Figure1。 The relationships among autonomy / learner autonomy, SAL, SRL, SAC, and SALLMs (Lv, 2015)

In this figure, the development of the learner’s language ability is a holistic and continuous process with the involvement of both internal and external conditions。 SAC is a platform which provided learners with all the necessary conditions and

equipment。 Based on the SAC, the SALLMs can work as the self-learning resource which can facilitate the learner’s language learning ability from the external side。 Through studying the materials provided by SAC, the interaction between learners and the platform can actually happen。 SAL is the external development produced during the process of learning the materials, which means that SAC is discussed from the aspect of physical conditions such as computers。 However, it is impossible to learn language without the involvement of self-regulation since learning with positive attitude is more effective from the use of materials and self-control ability。 As for autonomy/learner autonomy, it is widely accepted that the goal of learning can be promoted and fostered, which can be an effective way to maintain a long term motivation for learning。

1。2 Purpose and Significance of the Research

Since self-access learning plays a more and more important role recently, the self-access learning materials are the basic and necessary methods for learners to acquire corresponding language knowledge and skills。 Thus, the purpose of this research is to level College English textbooks scientifically and compile appropriate exercises by analyzing the researches and frameworks of leveling materials home and abroad in recent years。

With the deepening of the reform and opening up, the society is in the great demands of English talents and universities in China are paying more attention to the English major and committing to providing and introducing all kinds of language learning materials home and abroad for students and teachers。 However, the scientific and careful appraisal for the materials does not catch up with the bombardment of language learning materials, which resulting in a pack of unsorted and unclearly leveled materials。 Even though, there are two distinctive leveled tests that students want to pass, i。e。 CET-4 and CET-6, the materials in College English textbooks in use are not clearly leveled in progression of difficulty in accordance with the national College English Standards。 Moreover, lack of such leveling makes it difficult for both students and instructors to meet students’ varied needs due to their differences in

English language abilities when they enter the university。 Therefore, this research may devote to analyzing the recent frameworks and researches to apply them to College English textbooks and thus making them scientifically leveled。 The scientifically leveled learning materials may agree with the internal language development。 Meanwhile, the well-leveled materials can provide student with clear cognition for which level he/she is at as well as what and how he/she can learn from the materials。 In a more practical aspect, the application of the framework can be beneficial for not students but teachers。 For students, it’s more convenient for them to choose the self-access materials at their levels。 Even if without teachers, they can learn more freely and flexibly according to their competence and time, which can also, to some extent, improve their self-learning confidence and interest as well as point out the correct way of learning language。 For teachers, they can use the appropriate materials to suit different students with different English competences, which can improve the efficiency of teaching and relieve the stress of choosing and preparing different materials for each student。

1。3 Research Questions (QRs)

According to the purpose of this research --- to apply the framework  for scientific leveling of the College English textbooks, the thesis aims to produce a template of the scientifically leveled textbooks。 Here are the research questions: