大学生英语自主学习意识及期望研究
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摘要
外语自主学习近十年来已成为国内外语言教学关注的焦点。在中国,英语自主学习研究较多集中于探索如何促进自主学习的实践上,对大学生自主学习的潜能及自主学习的期望研究较少。
本文从社会建构主义视角考察大学生英语自主学习的意识和期望,采用定量分析与定性分析相结合的方法进行研究。定量部分,以问卷的形式调查了99名受试者的自主学习意识和对自主的期望。采用社会学统计数据包(SPSS 15.0)整理和分析收集的数据,运用皮尔逊相关系数测量了学习者自主学习意识与行为的关系,并运用方差分析测量了不同英语水平学习者自主学习意识和对自主的期望。定性部分,对学习者进行了访谈,进一步了解学习者自主学习意识和期望。此外,对8名英语教师进行了独立访谈,了解教师对大学生英语自主学习的期待及自主学习能力的培养情况。
研究结果表明:1)大学生英语水平各异,但对自主学习均有较强的认识和期待。2)自主学习意识与课下自主学习行为高度相关。3)英语水平较高或中等的学习者比较低水平学习者,课下英语自主学习更加积极。4)大学生英语自主学习的期望与英语教师的预想不相匹配。
本研究的意义在于关注大学生自主学习的潜力及期望能够促使学习者自我发现、自我控制和自我管理,有助于大学生英语自主学习。本研究有助于教师更好地了解学生,开发英语自主学习环境,推进大学英语教学改革。
The past decade has witnessed a growing interest in the development of learner autonomy (LA) locally and globally,and autonomy has become a central concept in the domain of language education. In China, considerable researches have focused on the exploration of practices that promote learner autonomy, yet little attention has been paid to EFL learners’potentials for autonomous learning, and even less attention has been given to their expectation on learner autonomy (LA) in the communicative language teaching and learning environment.
The present study aims to investigate EFL learners’awareness and expectation for autonomous learning in China’s university setting from the social constructivist perspective. A combined research methodology was adopted in the study. For the quantitative part, questionnaires were designed to elicit data on learners’awareness and expectation for learner autonomy (LA). Through SPSS (15.0 Version), Pearson correlation was used to find out whether autonomous learning behavior correlated with EFL learners’psychological readiness. ANOVA was used to see whether there were differences in awareness and expectation for learner autonomy among EFL learners at different proficient levels (high, medium and low). For the qualitative part, semi-structured interviews were designed and deployed to gain data in relation to autonomous learning, so as to triangulate the quantitative data. Individual interviews were used to elicit data on teachers’awareness of learner autonomy, and to check if there was mismatch between learners’expectation and teachers’assumption regarding EFL learner autonomy.
The results showed that EFL learners, regardless of their proficiency, demonstrated a strong inclination to develop learner autonomy. It was found that EFL learners at proficient level and medium level tend to be more proactive than less proficient learners in their out-of-class English learning activities. More importantly, there was mismatch between learners’expectation and teachers’assumption in terms of learner autonomy.
The exploration of learner autonomy makes it possible for EFL learners to find out what they really are and what they really want to do. This may lead to more self-discovery, self-control and self-management, helping EFL learners to function more fully in the EFL learning environment. This study may help EFL teachers to examine the readiness of EFL learners for autonomous learning and better understand EFL learners’autonomy, which may be of value for educational innovation, particularly in an EFL context.
