商務(wù)英語專業(yè)畢業(yè)論文范文

1、薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈

2、薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆

3、節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇

4、艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇

5、莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅

6、莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆

7、莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄

8、葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅

9、蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅

10、蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃

11、薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄

12、蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞螞裊腿蕆袈螁膈薀蟻聿芇艿蒃羅芆莂蠆袁芅蒄蒂螇芄膄蚇螃芃莆薀肂芃蒈螆羈節(jié)薁薈襖芁芀螄螀莀莃薇肈荿蒅螂羄莈薇薅袀莇莇螀袆羄葿蚃螂羃薁衿肁羂芁螞羇羈莃袇袃羀蒆蝕蝿肀薈蒃肈聿羋蚈羄肈蒀蒁羀肇薂螆袆肆節(jié)蕿螂肅莄螅肀肅蕆薇羆肄蕿螃袂膃艿薆螈膂莁螁蚄膁薃薄肅膀芃袀罿腿蒞肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇

13、蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞

14、蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅

15、蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆

16、蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄

17、螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅

18、螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅

19、袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃

20、袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄

21、羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄

22、羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂

23、羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃

24、蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃

25、蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁

26、蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂

27、螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃

28、螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁

29、袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃蕆衿羀荿薆羂膆芅薅蟻羈膁薅螄膄肇薄羆羇蒅薃蚅節(jié)莁薂螈肅芇薁袀芀膃薀羂肅蒂蠆螞袆莈蠆螄肂芄蚈袇襖芀蚇蚆膀膆蚆蝿羃蒅蚅袁膈莁蚄羃羈芇蚃蚃膆膂螃螅罿蒁螂袈膅莇螁羀羈莃螀螀芃艿莇袂肆膅莆羄芁蒄蒞蚄肄莀莄螆芀芆蒃袈肂膂蒂羈裊蒀蒁蝕肁蒆蒁袃襖莂蒀羅腿羋葿蚅羂膄蒈螇膇蒃 abstract with the establishment of student-centered teaching concept, independent learning has been a hot topic in the field of educational psychology resea

30、rch at home and abroad. however in china, owing to the impact of traditional teaching pattern, teacher neglect learners status as the main role in language learning. in modern english teaching concept, students independent learning competence is the key to improving english level. education. the inv

31、estigation shows that the students independent learning ability is at medium level. in detail, most of students instrumental motivation is stronger than integrative motivation; they hold positive learning belief but seldom know the teachers aims and requirements; they have clear learning goals and p

32、lans but seldom carry them out; in addition, they lack knowledge of learning strategies, self-monitoring and self-assessment, and they make little use of learning resources. the author tries to analyze the possible reasons and proposes some appropriate suggestions to promote learners autonomy. key w

33、ords: english major freshmen; independent learning; improve english level. 摘要 隨著以學(xué)生為中心的教學(xué)觀的確立,自主學(xué)習(xí)成為國內(nèi)外教育心理學(xué)研究的熱點(diǎn)。然而，由于受到傳統(tǒng)教學(xué)模式的影響，忽視了學(xué)習(xí)者作為學(xué)習(xí)主體的地位的現(xiàn)象。在現(xiàn)代英語教育教學(xué)理念中，英語專業(yè)學(xué)生的自主學(xué)習(xí)能力是提高自身英語總體水平的關(guān)鍵。通過調(diào)查發(fā)現(xiàn)英語專業(yè)新生的自主學(xué)習(xí)能力處于中等水平，大多數(shù)新生學(xué)習(xí)英語的外部動機(jī)強(qiáng)于內(nèi)在動機(jī)；學(xué)習(xí)觀念積極，但是對教師的教學(xué)目的與要求不是很了解；新生有明確的學(xué)習(xí)目標(biāo)和計(jì)劃，但是很少付出實(shí)際行動；學(xué)習(xí)策略匱乏，自我監(jiān)控

34、和評估的能力不足，不能充分利用學(xué)習(xí)資源。針對以上情況，分析其原因并給出建議以提高學(xué)習(xí)者的自主學(xué)習(xí)能力。 關(guān)鍵詞：英語專業(yè)新生；自主學(xué)習(xí)；提高英語水平 chapter one: introduction 1.1 the structure of the thesisthis paper is composed of six chapters. chapter one is an introduction to the situation of independent learning, its necessity and significance. chapter two is the lite

35、rature review related to independent learning, including some concepts and previous studies at home and abroad. chapter three concentrates on the concerning factors on independent learning. chapter four is the survey design, which describes the subjects and questions of the survey. chapter five repo

36、rts the result of survey and analyzes the data. based on the results of survey, factors affecting independent learning and reasons are discussed in detail. chapter six is the conclusion, which discusses the implication of survey, with hopes to promote independent competence, then some suggestions on

37、 teachers roles, learners roles and teaching environment are put forward. 1.2 need for independent learningin recent years, with the development of domestic and international economic, the demands for foreign talents increase gradually in china. second language learning has been a heated point for e

