5。1 The findings in the results of leveling 61

5。2 The implications in the results of leveling 62

CHAPTER SIX CONCLUSION 64

6。1 Implications of the study 64

6。2 Limitations and Future Directions 65

6。3 Summary 65

ACKNOWLEDGEMENTS 66

REFERENCES 67

APPENDICES 69

CHAPTER ONE INTRODUCTION

Learning materials are most important input resources for EFL students who are learning English as a foreign language in a non-English context。 In self-access centers (SAC), materials become even more important as there are no more-able adults around to help solve difficulties。 There, learning materials with high quality can equip learners with the key to the right access to language learning。 Owing to  the importance of the learning materials, more and more attention has been paid to the field of building a scientific system for leveling learning materials。 However, even if this field is gradually stepping into the center of the stage, there still exist many shortcomings due to the short history and lack of the enough research about the learning materials compared to other fields like teaching methods, teaching ideology, etc。 Besides, with the development of the technologies, learners have more ways to reach the learning resources they want such as online learning materials。 Therefore, the self-access learning language materials (SALLM) on the self-access centers are becoming more and more popular among the language learners。 But as we have mentioned previously, those SALLM are not well scientific leveled which resulting in the mismatching between the levels of learners and the SALLM。 This article aims to make a research of the SALLM and find out the scientific ways to level the materials and apply them to the university English textbooks as a template。

1。1 Research background

Since self-access learning has received more and more attention in the field of education, it is inevitable to talk about the word “autonomy”。 The “autonomy” first appeared in the 1970s。 Later, great deals of research focused on this topic were developed, which results in the various types of technical terms about the “autonomy”。 The following table presents the development and different expressions of the “autonomy”。来自优Q尔W论E文R网wWw.YouERw.com 加QQ75201.8766

Table1。 Various definitions of the term “autonomy” and its theoretical perspectives (Lv, 2015)

As presented in the table above, although there are different kinds of terms to

describe the “autonomy”, the core of the meaning and referring does not have too many differences。 Generally, these terms all emphasize the key information of self-independent language learning ability。 Furthermore, these terms can supplement each other to some extent, which contributing to produce a holistic concept of the “autonomy” topic。

According to the Lv’s (2015) understanding for these different terms of “autonomy” based on the focus and interest of current study, she made a figure to better explain the differences among some high-frequent terms which are SAC (self-access center), SALLMs (self-access language learning materials), SAL (self-access learning), SRL (self-regulated Learning), and autonomy / learner autonomy。