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Abstract

Since 1980?s, with the rise of meta-cognition, “self-autonomy” becomes popular with the pedagogues. The “self-autonomy”learners is the person who has the ability of supervising his or her learning behavior, setting up goals according to his or her practical conditions, making out studying plans, choosing learning strategies, monitoring learning process and making self-assessment and self-evaluation in time. The author conducted an experiment study in view of two classes, an experimental class and a control class, in order to know that whether the project of constructing a learner profile can encourage middle-school learners? self-access learning ability fostering. After a careful analysis of the questionnaires, learner profiles they handed in and the exam results, the author found that the experimental class have made progress while compared with the control class. And the students in the experimental class had paid more attention to their learning process and were more active to learn. The experiment tells us that in the middle school of the countryside, it is absolutely possible to encourage learners?senses of responsibility, develop the self-access learning ability preliminarily and help them to learn effectively in their future learning.

Key words：Learner profiles; Self-access learning ability; Learning strategy

摘要

20世纪80年代，随着元认知策略研究的兴起，自主学习开始受到广大教育者的注意。具有自主学习能力的学习者能够管理好自己的学习行为，根据自己的实际情况制定目标、学习计划、学习方式、监控学习过程以及及时进行自我评估。为了探讨在农村中学实行建立“自主学习档案”这个方案是否对于农村中学生自主学习能力的培养有积极作用，笔者在广州市花都区清布中学选取两个班级作为实验班和控制班进行实证研究。经过对问卷，上交的“自主学习档案”和考试成绩结果的认真对比分析，笔者发现经过一段时间的实验后，实验班相对于控制班取得了进步。实验班的学生更注意自己的学习过程和更主动的学习。实验结果表明，在农村中学建立“自主学习档案”对于提高学习者责任感，初步促进自主学习能力并帮助他们在将来的学习当中更有效地学习是完全有可能的。

关键词：自主学习档案；自主学习能力；学习策略

CONTENTS

Chapter 1 Introduction (1)

Chapter 2 Theory on Self- Autonomy (4)

2.1D e f i n i t i o n (4)

2. 2 Characteristics (4)

2.2.1 Initiative (5)

2.2.2Independence (5)

2.2.3Learners’ Self-Choice (5)

2.3 Influences on Self-Access Learners’ Attitudes towards Self-Access Learning

in the Middle School (6)

Chapter 3 Main Factors to Promote Self-Access Learning and Learner Profile Establishment (8)

3.1 Main Factors to Promote Self-Access Learning (8)

3.1.1 Changing of the Traditional Belie fs (8)

3.1.2 Learners’ Needs and Wants Analysis (9)

3.1.3 Self-Monitoring (9)

3.1.4 Assessment (10)

3.1.5 Teacher Support (11)

3.1.6 Group Support /Peer Sup port (12)

3.2 Establishment of the Learner Profile and Matters about It (12)

3.2.1The Reason Why the Learner Profile (LP) is Set up (12)

3.2.2 Matters about the Learner Profile (13)

Chapter 4 Quasi-experiment on Constructing a Learner Profile in a Middle School (15)

4.1 Quasi-Experiment (15)

4.2 Pre-Experiment Description (15)

4.2.1 The Subjects of the Quasi-Experiment (15)

4.2.2 The Method (16)

4.2.3 Assumption (17)

Chapter 5 Analysis of the Statistics and Learner Profiles (18)

5.1Analysis of the Two Questionnaires (18)

5.1.1 Analysis of Questionnaire One (18)

5.1.2 Analysis of Questionnaire Two (19)

5.2 Analysis of the Learner Profiles the Students Handed in (21)

5.3 Analysis of the Results of the Final Exam of Last Term and the

Mid-Term Exam of this Ter m (22)

5.3.1 Analysis of the Results of the Final Exam of the Two Classes (22)

5.3.2 Analysis on the Results Classes (23)

5.3.3 Comparison of the Results of the Two Exams of Each Class

Respectively (24)

Chapter 6 Findings and Suggestions after the Quasi-Experiment (27)

6.1 Findings (27)

6.2 Suggestions after the Quasi-Experiment (27)

6.2.1 Good Language Learning Habits Fostering (27)

6.2.2 Logs Taking (28)

6.2.3 More Task Assignations (28)

6.2.4 SAC (Self-Access Center) Establishment (29)

Chapter 7 Conclusion (30)

References (31)

