高中生英语阅读自主性调查

论文摘要

随着世界政治,经济和文化的发展,英语在现代社会中发挥着越来越重要的作用。尽管如此,高中英语学习和教学的效果仍不尽人意,尤其是在英语阅读方面。虽然学生们已经掌握了一定量的词汇和语法知识,可学生的阅读理解能力并不高,因此如何提高学生的英语阅读水平是摆在当前迫切需要解决的问题。自主学习理论正在吸引越来越多的研究者的注意,无庸质疑它已经成为语言教学追求的目标,一些研究者也尝试着把自主学习理论引入英语阅读学习,从而找出一种新的行之有效的提高学生阅读能力的方法。本人想调查目前高中生英语阅读中的自主性,着重探讨学生在读前计划,读中监控,读后评价三个阶段的表现情况,通过对高中生英语阅读自主性作评估和了解,帮助教师在今后的阅读教学工作中制定适当的计划来培养学生阅读自主性,此外对影响学生自主性发挥的可能性因素也进行了详细的调查。研究采用定量和定性法,定量研究的数据来自对高中一年级学生进行的调查问卷,同时为了探讨影响学生阅读自主性的因素,对部分学生进行了面对面的访谈,由此我们对学生阅读中的自主行为得出一个总体印象,主要结果如下:1.总的来说,高中生在英语阅读中显示出了一定程度的自主性,具体来说,学生在中的不同阶段自主性表现也不同,其中读中监控比读前计划和读后评价较为频繁,读前计划的自主性不高,而学生普遍缺乏读后评价。2.此研究也显示出英语阅读中的自主性表现与学生阅读成绩存在正相关,即学生在英语阅读中自主性表现程度越高,学生的阅读成绩越好。3.通过对两组具有代表性的学生进行访谈,搜集整理出一些可能影响学生阅读自主性的因素。如阅读动机不强,兴趣不高,缺乏自信,以及传统的教学模式等基于以上这些发现,在英语阅读教学中教师还应做大量工作去促进和提高学生阅读的自主性,不仅现在而且将来学生会从这种好的学习习惯中受益匪浅。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The Background of Learner Autonomy abroad and at home
• 1.2 Significance of This Research
• 1.3 Statement of the Research Questions
• 1.4 The Structure of This Study
• Chapter 2 Literature Review
• 2.1 Theoretical Foundation of Learner Autonomy
• 2.1.1 Cognitive Learning Theory
• 2.1.2 Humanistic psychology
• 2.1.3 Constructivism
• 2.1.4 Meaningful Learning Theory
• 2.2 Learner Autonomy
• 2.2.1 Different Definitions of Learner Autonomy
• 2.2.2 Misconceptions on Learner Autonomy
• 2.2.3 Characteristics of Autonomous Readers
• 2.3 Different Terms Concerning Learner Autonomy
• 2.3.1 Self-direction
• 2.3.2 Self-access
• 2.3.3 Self-instruction
• 2.3.4 Self-study
• 2.3.5 Self-regulated Learning
• 2.3.6 Distance Learning
• 2.3.7 Individual Instruction
• 2.4 Relationship between Learner Autonomy and Reading
• 2.5 Recent Research in Relationship between Learner Autonomy and English Reading
• Chapter 3 Methodology
• 3.1 Restatements of Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.3.3 Achievement Scores in Final Examination for Grade One
• 3.4 Data collection Procedures
• 3.4.1 Pilot Study
• 3.4.2 Administration of the Questionnaire
• 3.5 Data Analysis
• Chapter 4 Results and Discussion
• 4.1 Answers to Research Question 1: Descriptive Results of Learner Autonomy and Its Three Components: Planning, Monitoring and Evaluation in English Reading
• 4.1.1 Descriptive Results of Research Question 1
• 4.1.1.1 Overall Descriptive Results of Autonomous Behaviors in English Reading
• 4.1.1.2 Descriptive Results of Planning before English Reading
• 4.1.1.3 Descriptive Results of Monitoring during English Reading
• 4.1.1.4 Descriptive Results of Evaluation after English Reading
• 4.1.2 Discussions of the Results in Research Question 1
• 4.1.2.1 Discussion the Results of Overall Autonomous Behaviors in English reading
• 4.1.2.2 Discussion of the Results of Planning before English Reading
• 4.1.2.3 Discussion of the Results of Monitoring during English reading
• 4.1.2.4 Discussion of the Results of Evaluation after English Reading
• 4.2.A nswers to Research Question 2: Correlation between Learner Autonomy and English Reading Comprehension Scores
• 4.2.1 Descriptive Results in Research Question 2
• 4.2.2 Discussion of the Results in Research Question 2
• 4.3 Answers to Research Question 3: Factors that Hinder Students’Autonomy in English Reading
• 4.3.1 Description of the Results in Research Question 3
• 4.3.2 Discussion of the Results in Research Question 3
• 4.3.2.1 No Interest in Reading
• 4.3.2.2 Low Motivation for Reading
• 4.3.2.3 Low Self-confidence in Reading
• 4.3.2.4 Lack of Using Reading Strategies
• 4.3.2.5 Teacher-centered Teaching Mode
• Chapter 5 Conclusions, Implications and Recommendations
• 5.1 Conclusions
• 5.2 Pedagogical Implications
• 5.3 Limitations and Recommendations for Future Research
• Bibliography
• AppendixⅠ Questionnaire
• Appendix Ⅱ the Structure of the Questionnaire
• Appendix Ⅲ The Mean and Standard Deviation of the Question Item
• Appendix Ⅳ The Interview Transcripts
• Acknowledgements