本文从社会建构主义视角考察大学生英语自主学习的意识和期望,采用定量分析与定性分析相结合的方法进行研究。定量部分,以问卷的形式调查了99名受试者的自主学习意识和对自主的期望。采用社会学统计数据包(SPSS 15.0)整理和分析收集的数据,运用皮尔逊相关系数测量了学习者自主学习意识与行为的关系,并运用方差分析测量了不同英语水平学习者自主学习意识和对自主的期望。定性部分,对学习者进行了访谈,进一步了解学习者自主学习意识和期望。此外,对8名英语教师进行了独立访谈,了解教师对大学生英语自主学习的期待及自主学习能力的培养情况。
研究结果表明:1)大学生英语水平各异,但对自主学习均有较强的认识和期待。2)自主学习意识与课下自主学习行为高度相关。3)英语水平较高或中等的学习者比较低水平学习者,课下英语自主学习更加积极。4)大学生英语自主学习的期望与英语教师的预想不相匹配。
本研究的意义在于关注大学生自主学习的潜力及期望能够促使学习者自我发现、自我控制和自我管理,有助于大学生英语自主学习。本研究有助于教师更好地了解学生,开发英语自主学习环境,推进大学英语教学改革。
The past decade has witnessed a growing interest in the development of learner autonomy (LA) locally and globally,and autonomy has become a central concept in the domain of language education. In China, considerable researches have focused on the exploration of practices that promote learner autonomy, yet little attention has been paid to EFL learners’potentials for autonomous learning, and even less attention has been given to their expectation on learner autonomy (LA) in the communicative language teaching and learning environment.
The present study aims to investigate EFL learners’awareness and expectation for autonomous learning in China’s university setting from the social constructivist perspective. A combined research methodology was adopted in the study. For the quantitative part, questionnaires were designed to elicit data on learners’awareness and expectation for learner autonomy (LA). Through SPSS (15.0 Version), Pearson correlation was used to find out whether autonomous learning behavior correlated with EFL learners’psychological readiness. ANOVA was used to see whether there were differences in awareness and expectation for learner autonomy among EFL learners at different proficient levels (high, medium and low). For the qualitative part, semi-structured interviews were designed and deployed to gain data in relation to autonomous learning, so as to triangulate the quantitative data. Individual interviews were used to elicit data on teachers’awareness of learner autonomy, and to check if there was mismatch between learners’expectation and teachers’assumption regarding EFL learner autonomy.
The results showed that EFL learners, regardless of their proficiency, demonstrated a strong inclination to develop learner autonomy. It was found that EFL learners at proficient level and medium level tend to be more proactive than less proficient learners in their out-of-class English learning activities. More importantly, there was mismatch between learners’expectation and teachers’assumption in terms of learner autonomy.
The exploration of learner autonomy makes it possible for EFL learners to find out what they really are and what they really want to do. This may lead to more self-discovery, self-control and self-management, helping EFL learners to function more fully in the EFL learning environment. This study may help EFL teachers to examine the readiness of EFL learners for autonomous learning and better understand EFL learners’autonomy, which may be of value for educational innovation, particularly in an EFL context.
引文
Bacon, S. M. C. & Finnemann, M. D. (1992). Sex Differences in Self-reported Beliefs about Foreign Language Learning and Authentic Oral and Written Input. Language Learning, 42(4), 471-495.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40.
Camilleri, G. (Ed.) (1999). Learner Autonomy: the teacher’s views. Strasbourg, France: Council of Europe.
Candy, P. C. (1991). Self-direction for Lifelong Learning. San Francisco: Jossey-Bass.
Carr, P. B. (1999). The Measurement of Resourcefulness Intentions in the Adult Autonomous Learner. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International.
Chiu Chiyen. (2005). Teacher Roles and Autonomous Language Learners: Case Study of a Cyber English Writing Course. Doctoral Dissertation. College of the Liberal Arts of the Graduate School, the Pennsylvania State University.
Chu Manping. (2004). College Students’and their Teachers’Perceptions and Expectations of Learner Autonomy in EFL Conversation Classrooms in Taiwan. Doctoral Dissertation. The College of Graduate Studies Texas A & M University.
Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. London: Longman.
Cortazzi, M. & Jin, L. (1996). Cultures of Learning: Language Classrooms inChina. In H. Coleman (ed.) Society and the Language Classroom. Cambridge: Cambridge University Press.
