非英语专业大学生英语自主学习意识和能力研究——一个学生视角.docx

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1、非英语专业大学生英语自主学习意识和能力研究一个学生视角非英语专业高校生的英语自主学习意识和能 力探讨一个学生的视角 Acknowledgements It is quite difficult for me to complete the current paper without helping and guiding from lots of people. Now I would like to express my sincere gratitude as follows. First and foremost, I am extremely grateful to my superv

2、isor, Professor Tang Shizhong who offers me every helpful and instructional suggestion benignantly during the whole period of finishing the paper. Meanwhile, I also receive feedbacks promptly for every problem and suggestion so that it enables me to fix all in a timely manner and move on. Then, Prof

3、essor Li Qiang and Li Jiangxiu should also be appreciated cordially for their encouragements and urge so that the progress of finishing the paper goes more smoothly. Last but not least, I owe students who participated in the questionnaire my best thanks for whom were investigated willingly and hande

4、d in effective questionnaires and two of my friends who helped me a lot in conducting and collecting it. Abstract English autonomous learning has been concerned by scholars all the time since it is put forward. At the same time, they have realized that students are the centers of learning. Hence stu

5、dy should be done by the students themselves. However, the existing researches show that educators tended to explore the college students English autonomous learning awareness and competence from the perspectives of their own, and paid less attention to the subjects of learning English. In view of t

6、his, the present study tries to start from the perspective of students, by conducting a survey of 207 non-English major freshmen and sophomores so as to inquire into the students English autonomous learning awareness and competence. Meanwhile it will combine with the characteristics of non-English m

7、ajors in learning English, then analyze if there appear any differences in learning English autonomously in factors like majors, grades and genders so as to help researchers to understand the awareness of non-English majors in learning English autonomously at present, and to provide a reference for

8、the cultivation of non-English majors English autonomous learning competence. Key words: English autonomous learning; non-English major college students; awareness; competence; differences 摘 要 英语自主学习自提出以来始终为各方学者所关注，同时他们也相识到学生是学习的中心因而学习应由学生来完成。但从已有的探讨来看，探讨内容主要是从教化者的角度去探讨高校生英语自主学习意识及实力，较少关注英语学习的主体学生。鉴

9、于此，本文试从学生的角度动身，对207名非英语专业一、二年级学生进行调查，探讨该群体高校生的英语自主学习意识及实力状况，与此同时结合非英语专业高校生在学习英语上的特点，进而分析英语自主学习实力在专业、年级和性别上是否存在差异的问题，从而帮助探讨者更好地了解非英语专业高校生的英语自主学习意识现状，为培育非英语专业高校生的英语自主学习实力供应肯定的依据和参考。 关键词：英语自主学习; 非英语专业高校生；意识；实力；差异 Contents 云南民族高校毕业论文(设计)原创性声明 i Acknowledgements ii Abstract iii 摘要 iv I. Introduction 1 II

10、. Literature Review 2 2.1 Overseas Studies of Definition of Autonomous Learning 2 2.2 Domestic Studies of Definition of Autonomous Learning 2 2.3 Overseas Studies of Primary Components of Autonomous Learning 3 2.4 Domestic Studies of Primary Components of Autonomous Learning 3 2.5 Studies on Autonom

11、y in Learning Foreign Language Abroad 4 2.6 Studies on Autonomy in Learning English at Home 4 III. Research Method 6 3.1 Respondents 6 3.2 Instrument 6 3.3 Data Collection 7 IV. Data Analysis and Discussion 8 4.1 Data Analysis 8 4.2 Discussion 8 4.2.1 English Autonomous Learning Awareness .9 4.2.2 L

12、earning Contents 10 4.2.3 Learning Objectives 11 4.2.4 Learning Strategies 12 4.2.5 Monitors of the Strategies 13 4.2.6 Learning Evaluations 13 4.2.7 Learning Environment 14 V. Research Findings 16 VI. Conclusion 21 References 23 Appendix 24 I. Introduction With autonomous learning becoming a signif

13、icant research topic, it has been acknowledged by researchers both at home and abroad that students are kernels in learning and they themselves must take the main responsibilities for their learning. Accordingly with the in-depth reform and development of higher education, English autonomous learnin

