对非英语专业大学一年级学生英语学习自主性的实证研究

论文摘要

随着世界经济一体化的发展和中国加入WTO,英语在人们生活中发挥着越来越重要的作用并且受到前所未有的重视。英语学习对于在校生来讲尤为重要。然而长期以来中国学生受传统“填鸭式”教育方式束缚,在英语学习过程中表现出强烈的被动性和依赖性。尤其当他们刚刚进入大学,面对与以往不同的教学模式,经常感到无所适从。如何做好从中学到大学的衔接与过渡?提高学生的学习自主性成为解决这一现实问题的一个有效办法并且作为大学英语教学目标之一被列入《大学英语课程教学要求》(试行)。“学习者自主性”这一概念的提出与发展是以学习者为中心的语言教学思想的体现与延续。自二十世纪七十年代以来,学习者自主性在语言领域的应用研究就已逐步开始,并不断升温,到九十年代,在国外已成为应用语言学界的一个热门话题。尽管国内对自主学习的研究尚处于起步阶段,但已引起广泛关注。许多教师和学者越来越认识到:学校教育的目的不应只是传授知识而已。常言道,“授之以鱼,不如授之以渔”。教育应该以培养学生独立思考能力和自我管理能力为目标,发展学生终身学习所需要的技巧和能力,从而提高学生的学习自主性。本文首先介绍了近年来外语教学领域中国内外学者对学习者自主性的研究,阐述了有关学习者自主性研究的理论意义与实践意义。接着,本文着重讨论了与自主学习相关的理论、概念。在对学习者自主性的理论层面作了探讨之后,笔者通过问卷和访谈两种方式对中国石油大学非英语专业大学一年级学生进行了调查,旨在了解当前我国非英语专业新生对自主学习的态度及其英语自主学习状况。结果表明:非英语专业新生总体上有较强的自主学习愿望与动机,他们的英语自主学习能力已经达到中等水平,但缺乏学习策略特别是元认知策略的知识和运用。鉴于此,本文提出了在非英语专业新生中培养英语学习自主性的一些建议。本文在结束语部分总结了整篇论文的研究发现并指出了研究中的不足之处以及今后在英语自主学习研究领域有待改进的地方。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter 1 Literature Review of Learner Autonomy
• 1.1 Defining Learner Autonomy
• 1.1.1 Definitions of Learner Autonomy
• 1.1.2 Descriptions of Autonomous Language Learners
• 1.1.3 The Working Definition
• 1.2 Clarifying the Concepts of Learner Autonomy
• 1.2.1 Related Terms
• 1.2.2 Misconceptions on Learner Autonomy
• 1.2.3 Culture-adaptability
• 1.2.4 Degrees of Learner Autonomy
• 1.3 Justifications of Learner Autonomy
• 1.3.1 Supportive Theories from Psychology
• 1.3.2 Supportive Theories from SLA
• 1.3.3 Practical Needs
• 1.4 Summary
• Chapter 2 Conditions for Learner Autonomy
• 2.1 Willingness
• 2.1.1 Attitude and Motivation
• 2.1.2 Attribution
• 2.1.3 Beliefs
• 2.1.4 Confidence
• 2.2 Learning Strategies
• 2.2.1 Definition of Learning Strategies
• 2.2.2 Classification of Learning Strategies
• 2.3 Summary
• Chapter 3 The Empirical Study of Learner Autonomy
• 3.1 Objectives
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.3.3 Tests
• 3.4 Procedures and Data Collection
• Chapter 4 Results and Discussions
• 4.1 Analysis and Discussion of Data from Questionnaire
• 4.1.1 Results and Discussions on Hypothesis One: Chinese Non- English Major Freshmen’s AEL Level is Low
• 4.1.2 Results and Discussions on Hypothesis Two: Willingness for AEL and Use of Strategies in EL are Positively Correlated
• 4.1.3 Results and Discussions on Hypothesis Three: Level of AEL and English Proficiency （Score） are Positively Correlated
• 4.1.4 Results and Discussions on Hypothesis Four: There are Significant Differences Between High-proficient and Low--proficient Freshmen in AEL
• 4.1.5 Summary
• 4.2 Analysis and Discussion of Data from Interview
• 4.2.1 Question One: Do You Know What Learner Autonomy Is?
• 4.2.2 Question Two: What Roles Do You Expect the Teacher to Act as?
• 4.2.3 Question Three: What Kind of Strategies Do You Use in English Learning?
• 4.2.4 Question Four: How Do You Think of Learning Strategies?
• 4.2.5 Summary
• Chapter 5 Ways to Promote Learner Autonomy
• 5.1 Changing Learners’and Teachers’Attitudes Towards Learner Autonomy
• 5.1.1 Learners’Attitudes
• 5.1.2 Teachers’Attitudes
• 5.2 Promoting Learner Autonomy by Strategy Training
• 5.2.1 Framework of Strategy Training
• 5.2.2 Specific Suggestions for Metacognitive Strategy Training
• 5.3 Promoting Learner Autonomy by Cooperative Learning
• 5.3.1 Cooperative Oral Presentation
• 5.3.2 Jigsaw Activities
• 5.3.3 Cooperative Writing and Peer Response
• 5.4 Providing a Supportive Objective Environment for Learner Autonomy
• 5.4.1 Course Design
• 5.4.2 Establishment of AEL Centers
• 5.5 Summary
• Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements
• Resume