Cotterall, S. (1995). Readiness for Autonomy: Investigating Learner Beliefs. System, 23(2), 195-206.
Crabbe, D. (1993). Fostering Autonomy from within the Classroom: the Teacher’s Responsibility. System, 21(4), 443-452.
Derrick et al. (2007). An Examination of the Relationship of Gender, Marital Status, and prior Educational Attainment and Learner Autonomy. Educational Research and Review, 2(1), 1-8.
Derrick, M. G. (2001). The Measurement of an Adult’s Intention to Exhibit Persistence in Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International.
Dickinson, L. (1995). Autonomy and Motivation: a Literature Review. System, 23(2), 165-174.
Dickinson, L. (1993). Learner Autonomy 2: Learner Training for Language Learning. Dublin:Authentik.
Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Learning, 31, 117-135.
Finch, A. (2001). Autonomy: where are we? Where are we going?. In A.S Machenzie E.McCafferty( Eds.) Developing Autonomy. Proceedings of the JALT CUE Conferences 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.
Fishman, J. A. (1996). Summary and Interpretation: Post-Imperial English1940-1990. In Fishman, J. A., Corad, A. W., and Rubal-Lopex, A. (Eds). Post-imperial English: status change informer British and American colonies, 1940–1990, 623-641. Mouton de Gruyter, Berlin.
Gremmo,M. J., & Riley, P. (1995). Autonomy, Self- direction and Self-access in Language Teaching and Learning: the History of an Idea. System, 23(2), 151-164.
Gardner, R. C. and Lambert, W.E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass.: Newbury House.
Hill, T. E. (1991). Autonomy and self-respect. Cambridge, UK: Cambridge University Press.
Holec, H. (1980). Learner Training: Meeting Needs in Self-directed Learning. In H.B. Altman & C.V. James (Eds.), Foreign Language Learning: Meeting Individual Needs. Oxford,UK: Pergamon Press.
Holec, H. (1981). Autonomy in foreign language learning. Oxford,UK: Pergamon Press.
Holec, H. (1985). On autonomy: some Elementary Concepts. In P. Riley (ed.) Discourse and Learning. London: Longman, 173-190.
Ho, J and Crookall, D. (1995). Breaking with Chinese Cultural Traditions: Learner Autonomy in English Language Teaching. System, 23(2), 235-244.
Horwitz, E. K. (1987). Surveying Student Beliefs about Language Learning. In A. Wenden and J. Rubin (Eds) Learner Strategies in Language Learning. London: Prentice Hall, 119-129.
Kern, R. G. (1995). Reconstructing Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production. The Modern Language Journal, 79, 457-476.
Li Ling. (2007). Fostering Teacher Autonomy in the Use of English Teaching Materials. CELEA Journal (Bimonthly), 2, 96-102.
Lindley, R. (1986). Autonomy. London, UK: Macmillan.
Little, D. (1991). Learner Autonomy. 1: Definitions, Issues and Problems. Dublin: Authentik.
Little, D. (1995). Learning as Dialogue: the Dependence of Learner Autonomy on Teacher Autonomy. System, 23(2), 175-181.
Little, D. (1996). Freedom to Learn and Compulsion to Interact: Promoting Learner Autonomy through the Use of Information Systems and Information Technologies. In R. Pemberton et al. (Eds) Taking Control: Autonomy in Language Learning. Hong Kong University Press, 203-218.
Littlewood, W.T. (1996). Autonomy: an Autonomy and a Framework. System, 24(4), 427-435.
Littlewood, W.T. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, 20(1), 71-94.
Lotherington, H. (2004). Review of Teaching English as an International Language. ELT Journal, 58 (1), 80.
McKay, S. L. (2002). Teaching English as an International Language. Oxford University Press.
Mantle-Bromley, C. (1995). Positive Attitudes and Realistic Beliefs: Links to Proficiency. The Modern Language Journal, 79(3), 372-386.
