网络环境下非英语专业大学生英语自主学习行为的研究

论文摘要

计算机和网络技术的迅猛发展给大学英语教学带来了新的机遇和挑战。建立网络化的自主学习模式已经成为大学英语教学改革的核心之一。《大学英语课程要求(试行)》(教育部,2007)明确提出：“大学英语的教学目标是培养学生英语综合应用能力,同时增强其自主学习能力,改进以教师讲授为主的单一教学模式,新的教学模式应以现代信息技术,特别是网络技术为支撑,使英语教学不受时间和地点的限制,朝着个性化学习、自主式学习方向发展”。因此,对网络环境下非英语专业大学生自主学习行为进行研究具有实际的意义。本文的自主学习行为问卷主要是以Holec提出的自主学习的目标制定、学习策略、评价三个要素和相关理论来设计调查问卷和访谈,旨在研究网络环境下非英语专业大学生的自主学习行为情况。问卷主要包括五个维度：制定学习目标和计划；选择学习资源和材料；监控学习策略的使用；监控学习过程；评价学习结果。本文的调查以广西师范大学2008级的177名非英语专业本科生研究对象,对以下三个问题进行系统的研究：1、网络环境下的大学英语学习中,非英语专业本科生英语自主学习行为的总体情况如何?2、网络环境下的大学英语学习中,男生女生英语自主学习行为有无差别?3、网络环境下的大学英语学习中,英语自主学习行为与英语成绩的关系如何?通过SPSS11.5统计软件对所有收集的数据进行分析后,研究结果表明：1、网络环境下非英语专业大学生的自主学习行为能力还需进一步加强；2、网络环境下女生在选择学习材料方面比男生强,但是男女生自主学习行为在整体上不存在显著差异；3、网络环境下的自主学习行为与学习成绩之间呈正相关。根据调查所得,本文对大学英语教学提出了几点建议：1、明确教师在网络学习环境中的角色；2、培养学生使用学习策略的能力,尤其是元认知策略的能力,加强对学生计算机知识的培训；3、不断地加强网络技术条件,不断更新网络学习资源；4、增强学生的自主学习意识；5、鼓励学生合作学习；6、注重形成性评价；7、加强教师对学生学习的情感因素的关注。

论文目录

• 中文摘要
• Abstract
• Abbreviations
• List of tables
• Chapter 1 Introduction
• 1.1 Reasons for the Present Study
• 1.1.1 Requirements of College English Curriculum
• 1.1.2 Situation of College English Reform
• 1.2 Research Significance of the Present Study
• 1.3 Structure of the Present Thesis
• Chapter 2 Literature Review
• 2.1 Theoretical Foundation
• 2.1.1 Constructivism
• 2.1.2 Humanism
• 2.2 Description of Leaner Autonomy Behaviors in CALL
• 2.3 Computer Assisted Language Leaning
• 2.3.1 Definition of CALL
• 2.3.2 Behavioristic CALL
• 2.4 Learner Autonomy Behaviors in Web-based Environment in China
• 2.5 Previous Studies on the Relationship Between LA and CALL Abroad and at Home
• 2.5.1 Studies on the Relationship Between LA and CALL Abroad
• 2.5.2 Studies on the Relationship Between LA and CALL at Home
• Chapter 3 Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.2.1 Questionnaire-- Web-based Autonomous English Learning Behaviors
• 3.2.2 Interviews
• 3.2.3 Test
• 3.3 Data
• 3.3.1 Data Collection
• 3.3.2 Data Analysis
• 3.3.2.1 Quantitative Data Analysis
• 3.3.2.2 Qualitative Data Analysis
• Chapter 4 Results, Findings and Analysis
• 4.1 An Overall View on Web-based Autonomous English Learning Behaviors
• 4.1.1 Students' Performance in the Aspects of WAEL Included in the Questionnaire
• 4.1.1.1 Students' Ability of Formulating Learning Objectives and Plans
• 4.1.1.2 Students' Ability of Choosing Materials and Resources
• 4.1.1.3 Students' Ability of Monitoring the Use of Learning Strategies
• 4.1.1.4 Students' Ability of Monitoring Learning Process
• 4.1.1.5 Students' Ability of Evaluating Learning Performance
• 4.1.2 Findings and Discussion from Corresponding Interviews on WAEL
• 4.2 Learner Autonomy Behaviors in WAEL of Different Genders
• 4.2.1 Detailed Analysis of LAB Differences Between Female and Male Students
• 4.2.2 Reasons of the Differences Between Female and Male Students of LAB in WAEL
• 4.3 Correlation Analysis Between Students' English Achievement and LAB
• Chapter 5 Implications
• 5.1 Major Findings of the Present Study
• 5.2 Pedagogical Implications
• 5.2.1 Implications of Teachers' Roles in Developing Learners' Autonomy in Web-based Context
• 5.2.2 Enhancing Learning Strategies Training and Computer Skills
• 5.2.3 Updating Technology Conditions
• 5.2.4 Enhancing Learners' Awareness of Learner Autonomy
• 5.2.5 Creating an Interactive and Cooperative Social Environment
• 5.2.6 Paying Attention to Formative Evaluation
• 5.2.7 Paying More Attention to Learners' Affective Factors
• Chapter 6 Conclusion
• 6.1 Summary
• 6.2 Limitations of the Present Study
• 6.3 Suggestions for Further Study
• Bibliography
• Appendices
• Appendix A
• Appendix B
• Appendix C
• Publications during the Postgraduate Program
• Acknowledgements