论学习者在自主学习中的角色 ——对宁波诺丁汉和国内三所高校的比较研究

论文摘要

在国内高校扩招和信息技术日新月异的新形势下,英语教师常常面临工作负担重而学生对英语课满意度不高的矛盾。在这种情况下,“自主学习”的理念得到了外语教学管理者和教师的热情追捧。很多高校都建立了自主学习中心并积极的开展实施自主学习的教学和研究,然而其实践的效果却不尽如人意。而宁波诺丁汉大学却在自主学习方面取得了比较满意的效果。由于学生的角色发挥对自主学习的成功与否起着至关重要的作用,本文旨在比较学习者在两种不同的环境下实施自主学习扮演怎样不同的角色,并且探讨导致学习者角色不同的原因。作者在浙江省和江苏省选取三所和宁波诺丁汉大学水平类似的学校与之进行比较研究,通过发放问卷和访谈的方式对其自主学习方面的情况进行了比较全面的了解。定性和定量的数据分析表明宁波诺丁汉大学的学生更适应自主学习的环境,更积极的参与自主学习。造成这种差异的不是学习者内部的原因,即学习者的学习理念,而是外部环境所导致的,如学校对自主学习的支持,师生联系的紧密程度和学习者在课程设置中所处的位置。由此作者试着提出三点建议:第一,反思“以学习者为中心”的课程设置,在真正以学习者为中心的环境中实施自主学习。第二,转变教师的角色。第三,实行有效的导师制。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter 1 Introduction
• 1.1 Problems encountered in the field of foreign language self-access learning in Mainland, China
• 1.2 Significance and purpose of the current study
• 1.3 Layout of the thesis
• Chapter 2 Review of the literature on learners’roles in self-access learning
• 2.1 Defining learner autonomy
• 2.2 Autonomous language learner: the goal of self-access learning
• 2.3 Explore learners’roles in self-access learning
• 2.3.1 Transform learners’roles: from teacher-directed to self-directed
• 2.3.2 Learners’and teachers’belief
• 2.3.3 Learners’motivation and attitudes
• 2.3.4 Learners’ability to be autonomous
• 2.3.5 Learner’s position in the curriculum
• 2.4 The role of SAC （self-access center）
• 2.5 Previous studies from Mainland, China on learners’roles in self-access learning in Chinese tertiary schools
• 2.6 Summary
• Chapter 3 Design of the study
• 3.1 Research questions
• 3.2 Participants
• 3.3 Research instruments: questionnaire and interview
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.3.2.1 interview with students
• 3.3.2.2 interview with teachers
• Chapter 4 Data collection and analysis
• 4.1 Aspect 1: learners’motivation and attitude about language learning （item 1 and2）
• 4.2 Aspect 2: learners’belief about language learning （item 3, 5, 6, 8, 20 and 21）
• 4.3 Aspect 3: prepare learners with knowledge and skills to do self-access learning （item 4）
• 4.4 Aspect 4: learners’roles in the in-class learning process （item 9, 10, 11, 12, 14 and 15）
• 4.5 Aspect 5: learners’roles in the out-class learning process （item 16, 17, 18 and 19）
• 4.6 Aspect 6: learners’self-monitoring of their learning （item 23, 24 and 25）
• 4.7 Aspect 7: the supporting system for self-access learning （item 7, 26, 27, 28, 29 and 30）
• 4.7.1 Support from the teachers （Item 7, 26 and 27）
• 4.7.2 Facility support （Item 28 and 29）
• 4.7.3 Curriculum support （Item 30）
• 4.8 Aspect 8: the assessment of self-access learning （item 31）
• 4.9 Aspect 9: self-access learning outcomes （item 22, 32 and 33）
• Chapter 5 Research findings and implications
• 5.1 Research findings: what is alike and what is different between the learners of UNNC and the three tertiary schools
• 5.1.1 Distinctive self-access learning outcomes
• 5.1.2 No great difference of learners’belief
• 5.1.3 Different support offered to students of the two sides for their self-access learning
• 5.1.4 Different learner-teacher links of the two sides
• 5.1.5 Different learners’involvement of the two sides in the curriculum
• 5.2 Implications
• 5.2.1 Learners’positive belief is a necessary but not sufficient factor for the success of self-access learning
• 5.2.2 A favorable context is essential for the success of self-access learning. It can activate learners’potential and promote their learning process
• 5.3 Answers to the research questions
• Chapter 6 Conclusion and Suggestions
• 6.1 Conclusion
• 6.2 Suggestions
• 6.2.1 Learner-centered curriculum
• 6.2.2 Teachers’roles
• 6.2.3 Tutorial system
• 6.3 Limitaions of this study
• Appendix
• Bibliography