Meyer, D. A. (2001). The Measurement of Intentional Behavior as a Prerequisite to Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International, 61(12), 3933A.
Nunan, D. (1995). Closing the Gap between Learning and Instruction. TESOLQuarterly, 29(1), 133-158.
O’Malley, J. M. and Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: what every Teacher should Know. Rowley, Mass.: Newbury House.
Peng, Thomas Changzheng. (2003). the Culture of Learning and its Impact on Learner Autonomy: Observation from a Chinese University. PhD Dissertation. School of Intercultural Studies, Biola University.
Ponton, M. K. (1999). The Measurement of an Adult’s Intention to Exhibit Personal Initiative in Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International, 60(11), 3933A.
Riley, P. &Zoppis, C. (1985). The second and video library. In P.Riley(ed.) Discourse and Learning. London: Longman, 286-298.
Sheerin,S. (1997). An Exploration of the Relationship between Self-access Independent Learning. In P. Benson and P. Voller (Eds) Autonomy and Independence in Language Learning. London: Longman, 54-65.
Xie Yushan. (2007). Learners’Awareness and Behaviour of Foreign Language Autonomous Learning: A Case Study. Doctoral Dissertation. Beijing Foreign Studies University.
Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. Advances in Experimental Social Psychology, 29, 271-360.
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Process. Boston: Harvard University Press.
Voller, P. (1997). Does the teacher have a role in autonomous learning?. In P. Benson and P. Voller (Eds) Autonomy and Interdependence in LanguageLearning. London: Longman, 98-113.
Weiner, B. (1985). Principles for a Theory of Student Motivation and their Application within an Attributional Framework. In R. Ames and C. Ames (eds) Research on Motivation in Education. Volume 1. Orlando: Academic Press, 15-38.
Wenden, A. (1983). Literature Review: the Process of Intervention. Language Learning, 33, 103-121.
Yang, N. D. (1998). Exploring a New Role for Teachers: Promoting Learner Autonomy. System, 26(1), 127-135.
Yao Juan. (2004). A Survey of Beijing Secondary School English Teachers’Attitudes and Practice of Learner Autonomy in Beijing. Doctoral Dissertation. The School of English and International Studies. Beijing Foreign Studies University.
Zhang Yinling. (2006). Study on Promoting Learner Autonomy in FL Learning by Cultivating Learners’Meta-cognition. MA Dissertation of Chongqing University.
范烨.(1999).浅谈大学英语教学中的“学习者训练”[J].外语界, 3, 32-38.
高一虹等.(2003)本科生英语学习动机强度与自我认同变化[J].外语与外语教学, 5, 25-28.
龚嵘.(2006).大学英语自主式课堂教学模式中教师角色探微[J].外语界, 2, 16-22.
李平&章国英.(2006).利用网络环境促进自主英语学习一门网络课程的实例研究[J].外语界, 5, 17-21.
吴丁娥.(2000).外语教学与外语习得中的“输入”及“情感障碍”[J].外语与外语教学, 6, 41-43.
吴一安,刘润请&Jeffrey.(1993).中国英语本科生素质调查报告[J].外语教学, 1, 32-35.
王新.(2007).基于问题的学习—学生自主学习能力的有效途径探讨[J].外语与外语教学, 2, 60-62.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40.
Camilleri, G. (Ed.) (1999). Learner Autonomy: the teacher’s views. Strasbourg, France: Council of Europe.
Candy, P. C. (1991). Self-direction for Lifelong Learning. San Francisco: Jossey-Bass.
Carr, P. B. (1999). The Measurement of Resourcefulness Intentions in the Adult Autonomous Learner. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International.
Chiu Chiyen. (2005). Teacher Roles and Autonomous Language Learners: Case Study of a Cyber English Writing Course. Doctoral Dissertation. College of the Liberal Arts of the Graduate School, the Pennsylvania State University.
