英语专业学生自主学习能力研究

论文摘要

自从Holec提出自主学习的概念之后,它引起了二语教学领域越来越多研究者的关注。但在过去的二十几年时间里,此方面的研究所得出的结论并不统一:有的研究表明学习者的学习成绩与自主学习能力有密切关系,有的则表明二者之间并不存在显著的相关性。本研究旨在探索中国英语专业学生的自主学习能力。研究采用定量分析和定性分析相结合的办法,分析了中国英语专业学生的自主学习能力的程度及其与专业四级成绩的关系,以及高分组和低分组学生在听、读、写三项技能学习中自主学习策略的使用是否存在显著差异。本研究运用了描述性分析、独立样本T检验分析、相关分析等方法。参加本实验的学生是来自青岛科技大学外国语学院的153名英语专业二年级学生。两份调查问卷均采用五分量表的形式,共包含47个题目,用以了解学生的自主学习情况。SPSS13.0用于数据分析。分析过程如下:通过检验每份问卷题目之间的相关度分别测试问卷的内部一致性信度系数;描述性分析用于统计平均值和标准差以调查学生自主学习的程度;相关分析用于调查自主学习能力和专业四级成绩的关系;T检验分析用于调查高、低分组学生自主学习能力的差别及两组学生在听、读、写三项技能学习中自主策略使用上的差异。研究结果显示,英语专业学生自主学习能力总体上处于中等水平。他们的自主学习能力与专业四级成绩未达到显著性相关程度,但是低分组学生的自主能力与专业四级成绩达到了显著相关。高、低分组在总体自主能力上没有显著差异,但是在三项技能的自主策略使用上高分组学生总体上要好于低分组学生。低分组学生普遍表现出学习没有计划性和过于注重技巧和速度的特点。本项研究对英语专业学生自主学习能力的培养有重要的启示。教师应该根据这种现状帮助学生进一步提高自主学习能力,特别是低分组学生。另外,学生自己也应在学习过程中重视自主学习,逐渐培养和提高自己的自主学习能力。

论文目录

• 摘要
• ABSTRACT
• Chapter One Introduction
• 1.1 Background of the study
• 1.2 Significance of the study
• 1.3 Organization of the dissertation
• Chapter Two Literature Review
• 2.1 The concept of autonomous learning and learner autonomy
• 2.1.1 The existing definitions
• 2.1.2 The definition adopted in present study
• 2.2 Autonomous learning and learning strategies
• 2.3 Previous studies on autonomous learning
• 2.3.1 Studies abroad
• 2.3.2 Studies in China
• 2.3.3 Limitations of previous studies
• Chapter Three Research Design
• 3.1 Objective of the study
• 3.2 Research questions
• 3.3 Methodology
• 3.3.1 Subjects
• 3.3.2 Instruments
• 3.3.3 Procedures
• Chapter Four Results and Discussions
• 4.1 Analysis of descriptive statistics
• 4.1.1 Analysis of the subjects’English achievement
• 4.1.2 Analysis of the subjects’autonomous learning competence
• 4.2 Analysis of independent-samples t-test
• 4.2.1 Differences of TEM-4 scores between high and low achievement groups
• 4.2.2 Differences of learner autonomy between high and low achievement groups
• 4.2.3 Differences of autonomous strategies in learning listening between high and low achievement groups
• 4.2.4 Differences of autonomous strategies in learning reading between high and low achievement groups
• 4.2.5 Differences of autonomous strategies in learning writing between high and low achievement groups
• 4.2.6 Differences of learning achievement among students of high and low autonomy group
• 4.3 Analysis of Pearson correlation
• 4.3.1 Correlations between students’ autonomous learning competence and TEM-4 achievements
• 4.3.2 Correlations between autonomous learning competence and TEM-4 scores of high-achievement group
• 4.3.3 Correlations between autonomous learning competence and TEM-4 scores of low-achievement group
• 4.4 Discussions
• 4.4.1 Characteristics of autonomous learning competence
• 4.4.2 Degrees of autonomous learning competence among students of different learning achievements
• 4.4.3 Differences of autonomous strategies in listening, reading and writing skills between different achievement groups
• 4.4.4 Differences in learning achievement among students of high and low autonomy groups
• 4.4.5 Correlation between autonomous learning competence and TEM-4 scores
• 4.4.6 Correlations between students’autonomous learning competence and different achievement groups
• 4.5 Findings
• Chapter Five Pedagogical Implications
• 5.1 Autonomy development
• 5.1.1 Curriculum development
• 5.1.2 Classroom practice
• 5.1.3 Teacher autonomy
• 5.1.4 CALL
• 5.2 Improvement of low-achievement students
• 5.2.1 Communication between teachers and students
• 5.2.2 Strategies in learning language skills
• Conclusion
• Bibliography
• Appendices
• Acknowledgements
• 攻读学位期间发表的学术论文目录