我校英語專業(yè)新生自主學習情況調(diào)查報告畢業(yè)論文范文

1、范文an analysis of autonomous learning for english major freshmen at gxufe我校英語專業(yè)新生自主學習情況調(diào)查報告學 院：外國語學院專業(yè)班級：姓 名：學 號： 指導教師： 完成時間： 年 月 日contentsabstract (in english)iabstract (in chinese)iichapter one: introduction11.1 need for autonomous learning11.2 the structure of the thesis1chapter two: literature re

2、view32.1 the concept of autonomous learning32.2 previous studies on autonomous learning at home and abroad5chapter three: the concerning factors on autonomous learning63.1 internal factors63.1.1 learners motivation63.1.2 learners belief73.1.3 learning goals and plans73.1.4 learning strategies83.1.5

3、self-monitoring and self-assessment93.2 external factors93.2.1 teachers influence93.2.2 learning resources10chapter four: survey design114.1 survey questions114.2 subjects114.3 research method11chapter five: data and analysis125.1 the overall view on autonomous learning.125.2 students performance in

4、 the aspects of autonomous learning135.2.1 students motivation135.2.2 students belief145.2.3 students comprehension towards teachers aims and requirement155.2.4 students goals and plans165.2.5 students learning strategies175.2.6 students self-monitoring and self-evaluation185.2.7 students utilizatio

5、n of learning resources195.3 the differences on autonomous learning ability in learning environment20chapter six: conclusions236.1 major findings of the survey236.2 suggestions for promoting autonomous learning236.2.1 teachers role in promoting autonomous learning246.2.2 learners role in fostering a

6、utonomy.246.2.3 teaching environment25references26appendix28acknowledgements30abstractsince the early 1980s, with the establishment of student-centered teaching concept, autonomous learning has been a hot topic in the field of educational psychology research at home and abroad. however in china, owi

7、ng to the impact of traditional teaching pattern, there still exists the phenomenon that teachers unilaterally focus on their own “input” teaching and neglect learners status as the main role in language learning. in modern english teaching concept, students autonomous learning competence is the key

8、 to improve english level. this becomes more important for english major freshmen who just leave teacher-centered teaching pattern from their high school education. their autonomous learning competence would influence their english learning later. the author conducts a questionnaire to investigate t

9、he competence of autonomous learning of 119 english major freshmen at guangxi university of finance and economics. the questionnaire consists of seven parts: learning motivation, learning belief, teachers influence, learning goals and plans, learning strategies, self-monitoring and self-assessment,

10、and utilization of learning resources. the analysis shows that the students autonomous learning ability is at medium level. in detail, most of students instrumental motivation is stronger than integrative motivation; they hold positive learning belief but seldom know the teachers aims and requiremen

11、ts; they have clear learning goals and plans but seldom carry them out; in addition, they lack knowledge of learning strategies, self-monitoring and self-assessment, and they make little use of learning resources. the author tries to analyze the possible reasons and proposes some appropriate suggest

12、ions to promote learners autonomy.key words: english major freshmen; autonomous learning; surveyi摘 要自20世紀80年代初以來，隨著以學生為中心的教學觀的確立,自主學習成為國內(nèi)外教育心理學研究的熱點。然而，由于受到傳統(tǒng)教學模式的影響，還存在片面強調(diào)教師單方面的輸入，忽視了學習者作為學習主體的地位的現(xiàn)象。在現(xiàn)代英語教育教學理念中，英語專業(yè)學生的自主學習能力是提高自身英語總體水平的關(guān)鍵，尤其是英語專業(yè)新生，剛剛脫離以教師為主的傳統(tǒng)教學模式，其自主學習能力的高低將影響后期的英語學習。本文以問卷的形式對我

13、校英語專業(yè)119位新生的自主學習能力做調(diào)查。問卷涉及學習動機、學習觀念、對教師的教學目的與要求的了解、學習目標和計劃、學習策略、自我監(jiān)控和評估以及學習資源的利用情況等七個方面，通過分析發(fā)現(xiàn)英語專業(yè)新生的自主學習能力處于中等水平，大多數(shù)新生學習英語的外部動機強于內(nèi)在動機；學習觀念積極，但是對教師的教學目的與要求不是很了解；新生有明確的學習目標和計劃，但是很少付出實際行動；學習策略匱乏，自我監(jiān)控和評估的能力不足，不能充分利用學習資源。針對以上情況，分析其原因并給出建議以提高學習者的自主學習能力。 關(guān)鍵詞：英語專業(yè)新生；自主學習；調(diào)查iian analysis of autonomous learn

14、ing for english major freshmen at gxufechapter one: introduction1.1 need for autonomous learning in recent years, with the development of domestic and international economic, the demands for foreign talents increase gradually in china. second language learning has been a heated point for educators a

15、t home and abroad. since 1980s, holec put forward the concept of autonomous learning, which has been a popular discussion in the west. compared with the traditional teaching teacher-centered teaching, which teachers pay more attention to how they teach rather than how students learn, the contemporar

16、y english teaching lays emphasis on the main role of learners. in china, most of teachers adopt traditional teaching methods in foreign language teaching, they devote too much time and attention to how to teach more than how to learn, unilaterally emphasize teachers role of “input” and stress unique

17、ness and standards, the role of learners as learning subjects has been overlooked. with the reform of college english syllabus, educators advocate a new english teaching pattern: student-centered teaching. with this new teaching model, developing students autonomous learning ability is a primary tas

18、k for teachers and educators. furthermore, autonomous learning is also vital for second language learners in the future. at present, in china, owing to big size of class, a teacher can not instruct every single student at any time. in addition, one foreign language learners ability differs from othe