Chu Manping. (2004). College Students’and their Teachers’Perceptions and Expectations of Learner Autonomy in EFL Conversation Classrooms in Taiwan. Doctoral Dissertation. The College of Graduate Studies Texas A & M University.
Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. London: Longman.
Cortazzi, M. & Jin, L. (1996). Cultures of Learning: Language Classrooms inChina. In H. Coleman (ed.) Society and the Language Classroom. Cambridge: Cambridge University Press.
Cotterall, S. (1995). Readiness for Autonomy: Investigating Learner Beliefs. System, 23(2), 195-206.
Crabbe, D. (1993). Fostering Autonomy from within the Classroom: the Teacher’s Responsibility. System, 21(4), 443-452.
Derrick et al. (2007). An Examination of the Relationship of Gender, Marital Status, and prior Educational Attainment and Learner Autonomy. Educational Research and Review, 2(1), 1-8.
Derrick, M. G. (2001). The Measurement of an Adult’s Intention to Exhibit Persistence in Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International.
Dickinson, L. (1995). Autonomy and Motivation: a Literature Review. System, 23(2), 165-174.
Dickinson, L. (1993). Learner Autonomy 2: Learner Training for Language Learning. Dublin:Authentik.
Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Learning, 31, 117-135.
Finch, A. (2001). Autonomy: where are we? Where are we going?. In A.S Machenzie E.McCafferty( Eds.) Developing Autonomy. Proceedings of the JALT CUE Conferences 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.
Fishman, J. A. (1996). Summary and Interpretation: Post-Imperial English1940-1990. In Fishman, J. A., Corad, A. W., and Rubal-Lopex, A. (Eds). Post-imperial English: status change informer British and American colonies, 1940–1990, 623-641. Mouton de Gruyter, Berlin.
Gremmo,M. J., & Riley, P. (1995). Autonomy, Self- direction and Self-access in Language Teaching and Learning: the History of an Idea. System, 23(2), 151-164.
Gardner, R. C. and Lambert, W.E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass.: Newbury House.
Hill, T. E. (1991). Autonomy and self-respect. Cambridge, UK: Cambridge University Press.
Holec, H. (1980). Learner Training: Meeting Needs in Self-directed Learning. In H.B. Altman & C.V. James (Eds.), Foreign Language Learning: Meeting Individual Needs. Oxford,UK: Pergamon Press.
Holec, H. (1981). Autonomy in foreign language learning. Oxford,UK: Pergamon Press.
Holec, H. (1985). On autonomy: some Elementary Concepts. In P. Riley (ed.) Discourse and Learning. London: Longman, 173-190.
Ho, J and Crookall, D. (1995). Breaking with Chinese Cultural Traditions: Learner Autonomy in English Language Teaching. System, 23(2), 235-244.
Horwitz, E. K. (1987). Surveying Student Beliefs about Language Learning. In A. Wenden and J. Rubin (Eds) Learner Strategies in Language Learning. London: Prentice Hall, 119-129.
Kern, R. G. (1995). Reconstructing Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production. The Modern Language Journal, 79, 457-476.
Li Ling. (2007). Fostering Teacher Autonomy in the Use of English Teaching Materials. CELEA Journal (Bimonthly), 2, 96-102.
Lindley, R. (1986). Autonomy. London, UK: Macmillan.
Little, D. (1991). Learner Autonomy. 1: Definitions, Issues and Problems. Dublin: Authentik.
Little, D. (1995). Learning as Dialogue: the Dependence of Learner Autonomy on Teacher Autonomy. System, 23(2), 175-181.
Little, D. (1996). Freedom to Learn and Compulsion to Interact: Promoting Learner Autonomy through the Use of Information Systems and Information Technologies. In R. Pemberton et al. (Eds) Taking Control: Autonomy in Language Learning. Hong Kong University Press, 203-218.