A Practice of Encouraging Learner Autonomy in a Middle School

Chapter 1 Introduction

In the traditional teaching activity, the teacher was the central part, while the students play the passive role. The teacher?s task was giving the students lessons while the students? was just listening to the teacher. The teacher acted as the possessor and disseminator of the knowledge, so the students considered the teacher as a learned person, a treasure house of the information, and even a walking dictionary, who can always give satisfying answers like a knowledge machine. They learnt for leaning?s sake. They thought that the teacher was the authority. They even didn?t know what they should do without the teacher?s help. As a result, with the traditional teaching approach, the students became duller and duller and they learnt passively. At the same time, the Chinese traditional system, which prefers the excellent students to the poor ones, has produced a lot of students of high score but low ability, who are so fragile that they would be thrown out of the society easily. With the development of the society, capable people become more and more preferable. Cultivating excellent students with all kind of skills becomes the urgent affair in today?s educational process.

Then, an idea about teaching and learning emerges as the times require. It is the “self-autonomy”. Though “the concept of …autonomous learning?stemmed from debates about the development of life-long learning skills and the development of independent thinkers b oth of which originated in the 1960s” (Gardner & Miller, 2002:6), it didn?t develop very rapidly. However, with the rise of the meta-cognition in 1980s?, “self-autonomy” becomes more and more popular with people of different fields. Since 1990s?, foreign r esearchers made great progress on the fundamental problems of “self-autonomy”, such as Zimmerman?s views on “the essential of …self-autonomy?”; Winne and Butler?s “self-autonomy” learning mode; Ablard and Lipschultz?s views on the

relations between “marks and …self-autonomy? learning”; Winne?s views on the “self-autonomy” skill s obtaining.(Pang,2000:12-16)In fact, in ancient China, the meaning of “self-autonomy” had been mentioned in XianQin. “Mencius said that”(Pang,2001:59)It means that the crucial factor for one to be a well-known man is his initiative in learning. Nowadays, many essays on “self-autonomy”come out like the bamboo shoots after a spring rain. Pang Weiguo wrote that “Self-autonomy” is “the very thing that both pedagogy and psychology focus on. Pedagogics considers self-autonomy as an important educational goal. And psychology focuses on the factors that influence …self-autonomy?.” (Pang, 2001:78). Yu wensen wrote in his essay that “traditional teaching approach overemphasized the importance of the reason factor like definition, estimation, consequence, and logical recognition, but neglected the existence of the non-reason factors like sensibility, volition, inspiration, needs and information. The old thinking led to the separation of the will and the personality, so that it was bad for the building of learners? principal part.” (Yu, 2001:33)

In recent years, the New Curriculum Standards has been made out. It brings about elementary educational revolutionary. It contradicts to the old traditional thinking but emphasizes the education for all-round development. Also, it puts forward new requirements for English teaching in middle schools. Teachers are no longer the host of the knowledge but the students (hereinafter we call the students the learners); the knowledge is not just given by the teachers any more, it also needs to be discovered by the learners. Only when the learners have developed their abilities can they do well in their future learning, especially in the “self-taught” learning. The y are no longer dull boys and dull girls; they become more enthusiastic and will find it interesting to learn. However, after the teacher lose their central role, can the learners still get high score and further develop their skills? Though it is a proble m to make the learners to adapt the “self –autonomy” within a very short time, teachers can help them to understand the importance of mastering skills for “self –autonomy”, which is the tool for the future learning. However, if the learners themselves ca nnot realize their own responsibilities for it, or they separate “learning” from life, growth and development, this kind of learning is not the real “self –autonomy”.

In this essay, the author tries to encourage the learners? sense of responsibility and to promote learner autonomy for learning by letting them construct learner profile. The project is assigned to a certain experimental class. The purpose of writing this essay is trying to show whether “self –autonomy” learning strategy is suitable for the learners in

one middle school in the countryside, hoping to help them to change the traditional belief of learning, make them clearer about their learning process and develop the abilities of “self-autonomy” and “self-taught”, which prepare for their fut ure learning.

Chapter 2 Theory on Self- Autonomy

This chapter provides issues concerning self-autonomy theory, including definition, characteristics and influences on the attitudes of the middle school learners towards it. The following will be a detail explanation about them.

