近三十年来，自主语言学习研究取得了长足的进步。HOLEC将自主学习定义为支配自己学习过程的能力。自主学习中心作为一种与自主语言学习密切相关的新对象，受到国内外许多学者的关注。SAC的早期研究侧重于对其功能、特点的描述以及如何建立有效的SAC的可能建议。近年来，随着SAC数量的不断增加，学者们开始关注这一领域的实证研究。戴维斯通过问卷调查、访谈、观察和收集学习记录，调查了英语学习者对SAC的使用情况。结果表明，学习者认为SAC对语言学习有很大帮助。史蒂文斯在SAC中对学习者的语言学习态度进行了调查。徐海波的研究表明，大多数学生对SAC的语言学习持肯定态度，王艳坤和崔伟丽对SAC中英语学习的有效性进行了调查，发现它对英语学习有积极的影响。它可以适应不同层次的学习者的学习需求，从而拓宽语言输入的方式。张灿灿认为使用SAC可以提高语言水平。他的实证研究是基于网络的自主学习中心和大学生的英语水平。
Chapter One Introduction
1.1 Background of the Study
Research on autonomous language learning has achieved great progress in the pastthree decades. Holec（1981）defined autonomous learning as the ability to govern one’sown learning process. Self-access center, as a new object which is closely related withautonomous language learning, obtains much attention of many scholars at home andabroad. Early studies of the SAC focus on the description of its functions,characteristics and the possible proposals of how to establish a valid SAC. Withincreasing number of the SAC built these years, scholars begin to pay more attention toempirical research on this area. Davies investigates the use of the SAC by learners froman English program with questionnaires, interview, observation and collection oflearning records. The results show that learners believe that the SAC is a great help inlanguage learning (Zhang Ping, 2009). Stevens conducts an investigation on learners’attitude towards language learning in the SAC. His study reveals that most of thelearners hold a positive attitude to language learning in the SAC (Xu Haibo, 2005).Wang Yankun and Cui Weili (2013) investigate the effectiveness of English learning inthe SAC and find that it has a positive effect on English learning. For it can suit thedifferent levels of the learning demands of learners and thus widen the ways of languageinput. Zhang Cancan (2013) considers that using the SAC can improve languageproficiency. His empirical research is on the web-based self-access learning center andcollege students’ English proficiency.Liu Ting (2008) makes an investigation with 60 non-English-major freshmen inNanchang University and 60 non-English-major freshmen in Jiangxi Science andTechnology Normal University as the subjects of the control group. His study uses bothquantitative analysis method and qualitative analysis method, including thequestionnaire, reading comprehension pretest, post test and interviews. His study showsthat independent learning centre can stimulate learners' autonomous reading ability, soas to improve their reading achievement.Yu Xianli (2006) conducts a theoretical and practical study on the SAC in thecollege students’ English learning effect. The results of the research confirm that theSAC plays a positive role in promoting students' English language learning, especiallybeneficial for their English listening and speaking ability and English communicativeability as well.Therefore, we can safely draw a conclusion from the previous study that the SACreally plays an important role in language learning. As an additional fixed languagelearning site besides the traditional classroom, SAC is worthy of more attention andfurther research. And that is the motivation of the author’s study on the SAC.Since the first version published in 1962, College English Teaching Syllabus hasbeen revised four times afterwards. The main objective of these syllabuses is to make asolid language foundation for the students to read their professional books andperiodicals. In 1999, College English Teaching Syllabus was revised again and itrequired college students to have both strong reading ability and a certain ability oflistening, speaking, writing and translation. In this version, reading ability still holds animportant position in college English teaching. As a result of much more frequentinternational exchanges and cooperation, the need for English listening and speakingability increases. To adapt the trend, College English Curriculum Requirements hasbeen drawn up by Education Ministry of China. Developing
