在高职英语教学中培养学生自主学习能力的研究

论文摘要

自从1981年Henri Holec正式提出“学习者自主”这一概念以来,国内外学者对其展开了大量的研究。特别是在外语教学领域,“学习者自主性”成为一个热门话题。随着人的终生教育理论的普遍关注,越来越多的外语工作者也意识到了培养学生自主能力的重要性。教育教学的中心渐渐的转到学生身上来,对于学生自主能力的培养也在各级教学大纲和课程要求中得到了不同程度的体现。近些年来,随着高职教育的飞速发展,高职教育也越来越受到人们的关注,而高职生学生普遍存在的一个问题就是英语学习自主性相对较差。本文首先从各个角度探索学习者自主性的理论背景,结合中国高职教育的现状讨论了怎样培养高职生的学习者自主,比如提高学生学习动机,培养语言学习策略等。对此,作者在山东商业职业技术学院的两个班进行了试验,其中一个是实验班,另一个班是控制班,试验进行了一年,试验工具是一份调查问卷和三份考试试卷。试验班的同学接受了自主学习能力的培养训练,而控制班的学生只是接受正常的英语教学。本实验需要验证的主要问题是:(1)自主学习是否可以被培养呢?(2)一旦学生具备了英语自主学习能力后,他们是否可以取得英语学习的进步呢?对于调查问卷结果以及学生考试成绩采用SPSS10.0进行分析。试验结果表明学生的自主学习能力是可以被培养的,并且学生的自主学习能力能有效的促进英语学习,提高英语成绩。本文从介绍自主学习的背景和重要性入手,第一部分简要介绍了自主学习的定义和相关理论以及影响自主学习的因素。第二部分介绍了试验的设计、试验的工具、试验数据收集等相关知识。第三部分为试验结果分析。第四部分主要提供了培养高职生学习者自主的方法。最后一部分包括试验的结论,本试验的不足之处以及对以后相关研究的建议也在这一部分进行了讨论。

论文目录

• English Abstract
• Chinese Abstract
• Introduction
• The Reasons for Autonomous Language Learning
• The Current State of English Teaching and Learning in China
• The Significance of the Present Study
• Chapter One Literature review
• 1.1 Various definitions of learner autonomy
• 1.2 Characteristics of an autonomous language learner
• 1.3 Characteristics of English Learning
• 1.4 Key Factors Affecting Learner Autonomy
• 1.4.1 Learners' attitudes and motivation
• 1.4.2 Language Learning Strategies
• 1.4.2.1 Definition of language learning strategies
• 1.4.2.2 Classification of language learning strategies
• 1.4.3 Learning Environment
• 1.4.4 Self-efficacy
• 1.5 Theoretical Basis
• 1.5.1 Humanism
• 1.5.2 Self-regulated Learning
• 1.5.3 Social-interactions
• 1.5.4 Constructivism
• Chapter Two Research Methodology
• 2.1 Background
• 2.2 Aim and Research Questions
• 2.3 Subjects
• 2.4 Instruments
• 2.5 Data Collection
• 2.6 Reliability of the Questionnaire
• 2.7 Data Analysis
• Chapter Three Results and Findings
• 3.1 Comparisons between the Experimental Class and the Control Class in attitude towards learner autonomy
• 3.2 Descriptive statistics comparing the Experimental Class and the Control Class' response to motivation factors
• 3.3 Descriptive statistics comparing the Experimental Class and the Control Class' responses to strategy factors
• 3.4 Comparison between Results of the Experimental Class and the Control Class after the first semester
• 3.5 Comparison between the Experimental Class and the Control Class at the end of the second semester
• 3.6 Comparison between the Results of the Experimental Class and the Control Class in SDEPT
• Chapter Four Pedagogical Implications
• 4.1 Raising Teachers' and Learners' Awareness of Learner Autonomy
• 4.1.1 Raising Teachers' Awareness of Learner Autonomy
• 4.1.2 Raising Students' Awareness of Learner Autonomy
• 4.2 Fostering Students' Motivation
• 4.2.1 Arousing Students' Awareness of the Value of English
• 4.2.2 Building Good Social Relations
• 4.2.3 Promoting Negotiation
• 4.2.4 Adopting Student-centered Teaching
• 4.2.5 Setting Up an Adequate Evaluation System
• 4.3 Developing Learners' Language Learning Strategies in the Classroom
• 4.3.1 Teaching Strategies through Interactive Techniques
• 4.3.2 Using Compensatory Techniques
• 4.3.3 Developing Autonomy through Practice
• 4.4 Cultivating Group-work Learning
• 4.5 Changing the Roles of Teachers and Learners
• 4.5.1 Changing the Roles of Teachers
• 4.5.2 Changing the Roles of Students
• 4.6 Establishing a Self-access Center
• Conclusion
• Bibliography
• Appendix
• Acknowledgements
• 学位论文评阅及答辩情况表