14、g becoming a hot issue that researchers in China come to realize the necessity and urgency of cultivating English autonomous learning awareness and competence of students. But unfortunately, for one part, the existing researches mainly work from the definition, meaning, importance and some other asp

15、ects of autonomous learning; for another, only a minority of researchers has given consideration to both autonomous learning awareness and competence. What is more, not many empirical researches have been done for students, especially for the college students. Above all, few researchers have taken t

16、he subjects of learningstudents as the breakthrough point. Accordingly the present study tries to begin with the perspective of students and to explore whether non-English major freshmen and sophomores have autonomous learning awareness and competence in studying English, then to find out if there a

17、re any connections with majors, grades and genders on English autonomous learning competence. Moreover, the present study aims to take advantage of this opportunity to offer reasonable and realistic explanations for the findings from the perspective of students. By conducting designed questionnaires

18、 and analyzing them in great detail, the findings indicate that most non-English major freshmen and sophomores have basic ideas to learn English autonomously; but on the other hand, they have feeble abilities to implement it into their learning, particularly in the practices of learning contents, ob

19、jectives, evaluations and environment. At the same time, there exist some differences of English autonomous learning competence in grades and genders except for majors. II. Literature Review Researchers both at home and abroad have inquired into autonomous learning of students through multi-angles a

20、nd gained prosperous achievements, particularly in recent decades. The chapter is made up of two parts: firstly, the author of the present study will review briefly the definition and primary components of autonomous learning; and then will review foreign language autonomous learning by some researc

21、hers from various standpoints. 2.1 Overseas Studies of Definition of Autonomous Learning Although international researches on this theory have been done a lot and continued for a long time, there has been no unified and unambiguous definition. So far as is known, even the terms are various such as “

22、active learning”, “self-planned learning”, “autonomous learning”, “self-instruction”, “self-monitored learning”, “self-managed learning”, “self-directed learning”, “self-regulated learning”, and “self-education”. Since the above terms except for“autonomous learning” has been defined from a specific

23、standpoint of studying, hence the present paper accepts the explanation of “autonomous learning” not only for the former reason but for “autonomous” emphasizes more on independence of students and ability that students must grasp regardless of knowledge or skills. Learner autonomy was first proposed

24、 by Henri Holec (1981) who defined the term as it is certainly an ability of students to manage their own learning, i.e., to control his/her learning. According to Littlewood (1996) autonomous learning means that students themselves can make and carry out the decisions which dominate their actions i

25、ndependently. That is to say, students have the rights to control and decide what to learn and how to learn. For Zimmerman (2002), autonomous learning refers to students who turn their mental abilities into academic skills in a self-directive way. 2.2 Domestic Studies of Definition of Autonomous Lea

26、rning Researchers like Yu and Peng (Yu 2001; Peng 2002) hold the same opinion that students who take charge of their own learning can be seen as autonomous learning, i.e. it emphasizes independent learning competences of students. Pang (2003:4) gives a full and systematical explanation to all major

27、problems which are concerned with autonomous learning. He urges to define the term from horizontal and vertical aspects. Hua Weifen (2003) expresses her point of view on her report that the core of autonomous learning is that teachers only function as facilitators and promoters instead of bellwether

28、s and controllers in the process of students learning. Definitions above are concerned with “ability”, “decision”, “independence”, and “role”. In conclusion, autonomous learning requires the students to prepare for it with conscientiousness and willingness, i.e. they themselves must be aware of what

29、 to learn and how to learn actively and voluntarily. 2.3 Overseas Studies of Primary Components of Autonomous Learning Different researchers have made different conclusions about the components of autonomous learning. For Holec (1981:3), autonomous learning requires students: (1) to ensure the objec

30、tives; (2) to define the materials and progressions; (3) to choose methods and techniques that are feasible; (4) to monitor the procedure of acquisition appropriately; (5) to evaluate what has been obtained. Benson and Lor (1997: 8) mentioned on their monograph that if students could study autonomou

31、sly, he/she is able to regulate his/her own learning, including the control of learning environment, learning contents, approaches, objectives and awareness. Littlewood (1996:428) holds that ability and willingness are vital elements for students to study autonomously. Moreover, two key factors can

