中国本科生和研究生英语自主学习观研究
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摘要
本研究在社会语言学、认知心理学和人本主义心理学的指导下，通过问卷调查的形式，对中国本科生和研究生的自主学习观进行了调查对比研究，如他们对教师角色的认识、对学习策略的运用、对语言本质的了解等，并根据调查结果有针对性地提出了一些尝试性建议，以鼓励和促进学生自主学习能力的发展。本研究主要回答以下两个问题：
(1) 中国本科生是否已经接受自主学习观?
(2) 研究生和本科生的自主学习观是否有差别?
通过对问卷调查的数据统计和统计结果的对比，本研究得出以下结论：
(1) 大多数本科生和研究生对自主学习都持有积极的态度，视计划、监控和管理学习为己任。
(2) 和研究生相比，本科生对教师更加依赖，因为他们不够自信，并缺乏足够的用于指导他们自主学习的知识和能力。所以教师在教学中应该尽量给学生成功的学习经历以增加他们对自主学习的信心，并提供必要的培训以唤醒他们自主学习的意识，增加他们自主学习的知识，并提高他们自主学习的能力。
(3) 研究生也存在和本科生相同的问题，即缺乏足够的用于指导他们自主学习的知识和技能，但他们比较自信，同时表现出了更强的独立性，也更想驾驭自己的学习。所以传统的课堂教学模式对研究生来说已经不合时宜，我们应该给他们创造一个更为自主和宽松的学习环境，让他们支配和管理自己的学习。
Based on sociolinguistics, cognitive psychology and humanist psychology, this thesis introduces a survey study of learner beliets toward autonomy, which aims to examine learners' beliefs about the following factors: the role of the teacher, knowledge of language [earning strategies, the nature of language, etc.. It also seeks to trace the reasons behind the beliefs, consider the implications of these findings, and tries to give some possible suggestions to encourage and enable learners to adopt autonomous approaches in their language learning. It attempts to find answers to these two questions:
(1) Are Chinese first-year Non-English majors ready for autonomy?
(2) Do first-year postgraduates and undergraduates have the same degree of autonomy in language learning?
Through data-analysis and comparison of the results, it comes to the following conclusion:
(1) Both undergraduates and postgraduates show a positive attitude toward autonomous language learning. They are willing to take responsibility for their learning.
(2) Compared with postgraduates, undergraduates are more dependent on the teacher because they are not so self-confident and they lack essential knowledge and skills to take charge of their own learning. Hence, teachers should try to give learners successful learning experiences to increase their confidence, and to provide learner training to arouse their awareness toward autonomous language learning and increase their knowledge and skills.
(3) Compared with undergraduates, postgraduates have the same problem: lack of essential knowledge and skills. But they are more confident and independent of the teachers, and demand more freedom and autonomy in their learning. So it is high time that we changed the traditional classroom language teaching model and left it mostly their own business to deal with their learning.
(1) 中国本科生是否已经接受自主学习观?
(2) 研究生和本科生的自主学习观是否有差别?
通过对问卷调查的数据统计和统计结果的对比，本研究得出以下结论：
(1) 大多数本科生和研究生对自主学习都持有积极的态度，视计划、监控和管理学习为己任。
(2) 和研究生相比，本科生对教师更加依赖，因为他们不够自信，并缺乏足够的用于指导他们自主学习的知识和能力。所以教师在教学中应该尽量给学生成功的学习经历以增加他们对自主学习的信心，并提供必要的培训以唤醒他们自主学习的意识，增加他们自主学习的知识，并提高他们自主学习的能力。
(3) 研究生也存在和本科生相同的问题，即缺乏足够的用于指导他们自主学习的知识和技能，但他们比较自信，同时表现出了更强的独立性，也更想驾驭自己的学习。所以传统的课堂教学模式对研究生来说已经不合时宜，我们应该给他们创造一个更为自主和宽松的学习环境，让他们支配和管理自己的学习。
Based on sociolinguistics, cognitive psychology and humanist psychology, this thesis introduces a survey study of learner beliets toward autonomy, which aims to examine learners' beliefs about the following factors: the role of the teacher, knowledge of language [earning strategies, the nature of language, etc.. It also seeks to trace the reasons behind the beliefs, consider the implications of these findings, and tries to give some possible suggestions to encourage and enable learners to adopt autonomous approaches in their language learning. It attempts to find answers to these two questions:
(1) Are Chinese first-year Non-English majors ready for autonomy?
(2) Do first-year postgraduates and undergraduates have the same degree of autonomy in language learning?
Through data-analysis and comparison of the results, it comes to the following conclusion:
(1) Both undergraduates and postgraduates show a positive attitude toward autonomous language learning. They are willing to take responsibility for their learning.
