【作者】 蒋红梅；

【导师】 王景惠；

【作者基本信息】 哈尔滨工业大学 ， 外国语言学及应用语言学， 2008， 硕士

【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。更多还原

【Abstract】 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.更多还原