Littlewood, W.T. (1996). Autonomy: an Autonomy and a Framework. System, 24(4), 427-435.
Littlewood, W.T. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, 20(1), 71-94.
Lotherington, H. (2004). Review of Teaching English as an International Language. ELT Journal, 58 (1), 80.
McKay, S. L. (2002). Teaching English as an International Language. Oxford University Press.
Mantle-Bromley, C. (1995). Positive Attitudes and Realistic Beliefs: Links to Proficiency. The Modern Language Journal, 79(3), 372-386.
Meyer, D. A. (2001). The Measurement of Intentional Behavior as a Prerequisite to Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International, 61(12), 3933A.
Nunan, D. (1995). Closing the Gap between Learning and Instruction. TESOLQuarterly, 29(1), 133-158.
O’Malley, J. M. and Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: what every Teacher should Know. Rowley, Mass.: Newbury House.
Peng, Thomas Changzheng. (2003). the Culture of Learning and its Impact on Learner Autonomy: Observation from a Chinese University. PhD Dissertation. School of Intercultural Studies, Biola University.
Ponton, M. K. (1999). The Measurement of an Adult’s Intention to Exhibit Personal Initiative in Autonomous Learning. Doctoral Dissertation. The George Washington University. Dissertation Abstracts International, 60(11), 3933A.
Riley, P. &Zoppis, C. (1985). The second and video library. In P.Riley(ed.) Discourse and Learning. London: Longman, 286-298.
Sheerin,S. (1997). An Exploration of the Relationship between Self-access Independent Learning. In P. Benson and P. Voller (Eds) Autonomy and Independence in Language Learning. London: Longman, 54-65.
Xie Yushan. (2007). Learners’Awareness and Behaviour of Foreign Language Autonomous Learning: A Case Study. Doctoral Dissertation. Beijing Foreign Studies University.
Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. Advances in Experimental Social Psychology, 29, 271-360.
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Process. Boston: Harvard University Press.
Voller, P. (1997). Does the teacher have a role in autonomous learning?. In P. Benson and P. Voller (Eds) Autonomy and Interdependence in LanguageLearning. London: Longman, 98-113.
Weiner, B. (1985). Principles for a Theory of Student Motivation and their Application within an Attributional Framework. In R. Ames and C. Ames (eds) Research on Motivation in Education. Volume 1. Orlando: Academic Press, 15-38.
Wenden, A. (1983). Literature Review: the Process of Intervention. Language Learning, 33, 103-121.
Yang, N. D. (1998). Exploring a New Role for Teachers: Promoting Learner Autonomy. System, 26(1), 127-135.
Yao Juan. (2004). A Survey of Beijing Secondary School English Teachers’Attitudes and Practice of Learner Autonomy in Beijing. Doctoral Dissertation. The School of English and International Studies. Beijing Foreign Studies University.
Zhang Yinling. (2006). Study on Promoting Learner Autonomy in FL Learning by Cultivating Learners’Meta-cognition. MA Dissertation of Chongqing University.
范烨.(1999).浅谈大学英语教学中的“学习者训练”[J].外语界, 3, 32-38.
高一虹等.(2003)本科生英语学习动机强度与自我认同变化[J].外语与外语教学, 5, 25-28.
龚嵘.(2006).大学英语自主式课堂教学模式中教师角色探微[J].外语界, 2, 16-22.
李平&章国英.(2006).利用网络环境促进自主英语学习一门网络课程的实例研究[J].外语界, 5, 17-21.
吴丁娥.(2000).外语教学与外语习得中的“输入”及“情感障碍”[J].外语与外语教学, 6, 41-43.
吴一安,刘润请&Jeffrey.(1993).中国英语本科生素质调查报告[J].外语教学, 1, 32-35.
王新.(2007).基于问题的学习—学生自主学习能力的有效途径探讨[J].外语与外语教学, 2, 60-62.
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