2.1 Definition

“In western countries in early 1960?s, fostering the learner?s responsibility was considered the ultimate aim of education.”(Wei, 2002:8)

“By 1981Holec (1981:3) had defined autonomy as …the ability to take cha rge of one?s own learning.? 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. Little [1990:7] sees learner autonomy as …essentially a

matter of the learner?s 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. ? Da m et al. (1990:102)

defined autonomy learners as …an active participant in the social processor of

classroom learning, a readiness to take charge of one?s own

learning.?”(Gardner& Miller, 2002:6)

The author prefers the thinking of Holec, that “self-autonomy” is “the ability to take charge of one?s own learning.”Meanwhile the learner?s thinks that self-monitoring is essentially the promotion of the cognitive and meta-cognitive level. While “self-access” is probably the widely used and recognized term for an approach to encourage “self –autonomy” and “Sheerin (1991:144) refers to …self-access? as a means of promoting learner autonomy.”(Gardner & Miller, 2002:6) T he author, for these reasons, uses “self-access” throughout the essay.

2.2 Characteristics

Self-access learning has three characteristics: initiative, independence and learner?s

self-choice.

2.2.1 Initiative

The sense of initiative is the very soul of the self-access learning. That “I want to learn” is the main point of this characteristic. Initiative is the learners? innate power and innate need for learning, which is related to learning interest and the learners? recognition towards learning. That is to say, the learner?s innate need, on one hand, is shown by his or her interest. “The interest on learning is an individual psychological characteristic, which is demonstrated by their strong desire for learning knowledge. It is also the learner?s positive recognition tendency and emotional states towards individual learning activity”. (Yu, 2004:27-28) Once they have interest in it, they will set up a goal unconsciously. Learning is no longer a burden, but a pleasing experience. They become more and more devoted in learning, and even love it. On the other hand, the innate need is shown by their recognitions towards study goal and meaning of study, from which comes the confidence and positive attitude towards learning. Fostering high learning initiative is the prerequisite of self-access learning. Moreover, they must be very confident of themselves, te acher?s help to develop their sense of confidence becomes a very important step to promote their sense of initiative.

2.2.2 Independence

The sense of being independent is the second important characteristics of the self-access learning. If initiative sho ws that “I want to learn”, the feature of independence shows that “I can learn”. Independence is one of the most important qualit ies of the self-access learners. The independent learners can deal with things properly; they do not only depend on their teachers, they think and do things on their own, and always try to find out which is right or wrong by themselves. They engage in discovering the knowledge with being aware of. More over, they can analyze not only the test results but also themselves objectively. In addition, they can manage learning activity successfully. During the self-access learning, teachers should not hold monopoly but value the learners? sense of being independent. As for the learners who are always dependent on the teachers, teachers should try to create as many opportunities as possible for them to decide things and help them to become a real person on their own learning.

2.2.3 Learners’ Self-Choice

The third important point of self-access learning is that learners can choose what they want to learn. Self-choice is a matter that involves with motivation. “Motivation can be divided into 2 kinds. They are intrinsic motivation and extrinsic motivation”. (Jia, 2003:20)

They usually cooperate to drive a learner to learn. If “need and wants”is the source of motivation, that learner?s self-choice is the reinforcement of the motivation. The self-access learners, who have the high self-choosing right, are active to learn. By contraries, if the learner has no choice, or his choices are ignored by the teachers, the learner is led by the nose. The teachers should not stop them any more. Only when they regain the right to choose what they want to learn can it be possible for them to become self-access learners. Studies show that self-choice is the key point. “Cotterall (2000:11) points out that the cores of learners? self-access is their choice. Lee (1998) points out that the learners who are forced to do the self-access learning get fewer benefits from it while compared with those who are willing to.” (Wei, 2002:10) Besides self-access learners have the right to choose what to learn, self-choosing right also entitle them to change their plans, adjust their learning speed, and change their learning strategies according to their learning objects and personal receptivity. To give the learners opportunity of choosing is to arouse their enthusiasm and creativeness and offer them a self-access learning space.

2.3 Influences on Self-Access L earners’ Attitudes towards Self-Access Learning in the Middle School

Middle school learners? attitudes towards self-access learning can be affected by 4 influences. They are teachers, school, peers and society.

“Teachers are a most important influence because it is they who are most likely to first introduce learners to self-access.” (Gardner & Miller, 2002:12) If the teacher holds a positive idea about the self-access learning, middle school learners will be encouraged and more confident of self-access learning. On the contrary, if the teachers themselves think lowly of self-access learning, the learners have no interest in it.

