对中学生英语自主学习情况的调查

论文摘要

在过去的二十多年中,“学习者自主”成为外语教学研究领域的一个热门课题以学习者为中心的教学理念已经越来越受到重视。国内大多数学者的研究重点是如何培养和促进大学生的自主学习能力。本文主要探讨的是我国初中生英语自主学习的情况。主要包括以下几个方面的研究:1.初中生英语自主学习的现状2.初中生在问卷各个维度的具体表现如何3.英语学习自主性与英语学习成绩是否存在相关性4.父母的教育背景是否与学生的自主学习能力存在相关性。为了回答这些问题,本研究共邀请了90名初中二年级学生参与问卷调查,并且对一些学生和老师进行了访谈。调查问卷包括九个维度:英语学习者自主学习的态度;学习动机;对教师教学目的的了解,对学习目标的规划;对学习时间的合理安排与使用;对学习策略的选择和使用;对学习策略使用的监控;对学习过程的监控;对学习环境的选择。本研究得出的结果为:(1)初中生整体自主学习水平不高。大多数学生思想意识上自主,然而行为上却不容乐观。只关心短期目标很少去反思任务的意义。他们具有很强的工具性动机但是融合性动机很弱。大多数学生对学习策略知之甚少,极其需要老师的引导。(2)期中考试的成绩与自主学习之间呈正相关性。(4)父母的教育背景与学习的自主学习能力无相关性。本研究给以后的教学启示:首先英语教师要合理有效地介入新生的英语自主学习,转变其传统角色,成为学生自主学习的辅助者和顾问。其次,根据初中生自身的生理和心理特点为学生提供系统的策略培训。鼓励学生积极监控和评价自己的学习过程。再次,鼓励学生积极参与合作学习。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Reasons for the Present Study
• 1.1.1 Requirements of Education and Junior English Curriculum
• 1.2 Creating Favorable Conditions for Autonomous Learning of Junior Students
• 1.2.1 Their Psychological Characteristics
• 1.2.2 Their opportunities to develop autonomous learning
• 1.3 Research Questions of the Thesis
• 1.3.1 Research Significance of the Present Study
• 1.3.2 Structure of Thesis
• Chapter Two Literature Review
• 2.1 Definitions of learner autonomy
• 2.2 Characteristics of Learner Autonomy
• 2.3 Relative theories of learner autonomy
• 2.3.1 Humanism and implications
• 2.3.2 Cognitive Learning Theory
• 2.3.3 Constructivist Theory and its Implications
• 2.4 Characteristics of Constructivism
• 2.5 Conditions for Learner Autonomy
• 2.5.1 self-efficacy
• 2.5.2 Attribution
• 2.5.3 Motivations
• 2.5.4 Setting goals
• 2.5.5 Learning Strategies
• Chapter Three Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.2.1 Questionnaire
• 3.2.2 Interviews
• 3.3 Data
• 3.3.1 Data-collection
• 3.3.2 Data Analysis
• Chapter Four Results, Findings and Analysis
• 4.1 An Overall View on LA of Junior students In Yong Tong Middle School
• 4.2 Students’Performance in the Aspects of LA Including the Questionnaire
• 4.2.1 Students’Attitudes towards Learner Autonomy
• 4.2.2 Students’Motivation and Learner Autonomy
• 4.2.3 Identifying What Has Been Taught
• 4.2.4 Formulating Appropriate Learning Objectives and Plans
• 4.2.5 Arranging Learning Time Properly
• 4.2.6 Selecting and Implementing Appropriate Learning Strategies
• 4.2.7 Monitoring the Use of Learning Strategies
• 4.2.8 Monitoring and Evaluating Learning Process
• 4.2.9 Choices of Learning Environment
• 4.3 Correlation Analysis between Students’English Achievement and LA
• Chapter Five Research Findings
• 5.1 Major Findings of the Present Study
• 5.2 Implications of the Present Study
• 5.2.1 Learner Training
• 5.2.2 Strategic Training
• 5.2.3 Stimulating Students’Intrinsic Motivation for Learner Autonomy
• 5.2.4 Classroom Activities
• 5.2.5 Collaborative/Cooperative Learning
• 5.2.6 Group/pair work
• 5.2.7 Learners Logs/Diary
• 5.2.8 Teacher’s Roles in Developing Learning Autonomy
• 5.3 Limitations and Recommendations
• References
• Appendix A
• Appendix B
• Acknowledgements
• 在读期间公开发表论文及科研情况