Research On English Majors’ Autonomous ListeningAdaptability(59页).doc

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1、-Research On English Majors Autonomous Listening AdaptabilityChapter 1 Abstract With the rapid development of information technology and with increasing awareness of the importance of Second Language Acquisition (SLA) process, many researchers (Krashen, 1985; Ellis, 1985, 1994; Anderson, 1995; Littl

2、ewood, 1996; Warschauer, 2000 etc.) show steady interest in the investigation of SLA. In recent years, countries all over the world have been actively exploring ways to utilize modern information technology with the aid of second language acquisition theory, especially, constructivism theory and aut

3、onomous learning theory. And a large number of experiments and researches have carried out to investigate the theoretical impact and practical utilization of network technology in the language learning process. According to the requirement of the teaching syllabus and the testing syllabus of TEM-4,

4、the objective is to develop students ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions, they will be able to exchange information effectively through both spoken and written channels, and at the same time they will

5、be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of Chinas social development and international exchanges. Thus, students are encouraged to exercise learning autonomy out of class by making use of the language learning resources on th

6、e Internet. And a shift in the focus of language learning has taken place with less stress on teachers teaching and greater emphasis on students learning. This change has been reflected in the increasing numbers of researches undertaken from the learners perspective.The present study aims to probe i

7、nto different English major undergraduates autonomous learning under the Internet-based audio-visual-oral environment. Chapter 2 Foreword 1. Constructivism theoryConstructivism theory, arisen in the western countries in recent years, is a kind of new learning theory, considered as an important branc

8、h of cognitive theory. It experienced Bruno, Piaget, and Victors early development of constructivism thought, which holds the point that individual cognitive development is closely related with the learning process of cognitive psychology, coinciding with the criticism and development. Nowadays with

9、 the highly developed multimedia and network technology, constructivism learning theory has become the main theoretical basis to reform the college English teaching. 1) The understanding of studys nature and essence of learning activitiesAs a new kind of learning theory, constructivism thinks that l

10、earning is the process of constructing in psychological representation. The acquisition of knowledge and formation of skills of learners cant obtain in teachers teaching, but through the meaning construction ways, based on the original experience and skills of knowledge. It can help others (includin

11、g teachers and study partners), using the necessary study material (such as internet information resources, multimedia course wave, audio and video data, text material, etc). Constructivism learning theory thinks that “scene, cooperation, conversation and meaning construction” is four elements or fo

12、ur attributes of learning environment. It stresses the meaning of “situation” and views that learning is associated with certain situations.2) The understanding of learnersConstructivism advocates that learner-centered learning is to recognize that students are the main body of cognition, and they a

13、re processors, organizers, creators of information, not passive recipients and implanted objects. It is thought that we should take learners existing knowledge and experience as the beginning of knowledge, and make learners start new knowledge from the original experience. However, teaching is not t

14、he transmission of knowledge, but processing and conversion. That is to say, the quantity they acquire the knowledge depends on the ability that learners gain knowledge. This is based on their own experience to construct the meaning of knowledge, not depending on the learners memory or the ability t

15、o recite the teaching content.3) The understanding of the classroomConstructivism theory emphasizes the main body of the learners cognition, at the same time, still pays attention to the teachers guidance. We think that teachers are organizers, directors, aide, and cooperators and promoter in meanin

16、g construction of knowledge, not the people who instruct and infuse the knowledge. In addition, the teachers main mission is to stimulate students interest in studying to help the students form strong learning motivation, and create the situation with the teaching content, and indicate the relations

17、hip between knowledge and new knowledge clues, organizing the students to carry out the cooperative learning. With the guidance of the teachers, we combine the current knowledge and their existing knowledge and experiences, making them become active constructors.2. Second language acquisition theory

18、Second language acquisition or second language learning is the process by which learners learn a second language in addition to their native language(s) inside or outside of a classroom. Second language acquisition theory seeks to quantify how and by what processes individuals acquire a second langu

19、age. Krashens second language acquisition theory is widely accepted in the language learning community. There are five main components of Krashens theory. Each of the components relates to a different aspect of the language learning process. The five components are as follows:l The Acquisition Learn

20、ing HypothesisThis hypothesis actually fuses two fundamental theories of how individual learn languages. Krashen has concluded that there are two systems of language acquisition that are independent but related: the acquired system and the learned system.l The Monitor HypothesisThis hypothesis seeks

21、 to elucidate how the acquired system is affected by the learned system. When second language learners monitor their speech, they are applying their understanding of learned grammar to edit, plan, and initiate their communication.l The Natural Order HypothesisThis hypothesis argues that there is a n

22、atural order to the way second language learners acquire their target language. Research suggests that this natural order seems to transcend age, the learners native language, the target language, and the conditions under which the second language is being learned.l The Input HypothesisThis hypothes

23、is argues that learners progress along the natural order only when they encounter second language input that is one step beyond where they are in the natural order.l The Affective Filter Hypothesis This hypothesis describes external factors that can act as a filter that impedes acquisition. These fa

24、ctors include motivation, self-confidence, and anxiety.3 Autonomous TheoryIn the evaluation of learners learning, many language researchers, teachers and educators have found a serious lack of enthusiasm among most students in their English learning. In high school, students almost completely depend

25、 on their teachers in planning, organizing, and evaluating their English learning, thus neglecting that students are the center of the learning and should be responsible for themselves; and they have long been used to the traditional language teaching and learning model with teachers and their teach

26、ing as the center. Therefore, students tend to put themselves in a passive position and are ready to receive any language knowledge imparted by their teachers in their learning experiences, thus resulting in the problem with more input with less output and high score with low proficiency.Autonomous

27、learning or self-directed learning has become popular in the educational fields of China since the 1990s. It has been highly recommended as one of the solutions to the deficiency in the traditional language learning. It advocates self-centered learning and lays a great emphasis on self-participation

28、 and self-instruction of learners. A number of specialists and teachers (Xu Jin-fen et al., 2004) have written articles on this issue and drawn the framework or characteristics of autonomous learning and its necessity for foreign language education in China.Learner autonomy, the term was first coine

29、d in 1981 by Henri Holec, the “father” of learner autonomy. Many definitions have since been given to the term. Some consider it as one of the characteristics of the learning process, i.e. the active exercise of learner responsibility.For others, autonomy means the ability to learn and it describes

30、the characteristic of the learner rather than that of the learning process. Holec (1981) expresses the similar idea and defines it as “the ability to take care of ones own learning”. Littlewood (1996) sees autonomy mainly as “learners ability and willingness to make choices independently” and explai

31、ns that “the ability depends on possessing both knowledge about the alternatives from which choices have to be made and necessary skills for carrying out whatever choices seem most appropriate. Willingness depends on having both the motivation and confidence to take responsibility for the choices re

32、quired”. In the theoretical literature there is broad agreement that learner autonomy grows from the individual learner, acceptance of responsibility for his or her own learning (e.g. Holec, 1981; Littlewood, 1991). The general social, political, economic and cultural contexts and features of China

33、are different from those in western countries. And the accepted objectives of teaching are also different and the descriptions of learner autonomy of Western countries do not exactly reflect the situation of most Chinese students. Consideration was then given as to how this could be applied within E

34、nglish teaching practice in Chinese contexts. The author considers that learner autonomy in EFL in China should involve the learners in the five aspects:(1) Taking charge of their own learning;(2) Setting realistic goals and planning programs of world;(3) Using learning strategies effectively and de

35、veloping strategies for coping with new situations;(4) Creating and malting good use of study environments;(5) Evaluating and assessing his/her own learning process.The present research will discusses how these variables influence Internet-based language learning of different groups on their learnin

36、g processes and learning products. Chapter3 The characteristics and founctions of audio-visual-oral autonomous learning modelWith the advent of the Internet, Web-based language learning has entered the time when the computer is used as an educational instrument which can offer students more opportun

37、ities to develop their autonomous learning ability when used appropriately. Therefore, it is necessary and urgent to study and practice audio-visual-oral autonomous learning model in the Internet-based environment. And Internet-based autonomous English learning model has been on its way to gaining p

38、opularity on campus.1、The characteristics of audio-visual-oral autonomous learning model The internet-based autonomous learning is that students are the main body of the teaching philosophy under the teachers guidance. In addition to traditional classroom teaching conditions, they combine the networ

39、k teaching mission completely to form a new teaching mode. It uses the network technique characteristics to promote the teaching effect. Two meanings included in the connotation are that one is the introduction of new pedagogy and pedagogy theory, and the role of teachers is transformed to the organ

40、izers, and directors, and aider, while students become active participants and active explorers in the process of learning. The other introduces the information technology in the teaching process. Moreover, it strengthens teachers guidance, and integrates information technology into the whole teachi

41、ng link. The teaching process is that we should combine the class and network of the method with synchronously, real-time or asynchronous, non-real-time guidance according to the teaching content and teaching objectives. Students choose the different methods according to the specific circumstances u

42、pdating the teaching contents to achieve teaching goal. It changes the limitations of traditional classroom teaching, and reflect situation, alternation, personalized characteristics and all aspects of language study. Main performance are as follows:1) changes of learning object The rich variety of

43、learning resources provided by network education technology can realize learners comprehensive requirements that learners should learn from language points to the sociology of language, language cult urology and intercultural communication.2) changes of learning psychology process the characteristic

44、s of virtual interaction by network determines relatively independent learning environment for language learners, exempting the pressure of facing groups directly, and classroom teaching and social supervision over the frontal field tension eased.3) changes of learning styleNetwork autonomous learni

45、ng mode requires students manage their own learning activities actively and positively. The networks interactivity can make its English learning converse from flat to stereo, linear thinking to cubic image thinking, moreover, study way becomes diversified.4) changes of learning motivationThe multime

46、dia and network teaching interested by the learning motivation will replace passive, utilitarian textbook learning characteristic, making learners motivation stronger, their goals more clear.5) changes of learning environment and the place The implementation of the multimedia and net work teaching c

47、an let students study by their own time and location, learning space expanded and learning environment and places becomes vivid and varied2、 the roles of autonomous learning mode In the language input, language absorption and language output of the learning process, audio-visual say autonomous learn

48、ing mode plays a tremendous role.1) language input processThe Input Hypothesis is the most important one of Krashens theories of second language acquisition. The input hypothesis attempts to explain how learners acquire a second language. Krashen argues it is essential not to focus on explicit gramm

49、atical structures or learning activities but rather to occupy classroom time with acquisition tasks or activities. Given the correctness of the Natural Order Hypothesis, how do acquirers move from one stage to another? More generally, how do acquirers move from stage “i”, where “i” represents current competence, to “i+1”, the next level? According to this hypothesis, acquirer