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1 INTRODUCTION
1.1 Background of promoting learner autonomy in China
1.2 Research questions on promoting learner autonomy in a big class
2 LITERATURE REVIEW
2.1 Dfinition of LA and its complexity
2.1.1 Foreign scholars' definition of LA
2.1.2 Chinese scholars' clef'tuition of LA
2.1.3 The author's definition of LA
2.2 The importance of LA £¨Why LA£©
2.3 Researches into the influence on LA
2.3.1 Attitude and belief
2.3.2 Motivation
2.4 Approaches to promoting LA £¨How LA£©
2.4.1 Self-Access Center £¨SAC£©
2.4.2 Multimedia and Computer-Assisted Language Learning £¨MCALL£©
2.5 The characteristics of an autonomous learner
3 METHODOLOGY
3.1 Introduction
3.2 General and specific research questions/hypotheses
3.3 Subjects
3.4 Instruments
3.5 Data-Collection
3.6 Data-Analysis
3.6.1 Questionnaire before the experiment
3.6.2 The questionnaire data analysis before the experiment
3.6.3 The procedures of the experiment
3.6.4 After the experiment
3.7 Results and discussion
4 IMPLICATION
4.1 Implication on English teaching and learning in a big class
4.1.1 Teachers' attitudes to language teaching and learning changed
4.1.2 Teachers' roles in language teaching and learning transferred
4.1.3 Students' attitudes towards language learning changed
4.1.4 Students' roles in leaming transferred
4.2 Measures taken in English teaching and learning in a big class
4.2.1 Making full use of Multimedia and Computer-Assisted Language Learning £¨MCALL£© system
4.2.2 Combining teachers' presentation and students' engagement in class activities
4.2.3 Requiring students to write a journal every week
5 CONCLUSIONS
5.1 Major findings
5.2 Limitations
5.3 Recommendations for further research
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS