论外语课堂中学习者自主性训练

论文摘要

二十世纪七十年代以来,自主学习一直是西方外语教学界讨论的热门话题。近年来,自主学习问题开始引起许多中国研究者的关注。但是,在外语课堂中通过系统的学习者训练来提高学习者的自主学习能力的研究并不多见。本研究旨在通过大学英语课程教学对大学二年级学生进行的“学习者自主性训练”来提高学习者的自主学习能力。根据Scharle和Szabo(2000)的学习者训练模式,本研究首先设计了一个新的训练模式,将整个训练过程分为初始准备和行为实施两个阶段,在行为实施阶段中侧重课堂环境下的各种教学活动的具体实施。以江苏工业学院121名非英语专业本科生为受试对象进行实验,历时12周。通过问卷调查、实验前后的考试成绩和跟踪采访,并运用定量和定性分析,实验结果发现:1)承担学习责任的意识明显提高;2)使用元认知策略的频率有所增加;3)学习者自主性训练促进了外语成绩的提高。研究结果表明在外语课堂中融入学习者自主性训练是培养学生语言能力和自主学习能力最有效的方法。最后,文章讨论了本研究的教学意义,以及如何在我国当前的教育环境下培养学生的自主学习能力。

论文目录

• Acknowledgements
• Abstract （Chinese）
• Abstract （English）
• 1. Introduction
• 2. Review of Basic Issues of Autonomous Language Learning
• 2.1 Describing Autonomy
• 2.1.1 Definition of autonomy
• 2.1.2 The components of autonomy in language learning
• 2.2 Theoretical supports for autonomy
• 2.3 Characteristics of the autonomous learner
• 2.4 Review of related research
• 3. A Model of Learner Autonomy Training
• 3.1 Possibilities of integrating learner autonomy training into Chinese EFL classroom
• 3.2 The learner autonomy training model by Scharle & Szabo
• 3.3 A new model of learner autonomy training
• 3.3.1 The preparation stage
• 3.3.1.1 Psychological preparation
• 3.3.1.2 Methodological preparation
• 3.3.2 The action stage
• 3.3.2.1 The individual-centered activities
• 3.3.2.2 The group-centered activities
• 3.3.2.3 The project-centered activities
• 4. An Experiment of Learner Autonomy Training
• 4.1 Research hypotheses
• 4.2 Subjects
• 4.3 Instruments
• 4.4 Procedure
• 4.4.1 Preliminary analysis of language proficiency test
• 4.4.2 Preliminary analysis of the questionnaire
• 4.4.3 Implementation of learner autonomy training
• 4.4.3.1 The preparation stage —preliminary training
• 4.4.3.2 The action stage —metacognitive strategy training through classroom Activities
• 4.5 Result and analysis
• 4.5.1 The effect of the learner autonomy training on improving language performance
• 4.5.2 The effect of the learner autonomy training on raising learners’awareness
• 4.5.3 The effect of learner diaries on the promotion of metacognitive awareness
• 5. Implications for the Implementation of Learner Autonomy Training
• 5.1 Major findings
• 5.2 Suggestions
• 5.3 Implications
• 5.3.1 Adjusting teacher’s roles
• 5.3.2 Integrating learner autonomy training into language classroom
• 5.3.3 Promoting student-student collaboration in EFL classroom
• 5.3.4 Focusing on the needs of less successful students
• 6. Conclusion
• Bibliography
• Appendix A （非英语专业学生自主学习状况问卷调查表）
• Appendix B （非英语专业学生自主学习状况问卷调查数据统计）