多媒体网络环境下培养学生英语自主学习能力的研究
|
摘要
传统的外语教学研究重点在如何教，但随着二语习得研究的深入，人们意识到对外语学习的最终结果起作用的是学习者本人，外语教学的研究焦点也从教师转移到语言学习者身上。当代外语语言学习理论强调学习者在学习过程中的决定性作用，即自主学习。而传统外语教学方法和模式导致学生依赖性强，自主学习的意识淡薄，自主学习能力低下。因此如何培养学生的自主学习能力成为外语教学界的热门话题，自主学习能力的培养也成为大学英语课程改革和大学英语教学的目标之一。随着外语教学改革的深化以及现代教育技术的发展，多媒体网络教学模式的应用将越来越广泛。探讨多媒体网络环境下如何培养学生英语自主学习的能力颇具指导意义和实用价值，而相关文章并不多见，于是本文选择了这一选题进行相关研究。
论文首先回顾了心理学家和语言学家关于自主学习的研究成果，分析了自主学习的本质、类别、阶段与级别；探讨了英语自主学习的本质、理论基础以及英语自主学习能力的获得途径。接着作者指出导致学生的英语自主学习能力较低的可能因素，以及提高英语自主学习能力的必要性。笔者接着对我校通过入学摸底考试进行分级的四个班级的学生发放问卷调查表，并把学生英语自主学习能力得分与他们的英语期末考试成绩进行了统计分析。结果表明，学生的英语自主学习能力确实较低，英语自主学习能力与英语考试成绩呈中度正相关。通过对问卷调查结果进行分析，笔者还找出了学生英语自主学习能力低下的主要原因，它们是：学习动机表层化、无法设置学习目标、学习策略缺乏和元认知水平较低。在此基础上，笔者提出了提高英语自主学习能力，改进大学英语教学的四项教学策略：引入多媒体网络英语自主学习课堂教学模式；加强学习策略培训；提供支架助学体系和评估反思学习活动。
笔者为贯彻上述四项教学策略进行了教学实验，并运用独立样本t检验对实验的结果进行了显著性检验。数据结果显示：笔者提出的一系列在多媒体网络环境下提高学生英语自主学习能力的教学策略可行且有一定的效果。但是，提高学生英语自主学习能力是否还有其它行之有效的方法和策略?如何在低等水平的0级班中培养学生的英语自主学习能力?这些问题值得我们进一步深入研究和探讨。
Traditional foreign language teaching research places its focus on how to teach. With the development of research on second language acquisition, people have come to realize the fact that it is the language learner that determines his/her learning efficiency. As a result, the focus of foreign language research has been shifted from the teacher to the language learner. Modern foreign language learning theories emphasize the decisive effect of autonomous learning of language learners. Traditional methods and models of English teaching play a negative role on students, which lead to their strong dependence on the teacher and weak awareness of learner autonomy. Thus, the cultivation of students' autonomous learning ability, the goals of both College English Curriculum Reform and College English Teaching, become a hot issue in foreign language teaching circle. With the reform of foreign language teaching in China and the development of modern education technology, multi-media-and-network-based teaching model has been being widely applied in English teaching. Therefore, it is of great significance to probe into strategies as to how to cultivate learner autonomy in English teaching in multi-media-and-network-based instruction contexts. Few people, however, have done much on this issue. Thus, this issue becomes the main concern in this paper.This thesis first surveys what have been achieved by psychologists and language researchers in the study of autonomous learning, explores the nature, the categories, the stage and level of autonomous learning, discusses the nature of autonomous English learning, its theoretical bases and the access to autonomous learning ability training in English teaching. Then, the author points out the possible causes of students' low level of autonomous English learning ability and the necessity of promoting such an ability. With the help of questionnaires, the author of this thesis has obtained the information that the students do have a poor autonomous English learning ability. The results from questionnaires and English testing show that there is a positive correlation between the degree of students' autonomous learning ability and their scores. From the results analyzed by SPSS, we find out some basic causes leading to students' poor ability in this respect, which include poor motivation of English learning, poor goals of study, poor learning strategies and low level of meta-cognition. Four teaching strategies and workable proposals for promoting autonomous learning ability are tried and tested, which eventually prove helpful.
The thesis finally focuses on an experiment, which was made on some students to promote their autonomous learning ability. The result of the experiment shows that the four teaching strategies do well, which further proves to be workable through Independence-Sample T Test. However, other effective teaching methods and strategies should be probed into to promote such an ability of the students. To promote the autonomous English learning ability among students of low proficiency is also an important issue to be further studied.
