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大学英语教师对语言学习中学习者自主性的理解的研究

作　者: 章婷娟
导　师: 李丽生
学　校: 云南师范大学
专　业: 外国语言学及应用语言学
关键词: 学习者自主性教师的理解语言学习
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 45次
引　用: 0次
阅　读: 论文下载

内容摘要

语言教学领域的变化从未止步,这已是不争的事实。其中最引人注目的当数以教师为中心到以学习者为中心的转变。因此,对学习者自主性的研究已经逐渐成为一门热门话题。然而,很大一部分研究都集中于探讨影响学习者自主性的因素或调查学习者自主学习的情况。尽管也不乏对于促进学习者自主性措施的研究,但只注重于建议的提出而不是实证研究。本文结合了定性研究和定量研究,并运用问卷调查(老师和学生共两份问卷),访谈和课堂观摩三种方式展开调查。主题是云南省大学英语教师对学习者自主性的理解,因为这直接影响他们能否在英语教学中有效促进学习者自主性。来自云南师范大学,昆明理工大学及云南农业大学的72位英语教师和60位学生参加了问卷调查。接着三位老师分别接受了关于12个问题的访谈,最后,四个老师的英语课被选择做观摩,每位的为一个单元(大概6个课时)。以往的大多数研究都以学习者为调查对象,众所周知,教师在促进学习者自主性的过程中起着举足轻重的作用,这个过程需要教师和学生双方努力,本次研究对象则是教师和学生。通过调查,本文得出三个主要结论：一、多数教师对学习者自主性的概念和内容并没有全面理解；二、尽管他们意识到在教学中要促进学习者自主性,但自我监控和自我评价的环节还是被严重忽略了；三、教师对语言学习中学习者自主性的认知和一些文化观念,以及中国的教育体制影响了他们对学习者自主性的理解和促进。文章最后对中国的外语教学提出了几点启示：一、教师要把促进学习者自主性当作是自己的责任；二、学生要意识到培养学习自主性对他们的重要性以便做好准备配合教师一起达到良好的效果；三、中国的教育系统和学校也应该提供相应的支持。

全文目录

Acknowledgements  6-7
Abstract  7-9
摘要  9-10
Contents  10-14
List of Tables and Figures  14-15
Chapter 1 Introduction  15-21
  1.1 Introduction  15-16
  1.2 Background to the study  16-19
  1.3 Focus of the study  19
  1.4 Significance of the study  19-20
  1.5 Layout of the study  20-21
Chapter 2 Literature Review  21-33
  2.1 Introduction  21
  2.2 Different definitions of learner autonomy in language learning  21-24
    2.2.1 Definition of learner autonomy in the thesis  23-24
  2.3 Theoretical bases for learner autonomy  24-28
    2.3.1 Humanistic education theory  24-25
    2.3.2 The theory of constructivism  25-27
    2.3.3 The theory of "zone of proximal development"  27-28
  2.4 Previous related research on learner autonomy in language learning  28-32
    2.4.1 Research on learner autonomy abroad  28-31
    2.4.2 Research on learner autonomy in China  31-32
  2.5 Summary  32-33
Chapter 3 Research Methodology  33-39
  3.1 Introduction  33
  3.2 A description of research instruments  33-35
    3.2.1 The use of the questionnaire  33-34
    3.2.2 The use of the interview  34-35
    3.2.3 The use of class observation  35
  3.3 Participants and procedures  35-37
    3.3.1 Participants  35-36
    3.3.2 Procedures  36-37
  3.4 Summary  37-39
Chapter 4 Data Analysis and Discussion  39-61
  4.1 Introduction  39
  4.2 Data analysis  39-54
    4.2.1 Results from questionnaires for teachers  39-43
    4.2.2 A comparison of three teachers' awareness of learner autonomy  43-45
    4.2.3 Comparisons of three teachers' questionnaires and their students'  45-48
    4.2.4 A description of interviews  48-51
    4.2.5 A description of class observation  51-54
  4.3 Discussion  54-60
    4.3.1 A conclusion for results of research instruments  54-56
    4.3.2 The influence of teachers' knowledge about learner autonomy on their promotion of learner autonomy  56-58
    4.3.3 The influence of teachers'cultural notions on their promotion of learner autonomy  58-59
    4.3.4 The influence of Chinese educational system and school management on their promotion of learner autonomy  59-60
  4.4 Summary  60-61
Chapter 5 Conclusion  61-67
  5.1 Introduction  61
  5.2 Summary of the findings  61-62
  5.3 Implications  62-66
    5.3.1 Teachers' responsibility of fostering learner autonomy in language learning  62-63
    5.3.2 Learners' realization of the importance of learner autonomy  63-64
    5.3.3 Chinese educational system and schools for the promotion of learner autonomy  64-66
  5.4 Limitations of the study  66
  5.5 Recommendations of the further study  66-67
References  67-72
Appendix  72-84
  Appendix A A questionnaire for college English teachers  72-79
  Appendix B A questionnaire for students  79-83
  Appendix C Questions for the interview  83-84
Questions for the Interview  84-85
Publications  85

大学英语教师对语言学习中学习者自主性的理解的研究

内容摘要

全文目录

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