Abstract: This paper is based on the collaborative theory and the six degrees of separation theory. By the analysis of the present situation about learning autonomy via internet all around world,and the analysis of the present internet using situation of Chinese students, this paper will discuss and study how to use QQ as a tool of autonomous learning. In the paper, the definition of learning autonomy is first talked about. Then, the comparison between learning autonomy via the Internet especially via QQ and traditional learning methods is put forward. Next, certain skills of learning autonomy which can be used in oral English are proposed, so that this paper could provide some suggestions and methods of English learning.

Key words: learning autonomy;learning via the internet;oral English learning  

Contents

Abstract

摘要

Introduction-5

Chapter1. The related theories of learning autonomy and oral English learning-6

1.1 Related theories-6

1.1.1 The collaborative learning theory-6

1.1.2 The six degrees of separation-7

1.2 Introduction of learning autonomy-7

1.2.1 The definition of learning autonomy-7

1.2.2 The factors that affect learning autonomy-8

Chapter 2．Introduction of learning via QQ-9

2.1 Introduction of QQ-9

2.2. Research at home and aboard-10

2.3 Advantages of learning from QQ over traditional learning-11

2.3.1 The application of QQ holds greater potential for differentiated instruction-11

2.3.2 The application of QQ stimulates more efficient cooperation for English learning-12

2.3.3 The application of QQ provides a genuine English environment for English learners-12

Chapter 3.The application of QQ in oral English study-13

3.1 The necessity of application of QQ in learning oral English-13

3.1.1 The needs of the society to change the requirements of tests-13

3.1.2 The psychology needs of students to gain more confidence-14

3.1.3 The needs of teachers to find more scientific learning methods-14

3.2 The application of QQ in oral English study-15

3.2.1 Using QQ group and QQ video to improve students’ ability to contribute to cultural and social life-15

3.2.2 To promote learners’ interest in English-16

3.2.3 To provide a learning platform outside the classroom-17

Conclusion-18

Reference-19

Acknowledgement-19