论文首先回顾了心理学家和语言学家关于自主学习的研究成果，分析了自主学习的本质、类别、阶段与级别；探讨了英语自主学习的本质、理论基础以及英语自主学习能力的获得途径。接着作者指出导致学生的英语自主学习能力较低的可能因素，以及提高英语自主学习能力的必要性。笔者接着对我校通过入学摸底考试进行分级的四个班级的学生发放问卷调查表，并把学生英语自主学习能力得分与他们的英语期末考试成绩进行了统计分析。结果表明，学生的英语自主学习能力确实较低，英语自主学习能力与英语考试成绩呈中度正相关。通过对问卷调查结果进行分析，笔者还找出了学生英语自主学习能力低下的主要原因，它们是：学习动机表层化、无法设置学习目标、学习策略缺乏和元认知水平较低。在此基础上，笔者提出了提高英语自主学习能力，改进大学英语教学的四项教学策略：引入多媒体网络英语自主学习课堂教学模式；加强学习策略培训；提供支架助学体系和评估反思学习活动。
笔者为贯彻上述四项教学策略进行了教学实验，并运用独立样本t检验对实验的结果进行了显著性检验。数据结果显示：笔者提出的一系列在多媒体网络环境下提高学生英语自主学习能力的教学策略可行且有一定的效果。但是，提高学生英语自主学习能力是否还有其它行之有效的方法和策略?如何在低等水平的0级班中培养学生的英语自主学习能力?这些问题值得我们进一步深入研究和探讨。
Traditional foreign language teaching research places its focus on how to teach. With the development of research on second language acquisition, people have come to realize the fact that it is the language learner that determines his/her learning efficiency. As a result, the focus of foreign language research has been shifted from the teacher to the language learner. Modern foreign language learning theories emphasize the decisive effect of autonomous learning of language learners. Traditional methods and models of English teaching play a negative role on students, which lead to their strong dependence on the teacher and weak awareness of learner autonomy. Thus, the cultivation of students' autonomous learning ability, the goals of both College English Curriculum Reform and College English Teaching, become a hot issue in foreign language teaching circle. With the reform of foreign language teaching in China and the development of modern education technology, multi-media-and-network-based teaching model has been being widely applied in English teaching. Therefore, it is of great significance to probe into strategies as to how to cultivate learner autonomy in English teaching in multi-media-and-network-based instruction contexts. Few people, however, have done much on this issue. Thus, this issue becomes the main concern in this paper.This thesis first surveys what have been achieved by psychologists and language researchers in the study of autonomous learning, explores the nature, the categories, the stage and level of autonomous learning, discusses the nature of autonomous English learning, its theoretical bases and the access to autonomous learning ability training in English teaching. Then, the author points out the possible causes of students' low level of autonomous English learning ability and the necessity of promoting such an ability. With the help of questionnaires, the author of this thesis has obtained the information that the students do have a poor autonomous English learning ability. The results from questionnaires and English testing show that there is a positive correlation between the degree of students' autonomous learning ability and their scores. From the results analyzed by SPSS, we find out some basic causes leading to students' poor ability in this respect, which include poor motivation of English learning, poor goals of study, poor learning strategies and low level of meta-cognition. Four teaching strategies and workable proposals for promoting autonomous learning ability are tried and tested, which eventually prove helpful.
The thesis finally focuses on an experiment, which was made on some students to promote their autonomous learning ability. The result of the experiment shows that the four teaching strategies do well, which further proves to be workable through Independence-Sample T Test. However, other effective teaching methods and strategies should be probed into to promote such an ability of the students. To promote the autonomous English learning ability among students of low proficiency is also an important issue to be further studied.
引文
Bandura, A. Social foundations of thought and action: A social cognitive theory[C]. Englewood Cliffs, NJ: Prentice-Hall, 1986.
Benson, P. & Voller, P(eds.). Autonomy and Independence in Language Learning[M]. Harlow: Longman, 1997.
Bergen. Developing Autonomous Learning in the Foreign Language Classroom[M]. Bergen: University Ⅰ Bergen, Institute for Praktisk Pedagogikk, 1990.
Gardner, D. & Miller, L. Establishing Self-access: From Theory to Practice[C]. Shanghai: Shanghai Foreign Language Education Press, 2002.
Dickinson, L. Self-instruction in Language Learning[M]. Cambridge: Cambridge University Press, 1987.
Holec, H. Autonomy and Foreign Language Learning[M]. Oxford: Pergamon Press, 1981.
Jones, Francis. Self-instruction and success: a learner profile study[J]. Applied Linguistics, 1998, 19(3): 378—106.
