【正文】 uirers to get more input, to interact with speakers of the target language with confidence, to be more receptive to the input 6they get (Krashen, 1983:38). Therefore, in order to lower the affective filter, the language teacher should make efforts to provide meaningful munication rather on form and provide interesting input contributing to a relaxing learning atmosphere. Meanwhile, the teacher should motivate students and strengthen their confidence in English learning by encouraging their creativity and by providing a great number of opportunities for learning success. Learning AutonomyGiven the highly technological society full of plex and rapid change, it is meaningful to help our learners to develop the attitude that learning is a lifelong process and to acquire the skills of selfaccess learning.However, due to the highly plex nature of language and language learning, encouraging learners autonomy often proves to be difficult (Littlewood，1996). Then, what is learner autonomy? It is difficult to define concepts like “autonomy.” By 1981 Holec had defined autonomy as “the ability to take charge of one’s own learning.” He developed this definition further in 1985 by talking about autonomy as a conceptual tool. He has been a major influence in the debate about autonomy in language learning and his initial definition has been taken as a starting point in much subsequent work in the area (Gardner amp。 Miller, 1999:56). David Little（1995）mentioned that the basis of learner autonomy is that the learner accepts responsibility for his or her learning. As Boud mentioned that the main characteristic of autonomy as an approach to learning is that students take some significant responsibility for their own learning over and above responding to instruction（Cotterall, 1995 ）.Autonomous learners have a capacity for critical reflection and decision making, as well as the skills necessary to carry out a selfdirected learning programme, . the ability to define objectives, define contents and so on (Little, 1991: 14。 Holec, 1985: 180，quoted from Dickinson, 1995). Chinese researchers also focus on learner autonomy. Pang Weiguo (2022) 7defined the autonomous learning as a kind of learning style. It is the motivation to learn based on selfconsciousness development, the willingness to learn based on students’ intrinsic motivation, the capacity to learn based on grasping some learning strategies, and the persistence of learning based on working hard. According to the research on autonomous learning in the world, Chen Dongchun has concluded the characteristics of university students to realize the goals of autonomous learning. The first is independent learning style, including independent cognitive strategy and metacognitive strategy。 the second is positive learning attitude and motivation。 the third is good learning ability, sufficient language knowledge and skills, which means clarifying and making their own learning goals, monitoring their own learning process, assessing their own learning effect。 the fourth is the consciousness and ability of corporation. Chen also tried to give a definition on autonomous learning of university students. He agues that learners rely on their own personal independent study style, positive study attitude and great study ability to set study aims alone or with the help of a teacher. It is a process whereby learners practice, plete, and valuate their own study effect and realize study aims by way of corporation and personal activity（Chen Dongchun，2022）.Autonomous learning can develop both in the classroom or outside of the classroom. The usual extracurricular autonomous learning forms are active preview and review, making and implementing learning tasks independently, choosing learning material independently, selfsupervision and assessment, etc. (Gongrong, 2022).To sum up, autonomous learning is an approach to learning language, not an approach to teaching language. Therefore, it requires changes in the roles of both learners and teachers (Gardner amp。 Miller,1999:813). As learners, they have to learn to take more responsibility for their learning, and to understand the importance of reflection on their learning. It is helpful for them to clarify their goals to make them constantly relevant to their needs and wants. At the same time, when the new roles of the learners arise, the roles of teachers also should be redefined. Teachers need to 8learn new skills to take on their new roles. Humanistic PsychologyHumanism emphasizes the development of the whole person rather than focusing solely on the development and employment of cognitive skills.The best known and probably the most popular humanistic theory is by Rogers. He studied the “whole person” as a physical and cognitive, but primarily emotional being. He felt that the ability of human beings to adapt and to grow in the direction that enhances their existence is an inherent behavioral principle. In a nonthreatening environment, a person will form a picture of reality that is indeed congruent with reality, and will grow and learn. Rogers held that significant learning will only take place when the subject matter is perceived to be of personal relevance to the learner and when it involves active participation by the learner, . experiential learning.In Rogers’ view, it is important to provide optimal conditions for individualized and group learning of an authentic nature to take place. A learning experience of personal consequence occurs when the learner assumes the responsibility to evaluate the degree to which he or she is personally moving toward knowledge instead of looking to an external source for such evaluation.Humanistic psychology emphasizes the importance of affective elements and personal ideas in the learning process. It is more important to lea