【作者】 房君；

【导师】 周晓玲；

【作者基本信息】 广西师范大学 ， 学科教学， 2011， 硕士

【摘要】 计算机和网络技术的迅猛发展给大学英语教学带来了新的机遇和挑战。建立网络化的自主学习模式已经成为大学英语教学改革的核心之一。《大学英语课程要求(试行)》(教育部,2007)明确提出：“大学英语的教学目标是培养学生英语综合应用能力,同时增强其自主学习能力,改进以教师讲授为主的单一教学模式,新的教学模式应以现代信息技术,特别是网络技术为支撑,使英语教学不受时间和地点的限制,朝着个性化学习、自主式学习方向发展”。因此,对网络环境下非英语专业大学生自主学习行为进行研究具有实际的意义。本文的自主学习行为问卷主要是以Holec提出的自主学习的目标制定、学习策略、评价三个要素和相关理论来设计调查问卷和访谈,旨在研究网络环境下非英语专业大学生的自主学习行为情况。问卷主要包括五个维度：制定学习目标和计划；选择学习资源和材料；监控学习策略的使用；监控学习过程；评价学习结果。本文的调查以广西师范大学2008级的177名非英语专业本科生研究对象,对以下三个问题进行系统的研究：1、网络环境下的大学英语学习中,非英语专业本科生英语自主学习行为的总体情况如何?2、网络环境下的大学英语学习中,男生女生英语自主学习行为有无差别?3、网络环境下的大学英语学习中,英语自主学习行为与英语成绩的关系如何?通过SPSS11.5统计软件对所有收集的数据进行分析后,研究结果表明：1、网络环境下非英语专业大学生的自主学习行为能力还需进一步加强；2、网络环境下女生在选择学习材料方面比男生强,但是男女生自主学习行为在整体上不存在显著差异；3、网络环境下的自主学习行为与学习成绩之间呈正相关。根据调查所得,本文对大学英语教学提出了几点建议：1、明确教师在网络学习环境中的角色；2、培养学生使用学习策略的能力,尤其是元认知策略的能力,加强对学生计算机知识的培训；3、不断地加强网络技术条件,不断更新网络学习资源；4、增强学生的自主学习意识；5、鼓励学生合作学习；6、注重形成性评价；7、加强教师对学生学习的情感因素的关注。更多还原

【Abstract】 The rapid development of computer and Internet bring the new challenge and opportunity for college English teaching and learning. Building up the web-based autonomous learning is becoming the core of college English teaching reform. The College English Curriculum Requirements, the Ministry of Education (2007) points out that "The objective of College English is to develop students’ ability to use English in all-round way to enhance their ability to study autonomously", "Colleges and universities should remold the exiting unitary teacher-centered pattern of language teaching by introducing computer- and classroom-based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’individualized and autonomous learning." Therefore, the present research on autonomous learning behaviors of non-English majors in web-based environment has the practical significance.The questionnaire and interviews are designed mainly based on interaction and Holec’s goal-setting, learning strategies and evaluation and several theories suggested in the literature in order to investigate the situation of Non-English major students’English learner autonomy in web-based environment. The questionnaire includes five dimensions:formulating learning objectives and plans; choosing materials and sources; monitoring the use of learning strategies; monitoring the learning process; evaluating learning performance.The present study investigates the non-English majors autonomous behaviors in web-based environment.177 non-English major students of Grade 2008 in Guangxi Normal University participate in the investigation. And the following three questions have been systematically researched:1. What is the whole picture of non-English major students’English learner autonomy behavior in web-based environment?2. Are there any differences between male and female students on English learner autonomy behaviors in web-based environment?3. Is there any correlation between English learner autonomy behaviors and their English achievements in web-based environment?With the analysis of the collected data given by SPSS 11.5, the results of the research are as follows:1. The non-English major students’ English learner autonomy behavior in web-based environment is still at a low level.2. In web-based environment, the female students perform better in the section of choosing materials and resources, but there is no significant difference in the whole situation.3. In web-based environment, the achievements of English and learner autonomy behaviors have moderate correlation with each other.Based on the findings of the research, some suggestions are given for college English teaching and learning.1. Resetting the teachers’ new role in web-based environment.2. Cultivate the students’ ability of using learning strategies especially the metacognitive strategies and the training of computer skills.3. Enhancing the technology conditions and updating the learning resources of the Internet.4. Enhancing the students’ awareness of learner autonomy.5. Creating an interactive and cooperative social environment for students.6. Establishing formative evaluation.7. Paying more attention to students’ affective factors in the learning process.更多还原