Little, D. Learner Autonomy: Definitions, Issues, and Problems[M]. Dublin: Authentik, 1991.
Littlewood, W. Defining and Developing Autonomy in East Asian Contexts[J]. Applied Linguistics, 1999, 20(1): 71—94.
Nuan, D. Closing the Gap Between Learning and Instruction[J]. TESOL Quarterly, 1995, 29(2): 133—158.
Wenden, A. Learner Strategies for Learner Autonomy[M]. London: Prentice Hall, 1991.
董君．国外外语自主学习研究综述[J]．株洲师范高等专科学校学报，2005，(4)：95—97．
范捷平．研究型大学的外语自主学习与创造性人才培养[J]．外语与外语教学，2004，(6)：19—21．
高旭阳．学习者自主与新型外语学习的文化自觉观[J]．湖北师范学院学报(哲学社会科学版)，2005，(4)：110—113．
何莲珍．自主学习及其能力的培养[J]．外语教学与研究，2003，(4)：287—289．
胡礼和．IT环境下的研究与写作[M]．北京：电子工业出版社，2005．
蒋萍．自主学习与大学英语教学[J]．新疆教育学院学报，2005，(3)：130—133．
蒋业梅．大学英语自主学习策略训练[J]．辽宁教育行政学院学报，2003，(11)：57—58．
教育部．大学英语课程教学要求(试行)．下载自教育部网站 http://www.edu.cn/20040120/3097997.shtml.
金立贤、武尊民．发展独立性学习者：香港大学生个案研究[J]．外语与外语教学，2004，(6)：26—29．
李伟彬、刘利舲．外语自主学习的理论与实践基础[J]．西南科技大学学报(哲学社会科学版)，2004，(4)：86—89．
李艳．大学英语教学中学习者自主性的培养[J]．安徽电子信息职业技术学院学报，2003，(3)：43—48．
刘润清、戴曼纯．中国高校外语教学改革现状与发展策略研究[C]．北京：外语教学与研究出版社，2003．
毛丽霞、桑兰．利用网络教学培养外语自主学习[J]．九江职业技术学院学报，2004，(3)：47—18．
庞维国．自主学习——教与学的原理和策略[M]．上海：华东师范大学出版社，2003．
彭金定．大学英语教学中的“学习者自主”问题研究[J]．外语界，2002，(3)：15—19．
戚宏波．浅析东方文化背景下的学习者自主[J]．国外外语教学，2004，(1)：26—30．
宋丽丽．一种推动自主学习的英语课堂教学新模式——清华大学试点班教学报告[J]．清华大学教育研究，2002，(1)：84—89．
束定芳．外语教学改革：问题与对策[M]．上海：上海外语教育出版社，2004，6．
谈宁．外语自主学习研究的回顾与述评[J]．扬州大学学报，2005，(8)：87—90．
唐春燕．外语自主学习的理论与实践[J]．天津工程师范学院学报，2005，(1)：72—75．
王笃勤．大学英语自主学习能力的培养[J]．外语界，2002，(5)：17—23．
魏玉燕．促进学习者自主性：外语教学新概念[J]．外语界，2002，(3)：8—14．
肖飞．学习自主性及如何培养语言学习自主性[J]．外语界，2002，(6)：24—27．
徐锦芬等．非英语专业大学生自主性英语学习能力调查与分析[J]．外语教学与研究，2004，(1)：64—68．
徐锦芬、占小海．国内外“学习者自主”研究述评[J]．外语界，2004，(4)：2—10．
晏晓蓉、陈佳．论多媒体网络环境下培养学生的自主学习能力[J]．重庆大学学报(社 会科学版)，2004，(6)：122—124．
张大均．教育心理学[M]．北京：人民教育出版社，1999．
张秀琴．学习者自主与学习策略培训[J]．河南农业大学学报(农林教育版)，2005，(3)：32—35．
张燕军．英语自主式学习的必要性、可行性及具体措施[J]．东南大学学报，2005，(5)：95—98．
郑敏．自主性学习的缘起和发展fJ]．西安外国语学院学报，2000，(3)：100—105．
朱祖德、张卫等．大学生自主学习量表的编制[J]．心理发展与教育，2005，(3)：60—65．
Benson, P. & Voller, P(eds.). Autonomy and Independence in Language Learning[M]. Harlow: Longman, 1997.
Bergen. Developing Autonomous Learning in the Foreign Language Classroom[M]. Bergen: University Ⅰ Bergen, Institute for Praktisk Pedagogikk, 1990.
Gardner, D. & Miller, L. Establishing Self-access: From Theory to Practice[C]. Shanghai: Shanghai Foreign Language Education Press, 2002.