(2) Compared with postgraduates, undergraduates are more dependent on the teacher because they are not so self-confident and they lack essential knowledge and skills to take charge of their own learning. Hence, teachers should try to give learners successful learning experiences to increase their confidence, and to provide learner training to arouse their awareness toward autonomous language learning and increase their knowledge and skills.
(3) Compared with undergraduates, postgraduates have the same problem: lack of essential knowledge and skills. But they are more confident and independent of the teachers, and demand more freedom and autonomy in their learning. So it is high time that we changed the traditional classroom language teaching model and left it mostly their own business to deal with their learning.
引文
[1] Holec, H. Autonomy and foreign language learning. Oxford: Pergamon Press, 1981.
[2] Little, D. Learner autonomy: definitions, issues and problems. Dubin: Authentik, 1991.
[3] Nunan, D. Closing the gap between learning and instruction. TESOL Quarterly, 1995, 29 (2), 133-58.
[4] Huttunen, I. Towards learner autonomy in foreign language learning in senior secondary school. Oulou: University of Oulou, 1986.
[5] Benson, P. & Voller, P. Introduction: autonomy and independence in language learning. In Benson, P. & Voller, P. (Eds.). Autonomy and independence in language learning. New York: Addison Wesley Longman, 1997.
[6] Kern, R. Students' and teachers' beliefs about language learning. Foreign Language Annals, 1995, 28 (1), 71-92.
[7] Bacon, S. & Finnemann, M. Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input. Language Learning, 1992, 42 (4), 471-95.
[8] Mantle-Bromley, C. Positive attitudes and realistic beliefs: links to proficiency. Modem Language Journal, 1995, 79(3), 372-86.
[9] Cortazzi, M. & Jin, L. Cultures of learning: language classrooms in China. In Coleman, H. (Ed). Society and the language classroom (pp. 169-206). Cambridge: Cambridge University Press,1996.
[10] Cotteral, S.M. Readiness for autonomy: investigating learner beliefs. System, 1995, 23 (2), 195-205.
[11] Cotteral, S.M. Key variables in language learning: what do learners believe about them? System, 1999, 27, 493-513.
[12] Dickinson, L. Talking shop: aspects of autonomous learning. ELT Journal, 1993,47(4), 330-36.
[13] Little, D. Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 1995, 23(2), 175-81.
[14] Littlewood, W. "Autonomy": an anatomy and a framework. System, 1996, 24(4), 427-35.
[15] Dickinson, L. Self-instruction in language learning. Cambridge: Cambridge University Press, 1987.
[16] Benson, P. & W. Lor. Making Sense of Autonomous Language Learning. Hong Kong: Hong Kong University Press, 1998.
[17] Janne, H. Organization, content and methods of adult learning. Reports CCC/EES (77)3. Strasbourg: Council of Europe, 1977.
[18] Candy, P. Constructivism and the study of self-direction in adult learning. Studies in the education of adults, 1989, 21,95-116.
[19] Atkinson, R. et al. Introduction to psychology. Forth Worth: Harcourt Brace, 1993.
[20] Rogers, C. Freedom to learn. Columbus: Charles E. Merrill Publishing Company, 1969.
[21] Marton, F. The experience of learning. Edinburg: Scottish Academic Press, 1984.
[22] Dickinson, L. Autonomy and motivation: a literature review. System, 1995, 23 (2), 165-74.
[23] Willing, K. Learning styles in adult migrant education. Adelaide: National Curriculum Resource Center Research Series, 1988.
[24] Gremmo, M-J. & P. Riley. Autonomy, self-direction and self-access in language teaching and learning: the history of an idea. System, 1995, 23(2), 151-64.
[25] Rubin, J. What the 'good language learner' can teach us. TESOL Quarterly, 1975, 9, 41-51.
[26] Naiman, N. et al. The good language learner. Toronto: OISE Press, 1978.
[27] Wenden, A. Learner strategies for learner autonomy. New York: Prentice Hall, 1991.
[28] Ellis, R. The study of second language acquisition. Oxford: Oxford University Press, 1994.
[29] Ushioda, E. Learner autonomy: the role of motivation. Dublin: Authentik, 1996.
[30] Flavell, J. Developmental studies of mediated memory. In: W. Reese & L. Lipsitt (Eds.). Advances in child development and behavior. New York: Academic Press, 1970.
[31] Anstey, M. Helping children learn how to learn. Australian Journal of Reading, 1988, 11,269-77.
[32] Horwitz, E. et al. Foreign language classroom anxiety. The Modem Language Journal, 1986, 70 (ⅱ), 125-32.
