【作者】 余凤；

【导师】 张再红；

【作者基本信息】 华中科技大学 ， 外国语言学及应用语言学， 2010， 硕士

【摘要】 自Holec于1981年正式提出“学习者自主性”这一概念以来的这三十多年间,一自备受国内外语言学界学者们的广泛关注。学者们纷纷就此展开一系列的研究项目,然而,这些研究大多只关注学生总体自主学习能力,专门针对学生口语学习自主能力的研究乏善可陈。随着国际交流的进一步深化特别是文化上的交流,对英语口语能力的要求也在逐步提高,而中国英语学习者口语能力的现状并不让人乐观。因此,就中国非英语专业大学生的口语学习自主情况进行调查研究,不仅十分必要而且也将非常具有教学上的指导意义。本研究尝试采用定量研究与定性分析相结合的方法,所使用问卷的主体由两部分组成。第一部分关于学生自主性口语学习观念的调查,而第二部分则是针对学生英语口语自主学习行为情况的调查,其设计蓝本为徐锦芬教授(2004)对自主学习者的特征描述。通过对华中科技大学非英语专业大二500名本科生的调查,我们围绕学习者自主性口语学习的现状以及男女生在自主性口语学习方面是否存在差异,和影响学生自主性口语学习的关键因素这三个问题展开研究。研究结果表明,1)学生对自主性口语学习有比较积极的态度和强烈的愿望,一部分学生能够意识到自己在口语自主学习应负的责任,但仍然有一部分学生没有这方面的意识。2)女生比男生的自主性学习观念更强,与此同时在口语自主性学习行为方面,女生也好于男生。3)学生口语学习自主性的元认知知识缺乏和元认知策略使用意识淡漠。主要表现在口语学习上的计划性不够,对其学习过程的监控能力较差,自我评估能力不强等等。在调查结果的基础上,本文就如何在当前的中国教育环境下培养学生口语自主性提高提出了尝试性建议。文末,作者总结了本研究的不足,并对今后相关课题研究做了展望。更多还原

【Abstract】 Learner autonomy has gained great popularity among many researchers at home and abroad since Holec first formally put forward its definition in 1981. In recent years, learner autonomy is becoming more and more important in China. However, almost all of these studies focus on autonomous English learning as a whole. Studies devoted specifically to investigating students’learner autonomy in oral communication can barely be spotted; As oral communication is of great importance in one’s English study,we should give more attention and support to it. Moreover, to have a clear and complete picture concerning students’characteristics of learner autonomy in oral communication will certainly provide teachers with some insight and guidance in their future oral communication teaching.Taking all of the above into consideration, we have carried out the current research through a questionnaire and an interview study. The main body of the questionnaire consists of students’belief and behavior in learner autonomy in oral communication. The questionnaire is adapted from Professor Xu (2004). The subjects are 500 non-English majors from Huazhong University of Science and Technology. This study aims to investigate the general situation of Chinese college non-English majors’learner autonomy in oral communication as well as the difference between male and female, and the key factors affect their learner autonomy in oral communication.The analysis of the collected data indicates that: (1) most college students have certain knowledge of learner autonomy in oral communication learning, although a small number of them have no idea of responsibility about their oral communication learning. The students’attitudes toward learner autonomy show that a small potation of the students has been fully aware of their responsibility to take charge of their own English learning, which means they are psychologically prepared for autonomous learning in oral communication. (2) The present study finds significant gender differences on the learner autonomy in oral communication. It confirms that female students have a higher level of both autonomous beliefs and autonomous behaviors than male students in oral communication do. (3) Students have poor meta-cognitive knowledge and strategies in oral communication learning. They are almost unable to conduct self-planning, self-monitoring, and self-assessing, etc.Based on the results and discussions of the present study, we put forward a few tentative suggestions related to how to foster the development of learner autonomy in oral communication learning in the Chinese context. In the end, the limitations of this present study are summarized and the recommendations for the future studies on the similar topic are proposed.更多还原