自主学习在大学英语听力教学中的应用研究

论文摘要

“自主学习”(learner autonomy)自上世纪80年代提出以来就成了外语教育界研究的热点。虽然学者们对自主学习的定义不一,但都强调学习责任从教师到学生的转移,以学习者为中心,培养学习者的自主学习能力。国内外研究者大量的实验研究结果表明,通过一系列手段来监控学习者的学习过程,对学习者进行学习策略的培训,提高学习者自主学习能力是可行的。这正符合我国目前的大学英语教学“增强学生自主学习能力”的目标。《大学英语课程教学要求》提出,英语教学的目标从阅读教学转到“培养学生英语综合应用能力,特别是听说能力”。而非英语专业学生的英语听说能力水平低下是不争的事实,也是长期困扰高校外语教学的一大难题。据此,本文作者提出假设:通过引导学生制定自主学习计划的方式能否有效提高非英语专业大学生听力自主学习能力,增加英语听力策略的使用并改善学习者的学习态度。根据自主学习理论,作者设计一个自主学习计划,帮助大学生收听英语教学广播节目,进行一学期的实证研究。实验所得数据采用定量、定性分析两种研究方法。研究结果显示引导学生制定自主学习计划的方式能有效提高实验组学生听力自主学习能力,增加听力学习策略使用的频率,实验组学生对于收听英语教学广播节目和自主学习计划持正面的态度。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Motivation of the study
• 1.2 Significance of the study
• 1.3 Organizations of the study
• Chapter Two Review of the Literature
• 2.1 Autonomy in language learning
• 2.1.1 Definitions of autonomy
• 2.1.2 Developing learner autonomy from a student's perspective
• 2.1.3 Fostering learner autonomy from a teacher's perspective
• 2.1.4 Implementing autonomous learning
• 2.2 Listening comprehension
• 2.2.1 Listening comprehension strategies
• 2.2.2 Listening instruction
• 2.3 Research on learner autonomy and listening comprehension
• 2.4 Research questions and hypotheses of the study
• Chapter Three Research Methodology
• 3.1 Research goals
• 3.2 Research design
• 3.2.1 Subjects
• 3.2.2 Listening materials
• 3.2.3 Autonomous learning plan
• 3.2.3.1.Autonomous learning plan contract
• 3.2.3.2 Weekly self-evaluation checklist and journal entry
• 3.2.3.3 Overall self-evaluation form
• 3.2.4 Instruments
• 3.3 Research procedures
• 3.4 Data collection
• Chapter Four Analysis and discussion
• 4.1 Analysis of results
• 4.1.1 Analysis of responses to the questions
• 4.1.1.1 Responses to the questions about their learning progress
• 4.1.1.2 Responses to the questions about their attitude toward learning plan
• 4.1.1.3 Responses to the question about their listening habit
• 4.1.1.4 Responses to the question about their listening difficulties
• 4.1.1.5 Responses to the question about their listening strategies
• 4.1.2 Quantitative analysis of questionnaires
• 4.1.3 Analysis of listening comprehension tests
• 4.1.3.1 Listening comprehension pretest and posttest
• 4.1.3.2 Three monthly exams in the first semester
• 4.1.3.3 Three monthly exams in the second semester
• 4.2 Discussion
• 4.2.1 The results of listening tests
• 4.2.2 The results of using listening strategies
• 4.2.3 The results of learners' attitudes
• Chapter Five Conclusion
• 5.1 Summary
• 5.2 Pedagogical implications
• 5.3 Limitations and suggestions
• References
• Appendix
• Acknowledgements