中国英语专业学生依托项目学习的主体性探索

论文摘要

进入21世纪，我国的英语教育面临着前所未有的挑战，传统的教育教学模式远远不能适应新形势下经济社会发展对英语类人才的要求。这就需要变革传统的英语人才培养模式，革新教育理念与教学方法，而依托项目的二语/外语教学作为一种较为成熟的教学模式则为我国的英语教学改革提供了一个可供借鉴的思路。近来，国内一些学者和教师开始关注依托项目的外语教学模式并对其教学效果进行了一些实证研究。二语/外语学习中学习者主体性问题日益受到二语研究者的关注，特别是近年来国外一些学者不仅在理论上对其进行了深入探讨而且开展了相关实证研究，取得了一些重要进展，但是目前国内学者对此问题关注较少。vanLier（2007,2008）指出依托项目的二语/外语教学模式能够有效地促进语言学习者的主体性发展。文献检索显示目前国内外尚未有人对依托项目的外语教学模式下中国英语专业学生的学习者主体性问题进行过相关实证研究。本研究从英语学习信念、英语学习策略、英语自主性学习、英语学习动机以及思辨能力五个方面对依托项目的外语教学模式下中国英语专业学生的学习者主体性行使和发展情况进行了探索。本研究提出了五个研究问题并采用了混合方法研究设计：采用定性与定量研究相结合的方式对前三个研究问题进行了研究，其中定量研究部分采用了单组前后测设计；而对后两个研究问题则采用了定性研究方法。本研究使用了两组被试，均来自于华北某重点综合性大学外国语学院。第一组被试是本研究的主要被试，由2011-2012学年第一学期选修《英语研究式学习》课程（EnglishThroughProjects）的7名英语专业学生组成；第二组被试由6名分别于2009-2010学年第一学期和2010-2011学年第一学期选修过《英语研究式学习》课程的英语专业学生组成。本研究的主要数据采集手段包括问卷调查、半结构化访谈和学习日志。通过对定量数据进行威氏符号秩次检验（Wilcoxonsignedrankstest）和对定性数据进行内容分析发现：第一，小组项目活动促使被试的一些英语学习信念发生了变化；第二，小组项目活动促使被试在与项目相关的英语学习活动中更多地选用元认知策略、补偿策略和社会策略；第三，小组项目活动不仅改变了被试的自主性学习意识，而且在一定程度上提高了她们的自主学习能力；第四，小组项目活动在一定程度上增强了被试的英语学习动机；第五，小组项目活动促使被试更多地使用分析、综合、质疑、评价和反思等能力，进而在一定程度上提升了其思辨能力水平。这些研究发现表明依托项目的外语学习在一定程度上促进了英语专业学生的学习者主体性发展。此外，本研究还发现在依托项目的外语教学模式下，英语专业学生的学习者主体性发展既面临一些有利条件也有许多制约因素：前者包括项目选题、团队合作、助教帮助和教师指导，后者则包括时间不足、资源缺乏、主动性较差以及传统教学模式的影响。换言之，即使在依托项目的外语教学模式下，学习者主体性仍然需要通过为学习者创造有利条件等手段进行培育。依托项目的外语教学模式在促进英语专业学生的学习者主体性发展方面可能与我们的预期还存在一定的差距，但这不足为奇，因为“可能许多促进语言学习者发展的教学干预措施都需要很长时间才能见成效”（Gao,X.,2010,p.159）.然而，这也从另一面说明我们需要对依托项目的外语教学模式本土化问题进行系统深入的研究，使之在我国外语教学环境下发挥其最佳效果，当然包括在最大程度上促进语言学习者的主体性发展。