32、refine themselves into two subsections: ability of knowledge and skills; motivation and confidence in willingness. They are indispensable in autonomous learning. 2.4 Domestic Studies of Primary Components of Autonomous Learning Peng (2002) deems that autonomous learning of students is composed of fi

33、ve parts: (1) to own learning responsibility; (2) to establish clear learning objectives; (3) to make learning plan for themselves; (4) to appraise progress in learning; (5) to regulate learning strategies. Pang (2003:4) insisted that definition of autonomous learning should come from both lateral a

34、nd vertical dimensions. From the lateral dimension, it defines autonomous learning from every aspect of learning, including motivation, strategy, time, environment, and evaluation of learning. From the vertical dimension, it means to explain the essence of autonomous learning according to the whole

35、process of learning, including objectives, plans, and preparations for regulating, monitoring, assessing, and summarizing in learning. By giving a definition according to national conditions of China, scholars (Xu, et al, 2004) define the components of autonomous learning as: (1) to understand teach

36、ing objective and requirement of teacher; (2) to establish learning objectives and make learning plans; (3) to utilize learning strategies effectively; (4) to monitor the application of learning strategies; (5) to evaluate the process of learning. Given the above, English autonomous learning can be

37、concluded from the perspective of students as: (1)students voluntarily and forwardly select the learning contents; (2)to set up concrete learning objectives; (3)to choose and regulate their strategies in learning English consciously; (4)to monitor the learning activities of their own in a planned wa

38、y; (5)to evaluate the English learning outcomes objectively and timely; (6)and to construct a suitable and helpful environment (both physical and psychological) for learning English. 2.5 Studies on Autonomy in Learning Foreign Language Abroad Littlewood (1999) explains the concept of autonomy in lea

39、rning foreign language that it is an incontestable objective for students as stressing their learning abilities, and then proposes a framework which would be applicable for students from different contexts. Meanwhile, he points out that to develop foreign language autonomous learning competence was

40、not equal to establish stereotypic teaching methods for East Asian contexts. Hussein and Haron (2012) made a research on autonomous learning in the Arabic language of 179 Arabic language learners and concluded that generally these students can dominate their own learning but when it comes to self-pr

41、oductive activities like translation, writing and communication they feel hindered. Ivanovska (2015) tries to verify foreign language autonomous learning under the all-round and controversial background that cultural context is a key factor for learners from different contexts, and the roles between

42、 students and teachers should never be changed in learning foreign language autonomously. 2.6 Studies on Autonomy in Learning English at Home By introducing self-access centers set up in many universities of western countries, Hua (2001) deems that students are the best respondents of knowledge they

43、 have obtained during autonomous learning and analyzers of their own learning needs. Hence she finally explains the necessity and related concerns about constructing self-access centers in our country. By conducting questionnaires on autonomous learning awareness between students from east and west

44、countries, Qi Hongbo (2004) is desirous to find out that there are no significant differences in autonomous learning awareness among these students. Then, he concludes that only by learning consciously and forwardly can students grasp foreign languages. In a macroscopic perspective, studies on auton

45、omous learning awareness and competence of students have matured and expanded both at home and abroad. While extrusive presentation of studies abroad about the theory is lack of a compatible definition; domestic studies show a trend of introducing international theories but are very short of the bas

46、e of learning psychology (e.g., Pang, 2003: 22). While a microcosmic perspective, on the other hand, also reveals that few empirical researches have been done to both English autonomous learning awareness and competence, or even make differences of non-English majors English autonomous learning comp

47、etences from majors, grades and genders, and hardly any studies have been taken on studentsthe crux of learning as key point. III. Research Method 3.1 Respondents The respondents in the present study are non-English major freshmen and sophomores in Yunnan Minzu University. These students come from d

48、ifferent majors (arts and science), grades, and genders. Prior to the beginning of English courses, questionnaires were delivered to them. Totally 207 students (freshmen: 107; sophomores: 100) are involved in the questionnaire. Reasons for choosing those groups of students and the time to conduct th

49、e questionnaire are as follows: Firstly, non-English major undergraduate students must take English course in the first and second year during the four years of college, and it is a critical phase for them to build a foundation for learning English. Secondly, freshmen cannot take CET4 (College English Test Brand 4) in Yunnan Minzu University and sophomores are free to take the exam, so it is necessary and valuable to know their autonomies in le