大学生英语自主学习意识及期望研究

论文摘要

外语自主学习近十年来已成为国内外语言教学关注的焦点。在中国,英语自主学习研究较多集中于探索如何促进自主学习的实践上,对大学生自主学习的潜能及自主学习的期望研究较少。本文从社会建构主义视角考察大学生英语自主学习的意识和期望,采用定量分析与定性分析相结合的方法进行研究。定量部分,以问卷的形式调查了99名受试者的自主学习意识和对自主的期望。采用社会学统计数据包(SPSS 15.0)整理和分析收集的数据,运用皮尔逊相关系数测量了学习者自主学习意识与行为的关系,并运用方差分析测量了不同英语水平学习者自主学习意识和对自主的期望。定性部分,对学习者进行了访谈,进一步了解学习者自主学习意识和期望。此外,对8名英语教师进行了独立访谈,了解教师对大学生英语自主学习的期待及自主学习能力的培养情况。研究结果表明:1)大学生英语水平各异,但对自主学习均有较强的认识和期待。2)自主学习意识与课下自主学习行为高度相关。3)英语水平较高或中等的学习者比较低水平学习者,课下英语自主学习更加积极。4)大学生英语自主学习的期望与英语教师的预想不相匹配。本研究的意义在于关注大学生自主学习的潜力及期望能够促使学习者自我发现、自我控制和自我管理,有助于大学生英语自主学习。本研究有助于教师更好地了解学生,开发英语自主学习环境,推进大学英语教学改革。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Major Concerns of the Study
• 1.3 Significance of the Study
• 1.4 Assumptions of the Study
• 1.5 Organization of the Study
• Chapter 2 Literature Review
• 2.1 The Origin of Autonomy in Language Learning
• 2.2 Defining and Describing Learner Autonomy
• 2.2.1 Early Definitions of Learner Autonomy
• 2.2.2 The Psychological Dimension of LA
• 2.2.3 The Influence of Constructivism on LA
• 2.2.4 Benson’s Definition of Autonomy as Control
• 2.3 Learner Autonomy and Relevant Issues
• 2.3.1 Learner Autonomy and Beliefs
• 2.3.2 Learner Autonomy and Motivation
• 2.3.3 Learner Autonomy and Teacher Roles
• 2.3.4 Learner Autonomy and Learning Strategies
• 2.3.5 Learner Autonomy and Culture
• 2.4 Previous Studies on Learner Autonomy
• Chapter 3 Research Methodology
• 3.1 Research Design
• 3.2 Participants
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.4 Data Collection Procedures
• 3.5 Data Analysis
• Chapter 4 Results and Discussion
• 4.1 Learners’Awareness of Learner Autonomy
• 4.1.1 Quantitative Results of the General Awareness of LA
• 4.1.2 Quantitative Results of the Discrepancy in Awareness of LA
• 4.1.3 Results of Qualitative Data Analyses
• 4.2 Learners’Autonomous Learning Behavior
• 4.2.1 Quantitative Results of Learners' General ALB
• 4.2.2 Quantitative Results of the Discrepancy in ALB
• 4.2.3 Results of Qualitative Data Analyses
• 4.3 Correlations between Learners’Awareness of LA and Their ALB
• 4.4 Learners’Expectation of Learner Autonomy
• 4.4.1 Quantitative Results of the General Expectation
• 4.4.2 Quantitative Results of the Discrepancy of Expectation
• 4.4.3 Results of the Qualitative Data Analysis
• 4.4.4 Teachers’Assumption of Fostering LA in the Class
• Chapter 5 Conclusion
• 5.1 Summery of the Major findings
• 5.2 Implications of the Study
• 5.3 Limitations and Recommendations for Further Research
• References
• Appendix A
• Appendix B
• Paper Published during Study
• Acknowledgements