School?s attitude can be the second influence on middle school self-access learners. Whether setting up a good SAC (self-access center) or even introduce self-access to middle school is the policy issue of the school. In the middle school with highly-structured equipment, self-access activities can be carried out smoothly and successfully, while the poor one cannot provide such a great sum of money, and they can only set up a very small SAC with poor conditions and some of these schools can not even open one. Some schools which have no interest on self-access learning don?t want to waste any time in doing such unnecessary things. The learners in this kind of middle schools will be frustrated though they have fervor hearts to do self-access learning.

Peer is also an important influence on self-access learners. When a group of learners have successfully used self-access learning, “other learners are likely to want to try it.” (Gardner & Miller, 2002:12) Because the middle school students are a kind of people who like to succeed and to be praised, and naturally they learn from the good living example.

Society can influence self-access learners, too. If the society canonizes the ability promotion of the individual, self-access learning will be popularized so that middle school self-access learners may recognize self-access learning is their rights. And also, parental pressure, culture can all potentially influence the introduction or inhibition of new appropriate of new approaches to learning. The adolescence is in an awkward and in - between age. However, they are most receptive during the adolescent period and it is the right time to develop their abilities from all fields. Therefore, the society should cherish their golden time and create as many opportunities as possible to make them into almightiness.

Chapter 3 Main Factors to Promote Self-Access Learning and

Learner Profile Establishment

There are six main factors to promote self-access learning, they are changing of the traditional beliefs, learners? needs and wants analysis, self-monitoring, assessment, teacher support and group support /peer support. Then a project of constructing a learner profile is suggested. The definition of “learner profile”, the reason of setting up “learner profile”, content of “learner profile” will also be mentioned in the following content of this chapter.

3.1 Main Factors to Promote Self-Access Learning

3.1.1 Changing of the Traditional Beliefs

There are many factors to promote self-access. However, changing of the beliefs is the most important one. “In order for SALL (self-access language learning) to be successful, teachers must prepare their students to accept more responsibility for their learning than they may be accustomed to. In order to do this, teachers must initiate discussions and activities in the class, which challenge students? traditional beliefs about learning a language and their expectations of their abilities as language learners.” (David Gardner& Lindsay Miller, 2002:43) Learners bring their own beliefs, goals, attitudes and decisions to learning and these influence how they approach their learning. Their learning experiences, in turn, either reinforce or alter their beliefs, attitudes and decisions.

In the self-access learning, people should first trust themselves that they can do it, not only the teachers but also the learners. Traditional teaching approaches have rooted in their minds. It is really hard for them to get rid of the traditional belief that knowledge can only be passed down by the teachers, but it is definitely possible for them to change it, although it takes not a short time but quite a long one. Teachers should take an optimistic attitude but not a doubtful one, they should learn to give “free hands” back to the learners and let them do things without the teachers? “always control”. It is only under this condition that the learners can practise more, learn more and remember more, for the knowledge is found by the learners themselves. It?s always much easier for them to remember their own findings. What?s more, it can help to cultivate their interest on learning and develop their learning abilities, which help them to get ready for future learning. As for learners

themselves, they might be a little bit nervous at first, because they are not at ease when given the chance to deal with their own learning and decide something. They might lose their way. In this case, teachers should support them and welcome them to have a good try and forgive their mistakes. Sometimes teachers can hold some competitions, or give some trophy to praise them. As a result, they are more motivated and they will not be cower and reserved during the self-access learning but always want to try.

3.1.2 Learners’ Needs and Wants Analysis

Foreign language learning motivation is one of the human activity motivations. It is shown on the strong hope and desire to learn a foreign language, and “needs and wants” on language learning is the most basic factor of it. In another words, “needs and wants” is the very innate force, which drives learners to learn a foreign language indirectly through external factors. And it is also, for the self-access learner, a kind of psychological state of being initiative and active during a foreign language learning activities.

“N eeds and wants” is the important element of motivation, and Gardner thinks that motivation should include four aspects. These are “a goal”, “effortful behavior”, “a desire to attain the goal”, and “attitude” (Jia, 2003:19). Goal, in another word, is the manifestation of needs or wants. Effortful behavior is all that the learners do to attain their goal (needs and wants). Desire to attain the goal has quite closed relationship with the needs and wants, it is only when they eagerly want to reach their goals (satisfy their needs and wants) that they have strong desire to do so and try to get it. Their needs and wants as well as the goal they set also have impact on their attitudes, and good or bad attitude will in turn lead to the good or bad result. However, if a learner learns without knowing what their needs and wants are, he or she has no quality to be called as a self-access learner, and even a learner.

