Topic3

　　Inrecentyears,traditionalteachingmethods,whichregardteachersasthecoreofteachingactions,hasgraduallybecomeunpopular.Educationalistsandforeignlanguageeducatorsbegintowidelysponsormanynewkindsofconceptsandideasofteaching.Andtheseconceptsandideaspaymoreattentiontolearners,forinstance,autonomouslearning,independentlearning,learnerawareness,problem-basedlearning,inwhichautonomouslearningisthemostimportantone.Autonomouslearninghasbeenabuzzwordinforeignlanguageteachingintherecenttwentyyears.Manycountriesandareashaveestablishedprofessionalinstitutionstostudyautonomousforeignlanguagelearning,suchasAILA(AssociationInternationaledeLinguistiqueappliquee),ASALD(HongKongAssociationSelf-accessLearningandDevelopment),ATEFL(InternationalAssociationofTeachersofEnglishasaForeignlanguage)andsoon.ButthekeystoneofthiseducationalconceptwasnotintroducedtoChinauntilrecentyears.

　　Nowadays,amajorityofexpertsandscholarsinthefieldofforeignlanguageteachingagreedwithapointofviewthatmotivationmakesoneofthekeyfactorsthatinfluencetheefficiencyofsecondlanguagelearningandforeignlanguagelearning.Motivationcanbedividedintotwoparts:instrumentalmotivationandintegrativemotivation.Foreignlanguagelearnerswhowasaffectedbyinstrumentalmotivationconsiderforeignlanguagelearningasatooltogaincertificatesorawaytofindabetterjobs,onthecontrary,foreignlanguagelearnerswhowasaffectedbyintegrativemotivationhaveagreatinterestinthecultureofforeignlanguage,theywanttoknowofmoreaboutforeigncountriesandevenarewillingtobeamemberofforeignpeople.Swayedbydifferentmotivations,learnershavevariouslearninggoalsandinterests,whichcompelledteacherstocreateautonomousconditionsforlearners.