38、ducators at home and abroad. since 1980s, holec put forward the concept of independent learning, which has been a popular discussion in the west. compared with the traditional teaching teacher-centered teaching, which teachers pay more attention to how they teach rather than how students learn, the

39、contemporary english teaching lays emphasis on the main role of learners.in china, most of teachers adopt traditional teaching methods in foreign language teaching, they devote too much time and attention to how to teach more than how to learn, unilaterally emphasize teachers role of “input” and str

40、ess uniqueness and standards, the role of learners as learning subjects has been overlooked. educators advocate a new english teaching pattern: student-centered teaching. with this new teaching model, developing students independent learning ability is a primary task for teachers and educators. furt

41、hermore, independent learning is also vital for second language learners in the future. at present, in china, owing to big size of class, a teacher can not instruct every single student at any time. in addition, one foreign language learners ability differs from others, so learners should spend more

42、 time on independent learning to achieve their goals. especially for freshmen, they should adjust themselves to the college english teaching, which advocates student-centered teaching pattern. once they foster a sense of independent learning and take action, they will get great progress in english l

43、earning. chapter two: literature review 2.1 the concept of independent learningover the last few decades, autonomy has been a heated topic for language learning in the western countries. the concept of “independent learning” stemmed from debates about the development of life-long learning skills and

44、 the development of independent thinkers, both of which originated in 1960s (gardner & miller, 2002:6). it is difficult to define concepts of autonomy, because different writers have defined the concepts in different ways. various terms are used by many scholars such as “l(fā)earner autonomy”, “self

45、-instruction”, “self-direction”, “self-access”, etc. it was holec (1981:3) who first brought forward the definition of independent learning in 1981, he defines autonomy as “the ability to take charge of ones own learning”. according to gardner and miller (2002:6), there are some definitions of auton

46、omy. dickinson (1987:11) accepts the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and the implementation of those decisions”. in terms of different schools of thoughts, there are three major schools. li

47、ttle (1990:7) considers learner autonomy as “essentially a matter of the learners psychological relation to the process and content of learning”. kenny (1993:436) states that autonomy is not only the freedom to learn but also “the opportunity to become a person”. both of them see autonomy as a perso

48、nal characteristic. as the representative of political framework, benson(1997:29) defines learner autonomy is “a recognition of the rights of learners within educational systems”. as for one school of thoughts viewing autonomy as an educational practice, bound (1988:17) suggests that autonomy is “an

49、 approach to educational practice”.the above definitions deal with the concept of learner autonomy in past years. later years, more and more discussion and additional details are carried out by a great numbers of scholars in western countries. these results offer perfect theory framework and instruc

50、tion for researchers in language teaching.the research on independent learning in china began in the early 1990s. the researchers combine western scholars achievement and the situation in china and then define independent learning in different ways. pang weiguo (龐維國，2001:79) describes the independen

51、t learning from two angles:1). the first is discussed from dimensionality: if learners can make choice and control themselves consciously, the process of learning can be regarded as independent learning. to be specific, if learners motivation is self-driven, the content of learning is self-selected,

52、 learning strategies are self-regulation and the learning time is planed and managed by learners, they can create the condition of learning and evaluate the results. then we can say that the learning is independent.- 2 - 2). the second is defined from the process of learning: if learners can set goa

53、ls and make plans before learning, monitor or adjust the process and plans of learning during the process, and check the results and evaluate themselves after learning, then the learning process can be regarded as independent learning.hua weifen (華為芬，2002:109) makes an induction from western scholar

54、s definition. she considers the independent learning as a process of learning as well as an outcome. learners should not completely rely on teachers but take more charges of ones own learning. learners autonomy as a potential ability of learning decision, it needs an environment where learners can e

55、xecute rights to promote the process of learning. meanwhile, it also requires backup and instructions from teachers. peng jinding (彭金定，2002:16) concludes that the definition of independent learning should include five aspects: 1). taking responsibility for learning; 2). understanding of learning aim

56、s; 3). making plans; 4). evaluating the results; 5). regulating the strategies.xu jinfen (徐錦芬，2007:11) points out that the learning autonomy in the english teaching context in china should cover the following five aspects: 1).identifying the aims and requirement of teacher; 2).formulating appropriat

57、e learning objectives and plans; 3).selecting and implementing learning strategies; 4).monitoring the use of learning strategies; 5).monitoring and evaluating learning process.to sum up, all scholars view learners as participants who consciously set their own goals, regulate the motivation, select a

58、ppropriate strategies and evaluate the learning outcomes.after taking into the consideration of the definitions by other scholars, combining the present study as well as the actual situation in china, the author is inclined to adopt xu jinfens definition of independent learning, considering one aspe

59、ct: using effective learning resources in a constructive learning process.based on the above discussion, independent learning can be defined as an ability that learners are initiative and responsible in setting goals, adopting the appropriate strategies, monitoring and evaluating learning process and using effective learning resources in a constructive learning process. - 3 - 2.2 previous studies on independent learning at home and abroadit was in the middle of 1970