“Dickinson (1987) showed that needs and wants analysis should includ e 2 steps, firstly, try to find out what are their wants and needs; secondly, turn the wants and needs into a concrete goal.” (Wei, 2002:10)Needs and wants can be various from person to person. Some want to improve their speaking English in a very short time, while some are still very satisfied when they can master some daily English in a week. After they do needs and wants analysis, they will try and find out some learning strategies that are very useful to them. After assessment, they can see whether they have reached their goal, then they can know whether they have satisfied their needs and wants or not.

3.1.3 Self-Monitoring

From the standpoint of meta-cognition, a learner with meta-cognitive ability can

monitor, control and judge their thinking process. (Tian, 2001:39)Self-monitoring is a key segment of self-access learning. It demands students to have consciousness and make response to such questions as “What am I going to learn?” “How do I learn?” Self-monitoring focus on the learner?s self-planning, self-directing, self-consolidating of the learning activities. It means that the learner, before doing learning activities, can set up a clear and practicable learning goal, choose a right way to learn and get well ready for learning; and during the learning process, can carry out self-observing, self-surveying, and self-adjusting; after learning, can do some self-checking, self-summarizing, and self-remedy according to the test results. It is the main factor to fostering the learner?s self-awareness and the ability of self-monitoring in order to accelerate self-access learning. With self-monitoring, sometimes the learners may “keep a log” to take down “what happened” and let them know their learning states. However, self-monitoring might fail easily at the beginning if the learner does it only by himself or herself but without the teachers and the classmates? support and help, because many students cannot insist on it. Self-monitoring requires all the elements (teacher, counselors, learners, group leaders, self-access materials etc.) should be cooperated well together, or the learner will be laid- back and give up. Especially, “Myers(1990:83)states that teacher need to provide learners with going opportunities to reflect what they?re learning and help them to acquire new information, strategy, and skills.” (Gardner & Miller, 2002:175)

3.1.4 Assessment

The primary purpose of assessment is to provide information about the achievements of learners both in terms of absolute ability at any given time and in terms of improvement over a period of study. It can help them to build confidence, attain evidence of learning gain, get assurance(reminding them that they have “respectable” goals towards which they are working), gain motivation(successful assessments motivate learners to do more), have opportunity for reflection, etc. There are five kinds of assessments, “teacher-prepared assessments, generic assessments, collaborative assessments, learner-prepared assessments and portfolio assessments.”(Gardner & Miller, 2002:206) Usually, teacher-prepared assessments and learner-prepared assessments are most widely used. Teacher-prepared assessments might be designed to be administered and marked by a teacher. Alternatively, they could be designed as self-assessment which is administered and marked by learners themselves, that is learner-prepared assessment. It can be also divided into two kinds, self-assessment and peer assessment. Especially, “Holec (1980:21) refers to

self-assessment as an integral part of the learning. This is echoed by Tudor (1996:162) who sees it as central to the active and reflective involvement of learners and by Thomson (1996:88) who shows that self-assessment procedures involve learners to much higher degree in learning than any described learning. ” (Gardner & Miller, 2002:205) Although some assessments are small, they play a very important part as they “give the learners an ongoing picture of their progress and encourage frequent reflection; this leads to adjustments of goals and objectives and/or enhanced motivation.” (Gardner& Miller, 2002:217) After making an assessment, learners may know the conclusion of a period of study, and get to know what they should do next stage. And with it, they may discuss with their counselors and class teachers and classmates and try to find a better way to learn. But if they are not so satisfied with the result, they can keep it in a portfolio.

3.1.5 Teacher Support

Although teachers need to relinquish some of their control over learners, teachers are not unnecess ary. “Littlewood (1996)complied a list of predictions about the provision of Asian language learners, they are likely to be reluctant to …stand out? by expressing their views or raising questions, expect the teacher to be responsible for the assessment of learning.”(Gardner& Miller, 2002:42). And most learners say they have no idea to monitor themselves well, for the traditional teaching approach has made the learners depend on the teachers. Though in the self-access learning, it is the learners? responsibi lity to take up their learning, they need the teachers? help and guide. Moreover, the teachers can support the learners from the action or the spirit. It had mentioned that teacher is an important influence on learners? attitudes towards self-access learning. Indeed, for the learners who find study uninteresting, it is possible for the teachers to change their attitudes into good ones. New Curriculum Standards has emphasized “the communication and interaction between teaching and learning, the inter-enlightening and inter-complementarily between the teacher and learners. They exchange their experience, feelings, and ideas. Consequently, they realize the collaborative development of the teaching and learning.” (Zhu, 2002:115-116)

