【作者】 张玲；

【导师】 饶振辉；

【作者基本信息】 江西师范大学 ， 课程与教学论， 2009， 硕士

【摘要】 自从二十世纪七十年代以来,外语教学领域中许多研究者和教师一直在从学习者因素的角度探讨如何提高外语教学。在所有学习者因素中,自主学习成为了语言学习中的一个时髦术语。另外,现代语言教学目标和对语言学习过程新的洞悉也使得研究者对促进自主学习产生了兴趣。以人文主义学习理论、建构主义教育观念和认知心理学为理论基础,本研究对中国高中生的自主学习观念进行了调查。研究对象是丰城市一所重点高中的147名高二学生。本研究采取问卷形式,试图回答以下三个问题:1)中国高中生持有什么自主学习观念?2)高分生和低分生之间是否存在自主学习观念上的不同?3)学生的自主学习观念与他们英语熟练程度之间有什么关系?通过问卷调查获得的定量数据是使用社会科学统计程序SPSS13.0版本进行分析的。作者针对这三个研究问题,分别采用了描述性统计、独立样本T检验和双变量相关性分析。研究发现大部分高中生愿意承担自己语言学习的责任,他们在与自主学习有关的教师角色和语言学习性质这两方面抱有积极肯定的态度。然而,大多数学生没有意识到反馈在语言学习中的重要性,并缺乏足够的知识和技能去监督和评估他们的英语学习。因此,他们对自主学习的理解是非常浅显的。其次,高分组学生在自我效能感、重要策略和学习独立性三方面的观念和低分组学生有着显著的不同。那些独立进行语言学习的学生通常比依赖教师的学生能够获得更好的英语成绩。再者,结果表明学习者自主学习观念的各变量与他们的英语成绩呈现显著的相关性,并且大部分为正相关。以上发现也对中国的高中英语教学带来了一些启示。首先,英语教师应该帮助学生加强英语学习能力的信心,并有意识地帮助他们改善其学习策略;其次,英语教师在改变学生自主学习观念中也承担着很大的责任,他们有必要增强学生的自主学习意识并教会他们如何学习;最后,传统的学校教学指导思想以及评估学生学习成绩的方式势必进行有效的改革,并且学校教学设施上有必要得到改善以便提供学生更好的自主学习环境。更多还原

【Abstract】 Since the 1970s, many researchers and teachers in the field of foreign language teaching and learning have been exploring how to improve foreign language teaching efficiency from learners’perspectives. Of all these learners’perspectives, learner autonomy has been a“buzzword”within the context of language learning. Also, the goals of modern language teaching and new insights into the process of language learning have led to researchers’interest in helping language learners become autonomous learners.On the basis on humanistic learning theories, constructive views of education, cognitive psychology, the present study aims to examine the beliefs about learner autonomy of some Chinese senior middle school students. The subjects in the study were 147 two-year students from a key senior middle school in Fengcheng City. By asking these subjects to fill up a questionnaire, the study attempts to answer three research questions: 1) What are the general beliefs held by Chinese senior middle school students about learner autonomy in language learning? 2) Are there any differences in the beliefs about learner autonomy between proficient students and less proficient students? 3) What is the relationship between students’beliefs about learner autonomy and their English proficiency? The data were analyzed by SPSS 13.0. For the purposes of providing answers to the three research questions, I employed descriptive statistics, independent T-test and bivariate correlation analysis respectively.The findings inform us that the majority of the subjects are willing to assume responsibility for their own language learning. They take a positive attitude toward the roles of the teacher and the nature of English language learning with regard to autonomous English learning. However, most of them are unaware of the importance of feedback and they lack sufficient knowledge and skills to monitor and evaluate their English learning. As a result, their understanding of learner autonomy is quite shallow. Secondly, the proficient students differ significantly from the less proficient students in terms of the beliefs about sense of self-efficacy, important strategies and learner independence. Those who are dependent on themselves in their language learning achieve higher English proficiency than those who depend on the teacher. In addition, the results demonstrate statistically significant relationships to English proficiency for all these variables, most representing positive variation.The findings above can suggest several implications for English teaching and learning in senior middle schools in China. Firstly, English teachers should help their students enhance the confidence in their ability to learn English, and they should also help their students to improve the use of learning strategies consciously. Secondly, English teachers should assume a great role in developing and changing learners’beliefs in the process of autonomous English learning. It is the teacher’s responsibility to increase students’awareness of learner autonomy and train them to learn how to learn. As for the schools, effective innovations should be taken in the teaching ideology and way of evaluating students’learning outcomes. All the schools need to improve teaching facilities for providing better autonomous learning environment.更多还原