[33] Broady, E. & M. Kenning. Learner Autonomy: An introduction to the issues. In: E. Broady & M. Kenning (Eds.). Promoting learner autonomy in university language teaching (9-22). London: Association for French Language Studies, 1996.
[34] Crabbe, D. Fostering autonomy from within the classroom: the teacher's responsibility. System, 1993, 21 (4), 443-52.
[35] Wen, Q.F. Advanced level English language learning in China: the relationship of modifiable learner variables to learning outcomes. Hong Kong University: Unpublished Ph.D. thesis, 1993.
[36] O'Malley, J. & A. Chamot. Learning strategies in language acquisition. Cambridge: Cambridge University Press, 1990.
[37] Alexander, P. & F. Dochy. Conceptions of knowledge and beliefs: a comparison across varying cultural and educational communities. American Educational Research Journal, 1995, 32, 413-42.
[38] Flavell, J. Speculation about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Eribaum Associates, 1987.
[39] Mori, Y. Epistemological beliefs and language learning beliefs: what do language learners believe about their learning? Paper presented at the AERA annual conference, April 1997.
[40] Horwitz, E. Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.). Learner strategies in language learning. London, UK: Prentice Hall International, 1987.
[41] Wenden, A. Metacongition: an expanded view on the cognitive abilities of L2 learners. Language Learning, 1986, 37, 573-96.
[42] Riley, P. Bats and balls: beliefs about talk and beliefs about language learning. Plenary paper presented at the conference on AUTONOMY 2000: the development of learning independence in language learning. Bankok, November 1996, pp. 151-168.
[43] Horwitz, E. Cultural and situational influences on foreign language learners' beliefs about language learning: a review of BALLI studies. System , 1999, 27(3), 537-56.
[44] 彭金定．大学英语教学中的“学习者自主”问题研究．《外语界》2002年第3期，15-19页．
[45] Oxford, R. & Shearin, J. Language learning motivation: expanding the theoretical framework. The Modern Language Journal, 1994,78 (1), 12-28.
[46] Breen, M. & Mann, S. Shooting arrows at the sun. In Benson, P. & Voller, P. (Eds.). Autonomy and independence in language learning (132-49). Longman, London, 1997.
[47] Hosenfeld, C. A preliminary investigation of the reading strategies of successful and non-successful language learners. System, 1977, 5 (2), 110-23.
[48] Vann, R. & Abraham, R. Strategies of unsuccessful language learners. TESOL Quarterly, 1990, 24(2), 177-98.
[49] Wenden, A. Learner training in foreign/second language learning: a curricular perspective for the 21st century (ERIC Reproduction Services ED 416 673), 1998.
[50] Dickinson, L. Self-instruction in language learning. Cambridge: Cambridge University Press, 1987.
[2] Little, D. Learner autonomy: definitions, issues and problems. Dubin: Authentik, 1991.
[3] Nunan, D. Closing the gap between learning and instruction. TESOL Quarterly, 1995, 29 (2), 133-58.
[4] Huttunen, I. Towards learner autonomy in foreign language learning in senior secondary school. Oulou: University of Oulou, 1986.
[5] Benson, P. & Voller, P. Introduction: autonomy and independence in language learning. In Benson, P. & Voller, P. (Eds.). Autonomy and independence in language learning. New York: Addison Wesley Longman, 1997.
[6] Kern, R. Students' and teachers' beliefs about language learning. Foreign Language Annals, 1995, 28 (1), 71-92.
[7] Bacon, S. & Finnemann, M. Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input. Language Learning, 1992, 42 (4), 471-95.
[8] Mantle-Bromley, C. Positive attitudes and realistic beliefs: links to proficiency. Modem Language Journal, 1995, 79(3), 372-86.
[9] Cortazzi, M. & Jin, L. Cultures of learning: language classrooms in China. In Coleman, H. (Ed). Society and the language classroom (pp. 169-206). Cambridge: Cambridge University Press,1996.
[10] Cotteral, S.M. Readiness for autonomy: investigating learner beliefs. System, 1995, 23 (2), 195-205.
[11] Cotteral, S.M. Key variables in language learning: what do learners believe about them? System, 1999, 27, 493-513.
[12] Dickinson, L. Talking shop: aspects of autonomous learning. ELT Journal, 1993,47(4), 330-36.
[13] Little, D. Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 1995, 23(2), 175-81.
[14] Littlewood, W. "Autonomy": an anatomy and a framework. System, 1996, 24(4), 427-35.
[15] Dickinson, L. Self-instruction in language learning. Cambridge: Cambridge University Press, 1987.
[16] Benson, P. & W. Lor. Making Sense of Autonomous Language Learning. Hong Kong: Hong Kong University Press, 1998.
