationsociety,thereisabasicneedfornewskillsandabasicunderstandingoftheunderlyingtechnologywiththereform’sprehensiveimplementation;theinformationtechnologyhasbeenusedmoreandmoreinstudentslearningapplication.Atthesametime,thenewcurriculumimplementationhasacceleratedtheeducationinformation’sadvancement.Ontheotherhand,theinformationtechnologyischangingpeople’sdailylife,alsothetraditionalstudyway.Englishhasplayedaworldcultureandeconomicale*changecarrierrole,andbeethepeople’smostwidespreadlanguagetouse.The21stcenturyisaninformationage,thestudentsgraspthemultimediatechnologies,carryontheautonomouslearningbyusingtheWebresourceswiththeteacher’sguidance.Itmusthavebeethemaintrendinlanguagelearningandteaching.Ithasbeenarguedthatputertechnologies,inparticulartheputerWebs,havethepotentialtoincreaselearnerautonomouslearningwhentheyareusedappropriately.Warchauer(1996)claimsthat“Mechanicsaloneofputer-mediatedmunicationprovidestudentswithamuchbetteropportunityforcontrolandinitiativeinlanguagelearning〞.NowadayscollegeprovidesstudentsthemeanstohaveeasyaccesstotheWebforstudyandmunication.TheWebprovestobeapletelyautonomouslearningtoolforcollegestudents.ItallowsthemtohaveanincreasedlevelofintrinsicmotivationtostudyEnglishbythemselves.Asaresult,learnersbeemoreresponsible.Ithelpsthemtobemorereadytotakechargeoftheirownlearningandthuscanbringouttheirfullpotentialtoimprovetheirlanguageproficiency.WiththeassistanceoftheWeb,moreandmorepeoplecanlearnEnglishwell.TheWeblearningmaterialishelpfulforlearners’autonomouslearning.WecandefinitelysaythatthetrendoftheWeblanguagelearningconformsnotonlytothetheoreticaldevelopmenttendency,butalsotothatofeducation.Web-basedlearningisacrucialwayforthesuccessoflearningEnglishbecauseithassomanyadvantagesforlearning.Therearesomeadvantagesasfollows:1)Firstly,itprovideslearnerswithmulti-stimulustoimprovetheeffectsoflearningandmemorization.Thevaluableon-lineauthenticEnglishmaterialsprovidearichandinterestingconte*tformeaningfulinteractionwiththeEnglishlanguagefortheEnglishlearning.2)Secondly,theWebcandecreasetheteachers'limitationsinlanguageclass.Althoughateacherhasenoughabilitytospeak,toobserve,toreceivelearners'information,heorshestillhasthelimitationsintheclass.Atthatpoint,theWebcanpensatetheselimitations,makingthelanguageclassesmorecolorfulandvivid.3)Thirdly,web-basedlanguagelearningconformsnotonlytothelanguagelearningtheoreticaldevelopmenttendency,butalsotothatofeducation.4)Fourthly,therearethetremendoussearchcapabilitiesoftheup-to-dateinformationonjustaboutanytopicimaginable.Thesesearchcapabilitiesenablethelearnertoplayamuchmoreintegralrolein.theWebprovides,participateintheEnglishlearningactivitypositively.TheWebwhichisusedinEnglisheducationhasbrokenthetraditionallearningandteachingmethodsintheschoolandhasenrichedthestudyandeducationalmodelgreatly.TheWebapplicationhasdevelopedtheeducationspaceandtimeboundaryenormously,enablingtheeducationresourcestobeshared.2AutonomousLearning’sPresentSituationintheWebEnvironmentAutonomouslearningincollegeEnglishintheWebenvironmentistheprocessthatstudentscarryoutstudying,drilling,e*changingandapplyingindependentlyconcernedwithrelevantEnglishmaterialsandwiththeguidanceoftheteacher,andthentheyconstructknowledgeandskillsactively.Intheprocess,thestudents,accordingtotheirowndemands,useallkindsofeffectiveinformationprovidedbytheWebtostudyande*changeintheteachingplatformandapplylanguagefle*iblyandindependentlyinthefictitiousmunicatedenvironment.Atlaststudentsachievethegoalofconstructingtheabilityofautonomouslearningandimprovestudyefficiency.EnglishisconsideredasoneofthebasicsubjectsinChineseuniversities.Butitisveryordinarythatcollegestudentshavebig-classteaching.TheefficiencyforstudyingEnglishisnothigh.Soautonomouslearningbeesmoreimportant.Atthesametime,theWebprovidedagoodconditionforstudents'autonomouslearning.NowmanycollegescarriedouttheactivityofautonomouslearningintheWebEnvironment,thecollegehasprovidedtheenvironmenttoletthestudentstudy,itisnotonlyinordertoimprovestudents'Englishskill,butalsothelearningability.Togetfullideaofstudents’Englishautonomouslearning,wedesignane*perimenttothenon-Englishmajorstudents.2.1ResearchDesignOurcollegeisalsotakingseriouslytodevelopstudent'sautonomouslearningcapabilitydevelopment.CollegehasarrangedtheautonomouslearningintheWebenvironmentforeachclasseveryweek.Inordertoensurethisprojectwell,theschoolofforeignlanguagesmadeagoodpreparation.Theschoolhasestablished“themodernforeignlanguageinteractionnetworkcenter〞,thiscenterisequippedwith130puters,it'sveryconvenientforstudent'study.Theschoolhasalsoformulatedaseriesofregulationstoautonomouslearning.Thiscurriculumhasalreadybeenconductedforaperiodoftimeinourcollege,sothispaperwilltakeourcollege'studentsasthesubjects.Subjects90non-EnglishmajorstudentsofZhejiangUniversityofscienceandtechnologyparticipatedinthisstudy.Theywereadmittedtotheuniversitywiththesecond-levelentryscores.TResearchInstrumentsWedesignedthequestionnaireaccordingtothesestudents’practicalsituation.Thesequestionsaresupposedtoguidedatacollectionanddataanalysis.Thequestionnaireisposedofsi*teenitemscoveringfourmainaspectsoflearnerautonomyunderthewebenvironment:learningenthusiasm,learningefficiency,learningplan,learningstrategies.Thequestionnaireisasfollows.Thestudentsarerequiredtousethescaleofagreementtoratethefollowingquestions.5=StronglyAgree4=Agree3=Noidea2=Disagree1=StronglyDisagree1.IwillinsistonEnglishautonomouslearninginthestipulatedtime.2.IoftendoEnglishautonomouslearningonlineaftertheclass.3.Inadditiontofinishthecontentwhichisprovidedbyteacher,Ihavemyownself-studyprogram.4.Iwillchooseothersuitableandinterestingautonomouslearningdataafterfinishthestatedcontent.5.IwillhaveaclearobjectwhenIdoEnglishautonomouslearning.6.Iwillpletethecontentsofautonomouslearningcarefully.7.IfIcan'tpletedthecontentsintime,Iwillcopyotherstudent'sanswer.8.Whethertimeissufficientornot,Iwouldcopyotherstudent'sanswer.9.Iwouldnotdotheirrelevantthingduringtheautonomouslearning.10.Ican'tarrangemytime,sotheteacher'scontentsoftencannotpletedontime.11.Ihaveadetailedscheduleaboutmye*tracurricularactivities.12.Ialwaysmakethingsmethodical,soIalsohaveabundanttimetopletethetask.13.Iparetheadvantagesanddisadvantagesofdifferentlearningmethods,thenchoosethesuitablemethodsformyself.14.Ialwaysthinkaboutthepurposeofoneactivitybeforedoit.15.Iwillconsiderhowtomakeitmoreeffectiveafterfinishonestudytask.16.Ihavearecordofautonomouslearning'scontents.NumberofItemsItemsLearningenthusiasm21,2Learningefficiency54,6,7,8,9Learningplan43,10,11,12Learningstrategies55,13,14,15,162.1.3PInMarch,31Monday,withthehelpoftwostudentswhomanagethenetworke*perimentcenter'sclasses,90copiesofquestionnaireweresentouttosubjectswhocametohaveautonomouslearningclass.Assomestudentsdidn’tfillinallitems,andsomeonlyrespondedeachitemwiththesamenumber,only80studentquestionnairesarevalid.Therateofthevalidityofthestudentquestionnairesisappro*imately90%.Afterthequestionnaire,somestudentswereinterviewedbasedonthequestionsrelatedtothistopic.2.2ResultsThefollowingtableshowstheresultsofthisquestionnaire.54321Item155%35%10%Item235%45%11%5%Item332%45%20%3%Item430%50%15%5%Item510%43%35%11%Item620%50%20%10%Item713%23%28%26%8%Item85%13%8%46%26%Item922%40%25%13%Item103%18%17%43%18%Item113%22%47%25%3%Item1213%27%45%15%Item137%47%30%15%2%Item1418%48%15%18%Item1513%45%23%18%Item1630%40%27%3%2.3DiscussionsoftheResultsLearningenthusiasmThissectionofthequestionnaireincludes2items.WecanknowfromthetablemostofthestudentscanattendtheEnglishautonomouslearningclass.Butaccordingtotheinterview,therearealsoonlyhalforlessstudentsofaclasswhocanattendtheclassontime.Infact,ourschoolhasaruletomakesureeverystudentetohavethisclass,themanagerofthenetworkclassroomwillrecordnamesoftheabsentstudents,butitisnotveryhelpful.WealsocanknowstudentsarenotveryinterestedindoingEnglishautonomouslearningonlineaftertheclass.2)LearningefficiencyThissectionofthequestionnaireincludes5items.Item6showsthat20%(StronglyAgree)and50%(Agree)studentscanfinishtheirworkscarefully.Butthereare36%studentscan'tpletethecontentsintime,thentheywillcopyotherstudent'sanswer.And18%studentswouldcopyotherstudent'sanswerwhethertimeissufficientornot.Theresultsshowthatmostofstudentscanfinishtheircontentwhichisprovidedbyteacher,butmanystudents'learningefficiencyisnothigh.LearningplanInthissection,thereare4items.Inthispart,4itemsareallaboutplan.Makingarrangementsfirst,thenyoucancarryitoutstepbystepaccordingtoyourplan.Plan-makingservesasthebasisforautonomouslearning.Accordingtoitem3,32%and45%studentshavetheirplanswhentheyfinishtheteacher'stask.Accordingtoitem10to12,thedatashowthatmanystudentschoosethattheyhavenoidea,whichindicatedthattheydonotmakesuretheyhaveaplanornot.Inmiddleschool,studentshavetofollowteachers’instructionswithoutmakingplansfortheirfurtherdevelopment.Attheverybeginningofthecampuslife,theyfeltatalossinmakingreasonableplans,short-termorlong-term,fortheirautonomouslearning.4)LearningstrategiesHolmes&Ramos(1991)pointoutthathelpinglearnersbeeawareofandidentifythestrategiesthattheyalreadyuseandpotentiallyuseisthefirstimportantthingtohelplearnerstoassumegreatcontrolovertheirownlearning.Learningstrategiesempowerlearnerswiththeabilityoflearninghowtolearn.Learnersdevelopthelearningtechniquesandskillsnecessarytomanagetheirownlanguagelearningeffectivelyandefficiently.Inthispart,thereare5items.Initem5,itshows43%studenthaveadefinitegoalwhentheycarryontheautonomouslearning.Butalso35%havenoideaand11%don'thave.Accordingtoitem13,7%(StronglyAgree)and47%(Agree)studentscanmakesuitableandbetterwayfortheirstudy,30%(Noidea)and15%(Disagree),2%studentsareincapableoffindingsuitablewayfortheirlearning.Item14and15,studentschooseAgree,whichoccupythemajority.Itshowsthattheywillknowthegoalandhowtomakewellwhentheyprocesstheirstudy.3Howtodevelopstudents’web-basedlearningautonomy.Resultsfromthestudyshowthattheoveralldegreeofcollegestudents’web-basedautonomousEnglishlearningstaysatalowlevel.Theyarelackinginabilitytoplanpracticallearninggoals,tocarryouttheplan,tocreateopportunitiestopracticeEnglish,toapplyappropriatelearningstrategiesandtoevaluatelearningoutes.Theformationofsuchasituationisaple*matter.Basedonalltheinvestigationandanalyses,sometentativesuggestionsareprovided,whichmightbebeneficialforthepromotionofweb-basedEnglishautonomouslearning.3.1TheNeededConditionforLearnerAutonomyTogaintherealaimofautonomouslearning,itneedscertaincondition;itincludesthesocialenvironment,theschoolenvironmentandthepsychologicalenvironment.Maybethepsychologicalenvironmentisthemostimportant.Itoftenincludesone’sunderstandingability,behaviorcapacity,bearingcapacityandsoon.1)Anappropriateself-view:Itissomethingofbiningself-connotationandself-efficacy.Theformerisdefinedas"thetotalityofperceptionsaboutuswhichgiverisetooursenseofpersonalidentity",andthelatterreferstobeliefsinone'sownabilitytoachieveaspecifictask.2)Controlofbehavior:Thisreferstotheabilitytocontrolandregulatelearningandactions.Studentsshouldhaveawarenessofplanning,seekinginformation,managingtime,keepingrecords,practicing,andsoon.3)Goal-setting:Itmeanstheabilitytosayrealisticgoalsandplanwaysofachievingthem,thatis,studentsoughttobeallowedtosetlearningobjectivesandpacesaccordingtotheirbackgroundknowledgeandpersonale*perience.4)Challenge:Learnershave“aninternalneedtorespondtochallengesandtosearchfornewchallengesinlife〞.Autonomousstudentsseldomhesitatetofacechallenginglearningtasksthatmayhelpthemtoachieveself-actualization.5)Highmotivation:Learnersshouldbehighlymotivatedtolearn.Thestrongdesiretolearnmaypromoteself-regulationandsustaintheirefforts.6)Self-evaluation:Studentsareallowedtoevaluatethemselvesduringlearningprocess.Theymayregulatelearningbehaviorandshapeaproperself-viewtheycane*aminetheirlearningprocessandoutes.7)Supportiveenvironment:Educationalintentionshouldprovidecordialandfriendlyatmosphereallowingforautonomouslearning.Especially,theteacherisnotonlyatransmitter,butaguider,afacilitator,andevencooperator.Heshouldseektheeffectiveteachingprocedurestofosterlearningautonomy.8)Freechoice:Educationalstipulationspermitting,studentsshouldbeallowedtosetgoals,decideoncontents,learnattheirownpace,andselectmethods.Theindividual’sinterestandneedsshouldbetakenintoaccount.3.2Teachers'rolePayattentiontotheteachers’affectionforEnglishautonomouslearning.IntheWebenvironment,theteachers’roleisnotonlyanauthority,butalsoafacilitator,acounselor,evenafriendofthestudents.Sometimes,thestudentse*changetheirideasbyonlinediscussionandthefromtimetotime.Andalsowhentheymeettheunsolvedquestions,theycanconsultthe