During the self-access learning, the teachers work as counselor (providing advice on language ability, advice on learning methods, negotiation of study plans), assessor (making assessments to check the result of the self-access learning), evaluator (making some comments on the self-learning and getting feedback about it), materials developer (developing some materials for self-access learning), manger (collecting some information

from the learners to report upwards to a more group of people), administrator (supervising the self-access learning activities) and organizer (organizing some learning activities). And these roles change according to the situations or sometimes 2 or 3 roles can be found at the same time, there is no limitation. The teachers change their roles from time to time, but all the teachers do is just for one purpose, that is to support the students? self-access learning. The learners are just like the new-born birds, which need to be taught and guided to learn to fly, and then they master the skill and fly in the sky f reely. Only with the teachers? help and support can the learners master the skills in self-access learning and become a real mature self-access learner.

3.1.6 Group Support /Peer Support

Self-access learning thinks highly of the “learners-independence”, but it doesn?t mean individual isolation. “Winne (1997) points out that one of the three ways to obtain self-access learning is to watch other self-access learners learning and trying to imitate.”(Pang, 2000:16)Learners-learners study form is more preferable than that of teachers-learners according to “learner independence”. They discuss in their group, or with their peers, and they work to complete a task. They are also encouraged to teach each other in their ways, so they can exchange their ideas and thoughts, and they solve the problem successfully. (In another word, this is something like collaborative learning.) Peers support and monitor each other, and help to choose the learning material for their partners or group members. Besides self-monitoring, they monitor their learning partner, and make assessment for them, which can be compared with those made by their teachers. There can be a group leader in each group, and the leader can make some conclusion about the learning process and provide some advice. They are compeers, therefore, they have no gap, and they feel freer to study and do not hesitate to show their ideas. Again, the suggestions given by the group leaders are various and they are less impersonal than that made by only one teacher. The initial interdependence among the group members is absolutely necessary progress to become completely independence.

3.2 Establishment of the Learner Profile and Matters about It

3.2.1The Reason Why the Learner Profile (LP) is Set up

From all of the above, especially from the factors which promote self-access learning, a self-access learner is a person who takes up learning responsibility and has meta-cognitive ability. That means the self-access learners can monitor themselves successfully on learning process and evaluate themselves properly after assessments.

Detailedly speaking, they can do needs and wants analysis before learning something new. They can also set up some goals they want to achieve, according to which they make out study plans to monitor themselves. During the learning process, they learn and do the learning activities according to the plan. After a period of study, they do some assessments that might be prepared by their teachers or by their peers or by themselves. When they know the result of the self-access learning, they do some reflections and they decide whether change learning strategies or not. They may discuss the outcome and express their ideas with their teachers or group members and get some suitable suggestions, and then they make a more proper plan for next period. All they do are quite logical. Besides, they attach importance to life-long learning skills. A self-access learner can also take good charge of their future learning. In the teaching course, it is crucial to know the le arners? information as much as possible, their needs and wants, learning styles, beliefs, attitudes, and abilities. But a highly structured self-monitoring is not a thing that everyone can do, especially the adolescent, whose ability of attention is not so strong as the adults. So letting the learners know the importance of the collecting information about them is very basis step to become a self-access learner. What is more, it helps to enhance the self-access learning experience. For collecting information about them, self-access learners can set up something to help them to cultivate good habits of self-analyzing and decide to choose a best learning strategy by themselves, rather than just following the teachers? way. Then, the use of “the learner profile as an integrated approach to collecting and using information” (Gardner & Miller, 2002:83) is suggested.

3.2.2 Matters about the Learner Profile

(1) Definition of the Learner Profile

“A learner profile is a collection of information relating to an individ ual learner. Its purpose is to provide a picture of the learner?s current development and future potential in terms which relates to self-access learning.”(Gardner& Miller, 2002:84) To collect information about the learner is not a new idea, “what is new about the learner profile is an attempt to bring its elements (needs and wants, abilities, goals, plan, reflections, etc) together so they may interact and produce an integrated whole which is of use to both learners and teachers?.” (Gardner & Miller, 2002:84) The goals in creating a profile are “to establish the needs and wants of the learner and to monitor progress.” (Gardner& Miller, 2002:84)

(2) Content of the Learner Profile