[17] Janne, H. Organization, content and methods of adult learning. Reports CCC/EES (77)3. Strasbourg: Council of Europe, 1977.
[18] Candy, P. Constructivism and the study of self-direction in adult learning. Studies in the education of adults, 1989, 21,95-116.
[19] Atkinson, R. et al. Introduction to psychology. Forth Worth: Harcourt Brace, 1993.
[20] Rogers, C. Freedom to learn. Columbus: Charles E. Merrill Publishing Company, 1969.
[21] Marton, F. The experience of learning. Edinburg: Scottish Academic Press, 1984.
[22] Dickinson, L. Autonomy and motivation: a literature review. System, 1995, 23 (2), 165-74.
[23] Willing, K. Learning styles in adult migrant education. Adelaide: National Curriculum Resource Center Research Series, 1988.
[24] Gremmo, M-J. & P. Riley. Autonomy, self-direction and self-access in language teaching and learning: the history of an idea. System, 1995, 23(2), 151-64.
[25] Rubin, J. What the 'good language learner' can teach us. TESOL Quarterly, 1975, 9, 41-51.
[26] Naiman, N. et al. The good language learner. Toronto: OISE Press, 1978.
[27] Wenden, A. Learner strategies for learner autonomy. New York: Prentice Hall, 1991.
[28] Ellis, R. The study of second language acquisition. Oxford: Oxford University Press, 1994.
[29] Ushioda, E. Learner autonomy: the role of motivation. Dublin: Authentik, 1996.
[30] Flavell, J. Developmental studies of mediated memory. In: W. Reese & L. Lipsitt (Eds.). Advances in child development and behavior. New York: Academic Press, 1970.
[31] Anstey, M. Helping children learn how to learn. Australian Journal of Reading, 1988, 11,269-77.
[32] Horwitz, E. et al. Foreign language classroom anxiety. The Modem Language Journal, 1986, 70 (ⅱ), 125-32.
[33] Broady, E. & M. Kenning. Learner Autonomy: An introduction to the issues. In: E. Broady & M. Kenning (Eds.). Promoting learner autonomy in university language teaching (9-22). London: Association for French Language Studies, 1996.
[34] Crabbe, D. Fostering autonomy from within the classroom: the teacher's responsibility. System, 1993, 21 (4), 443-52.
[35] Wen, Q.F. Advanced level English language learning in China: the relationship of modifiable learner variables to learning outcomes. Hong Kong University: Unpublished Ph.D. thesis, 1993.
[36] O'Malley, J. & A. Chamot. Learning strategies in language acquisition. Cambridge: Cambridge University Press, 1990.
[37] Alexander, P. & F. Dochy. Conceptions of knowledge and beliefs: a comparison across varying cultural and educational communities. American Educational Research Journal, 1995, 32, 413-42.
[38] Flavell, J. Speculation about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Eribaum Associates, 1987.
[39] Mori, Y. Epistemological beliefs and language learning beliefs: what do language learners believe about their learning? Paper presented at the AERA annual conference, April 1997.
[40] Horwitz, E. Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.). Learner strategies in language learning. London, UK: Prentice Hall International, 1987.
[41] Wenden, A. Metacongition: an expanded view on the cognitive abilities of L2 learners. Language Learning, 1986, 37, 573-96.
[42] Riley, P. Bats and balls: beliefs about talk and beliefs about language learning. Plenary paper presented at the conference on AUTONOMY 2000: the development of learning independence in language learning. Bankok, November 1996, pp. 151-168.
[43] Horwitz, E. Cultural and situational influences on foreign language learners' beliefs about language learning: a review of BALLI studies. System , 1999, 27(3), 537-56.
[44] 彭金定．大学英语教学中的“学习者自主”问题研究．《外语界》2002年第3期，15-19页．
[45] Oxford, R. & Shearin, J. Language learning motivation: expanding the theoretical framework. The Modern Language Journal, 1994,78 (1), 12-28.
[46] Breen, M. & Mann, S. Shooting arrows at the sun. In Benson, P. & Voller, P. (Eds.). Autonomy and independence in language learning (132-49). Longman, London, 1997.
[47] Hosenfeld, C. A preliminary investigation of the reading strategies of successful and non-successful language learners. System, 1977, 5 (2), 110-23.
[48] Vann, R. & Abraham, R. Strategies of unsuccessful language learners. TESOL Quarterly, 1990, 24(2), 177-98.
[49] Wenden, A. Learner training in foreign/second language learning: a curricular perspective for the 21st century (ERIC Reproduction Services ED 416 673), 1998.
[50] Dickinson, L. Self-instruction in language learning. Cambridge: Cambridge University Press, 1987.