论文目录

摘要

Abstract

List of Tables

List of Figures

List of Abbreviations

Chapter 1 Introduction

1.1 Statement of the Problem

1.2 Definitions of Key Terms

1.3 Significance of the Study

1.4 Purpose of the Study

1.5 Research Questions

1.6 Theoretical Framework

1.6.1 PBLI and Informing Theories

1.6.2 PBLI and Learner Agency:A Proposed Framework

1.7 Organization of the Dissertation

Chapter 2 Review of Related Literature

2.1 Project-Based Instruction

2.1.1 PBI in General Education and Childhood Education

2.1.1.1 PBI in Childhood Education

2.1.1.2 PBI in General Education

2.1.2 PBI in Second/Foreign Language Education

2.1.2.1 Background

2.1.2.2 Core Features

2.1.2.3 Relevant Empirical Research Abroad

2.1.2.4 Relevant Empirical Research in China

2.1.3 Summary

2.2 Learner Agency

2.2.1 Definitions of Ageency

2.2.2 Agency and Structure

2.2.3 Agency in Language Education

2.2.4 Empirical Research on Learner Agency in SLA

2.2.5 Agency and Chinese EFL Learners

2.2.6 Summary

2.3 Learner Beliefs about Language Learning

2.3.1 Beliefs and Knowledge

2.3.2 Research on Learner Beliefs in SLA

2.3.2.1 Definitions of Learner Beliefs

2.3.2.2 Major Approaches to Research on Learner Beliefs

2.3.2.3 Recent Developments in Research on Learner Beliefs

2.3.3 Belief Changes and Learner Agency

2.4 Language Leaning Strategies

2.4.1 Definitions of Language Learning Strategies

2.4.2 Classifications of Language Learning Strategies

2.4.2.1 O'Malley and Chamot's（1990）Classification

2.4.2.2 Oxford's（1990）Classification

2.4.2.3 Wen's（1993）Classification

2.4.2.4 Cohen's（1998）Classificarion

2.4.3 Recent Trends in Language Learning Strategy Research

2.4.4 Strategy Use and Learner Agency

2.5 Learner Autonomy in Language Learning

2.5.1 Definitions of Learner Autonomy

2.5.2 Reasons for Promoting Learner Autonomy

2.5.3 Proactive Autonomy and Reactive Autonomy

2.5.4 Learner Autonomy and Learner Agency

2.6 Language Learning Motivation

2.6.1 Theories of Motivation in Psychology

2.6.2 Motivation Research in SLA

2.6.3 Language Learning Motivation and Learner Agency

2.7 Critical Thinking Skills

2.7.1 Definitions of Critical Thinking

2.7.2 Critical Thinking Debate

2.7.2.1 Generic Views of Critical Thinking

2.7.2.2 Domain-Specific Vievis of Critical Thinking

2.7.2.3 Infusion Views of Critical Thinking

2.7.3 Chinese Learners and Critical Thinking

2.7.4 Chinese EFL Learners and Critical Thinking

2.7.5 Critical Thinking Skills and Learner Agency

2.8 Summary

Chapter 3 Methodology

3.1 Research Questions

3.2 Methodological Considerations

3.3 Research Design

3.3.1 Research Settings

3.3.2 The Participants

3.3.3 The Role of the Researcher

3.3.4 Instrumentation

3.3.4.1 Instruments for Quantitative Data Collection

3.3.4.2 Instruments for Qualitative Data Collection

3.4 Data Collection Procedures

3.5 Interview Transcription

3.6 Data Analysis

3.6.1 Quantitative Data Analysis

3.6.2 Qualitative Data Analysis

3.7 Summary

Chapter 4 Results and Analyses

4.1 Research Question 1:Learner Beliefs about Language Learning

4.1.1 Quantitative Results and Analyses

4.1.1.1 Difficulty of Language Leaning

4.1.1.2 Foreign Language Aptitude

4.1.1.3 Nature of Language Learning

4.1.1.4 Learning and Communication Strategies

4.1.1.5 Motivations and Expectations

4.1.2 Qualitative Results and Analyses

4.1.2.1 Integrated Learning versus Discrete-Skills Learning

4.1.2.2 The Role of Cooperation in English Learning

4.1.2.3 Vocabulary Learning

4.1.2.4 The Role of Presentations in English Learning

4.1.2.5 Summary

4.2 Research Question 2:Language Learning Strategies

4.2.1 Quantitative Results and Analyses

4.2.1.1 Memory Strategies

4.2.1.2 Cognitive Strategies

4.2.1.3 Compersation Strategies

4.2.1.4 Metacognitive Strategies

4.2.1.5 Affective Strategies

4.2.1.6 Social Strategies

4.2.2 Qualitative Results and Analyses

4.2.2.1 Strategies for Dealing with Unknown Words in Reading

4.2.2.2 Strategies for Reading Authentic English Texts

4.2.2.3 Strategies for Making up for Perceived Weaknesses in English

4.2.2.4 Strategies for Coping with Challenging English Presentations

4.2.2.5 Summary

4.3 Research Question 3:Learner Autonomy in Language Learning

4.3.1 Quantitative Results and Analyses

4.3.1.1 Learner Confidence

4.3.1.2 Role of Feedback

4.3.1.3 Experience of Language Learning

4.3.1.4 Learner Independence

4.3.1.5 Role of Teacher

4.3.2 Qualitative Results and Analyses

4.3.2.1 Setting Learning Goals and Making Study Plans

4.3.2.2 Finding Resources Needed for Learning

4.3.2.3 Working Collaboratively with Others

4.3.2.4 Perceiving Their Progress in Learning

4.3.2.5 Honing Time Management Skills

4.3.2.6 Changing Their Perceptions of Teacher/Student Roles

4.3.2.7 Summary

4.4 Research Question 4:Language Learning Motivation

4.4.1 Effort in English Learning

4.4.2 Desire to Learn English

4.4.3 Attitudes towards Learning English

4.4.4 Summary

4.5 Research Question 5:Critical Thinking Skills

4.5.1 Recognizing the Importance of Critical Thinking Skills

4.5.2 Improved Critical Thinking Skills

4.5.3 Summary

4.6 Summary

Chapter 5 General Discussions of the Findings

5.1 Summary of Major Findings

5.1.1 Research Question 1:Learner Beliefs about Language Learning

5.1.2 Research Question 2:Language Learning Strategies

5.1.3 Research Question 3:Learner Autonomy in Language Learning

5.1.4 Research Question 4:Language Learning Motivation

5.1.5 Research Question 5:Critical Thinking Skills

5.2 Affordances for and Constraints to Learner Agency

5.2.1 Major Affordances for Learner Agency

5.2.2 Major Constraints to Learner Agency

5.3 Summary

Chapter 6 Conclusions and Implications

6.1 Conclusions

6.2 Pedagogical Implications

6.3 Limitations of the Study

6.4 Recommendations for Future Research

6.5 Final Remarks

References

Acknowledgements

Appendices

个人简历在学期间发表的学术论文与研究成果

中国英语专业学生依托项目学习的主体性探索

论文摘要

论文目录

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