Dickinson, L. Self-instruction in Language Learning[M]. Cambridge: Cambridge University Press, 1987.
Holec, H. Autonomy and Foreign Language Learning[M]. Oxford: Pergamon Press, 1981.
Jones, Francis. Self-instruction and success: a learner profile study[J]. Applied Linguistics, 1998, 19(3): 378—106.
Little, D. Learner Autonomy: Definitions, Issues, and Problems[M]. Dublin: Authentik, 1991.
Littlewood, W. Defining and Developing Autonomy in East Asian Contexts[J]. Applied Linguistics, 1999, 20(1): 71—94.
Nuan, D. Closing the Gap Between Learning and Instruction[J]. TESOL Quarterly, 1995, 29(2): 133—158.
Wenden, A. Learner Strategies for Learner Autonomy[M]. London: Prentice Hall, 1991.
董君．国外外语自主学习研究综述[J]．株洲师范高等专科学校学报，2005，(4)：95—97．
范捷平．研究型大学的外语自主学习与创造性人才培养[J]．外语与外语教学，2004，(6)：19—21．
高旭阳．学习者自主与新型外语学习的文化自觉观[J]．湖北师范学院学报(哲学社会科学版)，2005，(4)：110—113．
何莲珍．自主学习及其能力的培养[J]．外语教学与研究，2003，(4)：287—289．
胡礼和．IT环境下的研究与写作[M]．北京：电子工业出版社，2005．
蒋萍．自主学习与大学英语教学[J]．新疆教育学院学报，2005，(3)：130—133．
蒋业梅．大学英语自主学习策略训练[J]．辽宁教育行政学院学报，2003，(11)：57—58．
教育部．大学英语课程教学要求(试行)．下载自教育部网站 http://www.edu.cn/20040120/3097997.shtml.
金立贤、武尊民．发展独立性学习者：香港大学生个案研究[J]．外语与外语教学，2004，(6)：26—29．
李伟彬、刘利舲．外语自主学习的理论与实践基础[J]．西南科技大学学报(哲学社会科学版)，2004，(4)：86—89．
李艳．大学英语教学中学习者自主性的培养[J]．安徽电子信息职业技术学院学报，2003，(3)：43—48．
刘润清、戴曼纯．中国高校外语教学改革现状与发展策略研究[C]．北京：外语教学与研究出版社，2003．
毛丽霞、桑兰．利用网络教学培养外语自主学习[J]．九江职业技术学院学报，2004，(3)：47—18．
庞维国．自主学习——教与学的原理和策略[M]．上海：华东师范大学出版社，2003．
彭金定．大学英语教学中的“学习者自主”问题研究[J]．外语界，2002，(3)：15—19．
戚宏波．浅析东方文化背景下的学习者自主[J]．国外外语教学，2004，(1)：26—30．
宋丽丽．一种推动自主学习的英语课堂教学新模式——清华大学试点班教学报告[J]．清华大学教育研究，2002，(1)：84—89．
束定芳．外语教学改革：问题与对策[M]．上海：上海外语教育出版社，2004，6．
谈宁．外语自主学习研究的回顾与述评[J]．扬州大学学报，2005，(8)：87—90．
唐春燕．外语自主学习的理论与实践[J]．天津工程师范学院学报，2005，(1)：72—75．
王笃勤．大学英语自主学习能力的培养[J]．外语界，2002，(5)：17—23．
魏玉燕．促进学习者自主性：外语教学新概念[J]．外语界，2002，(3)：8—14．
肖飞．学习自主性及如何培养语言学习自主性[J]．外语界，2002，(6)：24—27．
徐锦芬等．非英语专业大学生自主性英语学习能力调查与分析[J]．外语教学与研究，2004，(1)：64—68．
徐锦芬、占小海．国内外“学习者自主”研究述评[J]．外语界，2004，(4)：2—10．
晏晓蓉、陈佳．论多媒体网络环境下培养学生的自主学习能力[J]．重庆大学学报(社 会科学版)，2004，(6)：122—124．
张大均．教育心理学[M]．北京：人民教育出版社，1999．
张秀琴．学习者自主与学习策略培训[J]．河南农业大学学报(农林教育版)，2005，(3)：32—35．
张燕军．英语自主式学习的必要性、可行性及具体措施[J]．东南大学学报，2005，(5)：95—98．
郑敏．自主性学习的缘起和发展fJ]．西安外国语学院学报，2000，(3)：100—105．
朱祖德、张卫等．大学生自主学习量表的编制[J]．心理发展与教育，2005，(3)：60—65．