19、rs, so learners should spend more time on autonomous learning to achieve their goals. especially for freshmen, they should adjust themselves to the college english teaching, which advocates student-centered teaching pattern. once they foster a sense of autonomous learning and take action, they will

20、get great progress in english learning. 1.2 the structure of the thesis this paper is composed of six chapters. chapter one is an introduction to the situation of autonomous learning, its necessity and significance. chapter two is the literature review related to autonomous learning, including some

21、concepts and previous studies at home and abroad. chapter three concentrates on the concerning factors on autonomous learning. chapter four is the survey design, which describes the subjects and questions of the survey. chapter five reports the result of survey and analyzes the data. based on the re

22、sults of survey, factors affecting autonomous learning and reasons are discussed in detail. chapter six is the conclusion, which discusses the implication of survey, with hopes to promote autonomous competence, then some suggestions on teachers roles, learners roles and teaching environment are put

23、forward. 30chapter two: literature review2.1 the concept of autonomous learning over the last few decades, autonomy has been a heated topic for language learning in the western countries. the concept of “autonomous learning” stemmed from debates about the development of life-long learning skills and

24、 the development of independent thinkers, both of which originated in 1960s (gardner & miller, 2002:6). it is difficult to define concepts of autonomy, because different writers have defined the concepts in different ways. various terms are used by many scholars such as “l(fā)earner autonomy”, “self

25、-instruction”, “self-direction”, “self-access”, etc. it was holec (1981:3) who first brought forward the definition of autonomous learning in 1981, he defines autonomy as “the ability to take charge of ones own learning”. according to gardner and miller (2002:6), there are some definitions of autono

26、my. dickinson (1987:11) accepts the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and the implementation of those decisions”. in terms of different schools of thoughts, there are three major schools. lit

27、tle (1990:7) considers learner autonomy as “essentially a matter of the learners psychological relation to the process and content of learning”. kenny (1993:436) states that autonomy is not only the freedom to learn but also “the opportunity to become a person”. both of them see autonomy as a person

28、al characteristic. as the representative of political framework, benson(1997:29) defines learner autonomy is “a recognition of the rights of learners within educational systems”. as for one school of thoughts viewing autonomy as an educational practice, bound (1988:17) suggests that autonomy is “an

29、approach to educational practice”.the above definitions deal with the concept of learner autonomy in past years. later years, more and more discussion and additional details are carried out by a great numbers of scholars in western countries. these results offer perfect theory framework and instruct

30、ion for researchers in language teaching. the research on autonomous learning in china began in the early 1990s. the researchers combine western scholars achievement and the situation in china and then define autonomous learning in different ways. pang weiguo (龐維國，2001:79) describes the autonomous l

31、earning from two angles: 1). the first is discussed from dimensionality: if learners can make choice and control themselves consciously, the process of learning can be regarded as autonomous learning. to be specific, if learners motivation is self-driven, the content of learning is self-selected, le

32、arning strategies are self-regulation and the learning time is planed and managed by learners, they can create the condition of learning and evaluate the results. then we can say that the learning is autonomous. 2). the second is defined from the process of learning: if learners can set goals and ma

33、ke plans before learning, monitor or adjust the process and plans of learning during the process, and check the results and evaluate themselves after learning, then the learning process can be regarded as autonomous learning. hua weifen (華為芬，2002:109) makes an induction from western scholars definit

34、ion. she considers the autonomous learning as a process of learning as well as an outcome. learners should not completely rely on teachers but take more charges of ones own learning. learners autonomy as a potential ability of learning decision, it needs an environment where learners can execute rig

35、hts to promote the process of learning. meanwhile, it also requires backup and instructions from teachers. peng jinding (彭金定，2002:16) concludes that the definition of autonomous learning should include five aspects: 1). taking responsibility for learning; 2). understanding of learning aims; 3). maki

36、ng plans; 4). evaluating the results; 5). regulating the strategies. xu jinfen (徐錦芬，2007:11) points out that the learning autonomy in the english teaching context in china should cover the following five aspects: 1).identifying the aims and requirement of teacher; 2).formulating appropriate learning

37、 objectives and plans; 3).selecting and implementing learning strategies; 4).monitoring the use of learning strategies; 5).monitoring and evaluating learning process.to sum up, all scholars view learners as participants who consciously set their own goals, regulate the motivation, select appropriate

38、 strategies and evaluate the learning outcomes.after taking into the consideration of the definitions by other scholars, combining the present study as well as the actual situation in china, the author is inclined to adopt xu jinfens definition of autonomous learning, considering one aspect: using e

39、ffective learning resources in a constructive learning process. based on the above discussion, autonomous learning can be defined as an ability that learners are initiative and responsible in setting goals, adopting the appropriate strategies, monitoring and evaluating learning process and using eff

40、ective learning resources in a constructive learning process. 2.2 previous studies on autonomous learning at home and abroad it was in the middle of 1970s that linguists abroad began to probe into the field of learner autonomy in foreign language teaching and learning (高吉利, 2005:61). in 1981, holec

41、raised the definition in his monograph autonomy and foreign language learning. from then on, a great numbers of research appeared and got great achievement in theoretical studies. in general, western researches focus on the concept of autonomous learning and how to cultivate learner autonomy (bound,

42、 1988, brookes and grundy, 1988, little, 1990, dickinson, 1987, benson and voller, 1997, gardner and miller, 2002). these works discuss the theoretical background of learner autonomy in detail and analyze each factor that affects learner autonomy clearly, such as attitude, belief, strategy and role,

43、 and analyze how to promote learner autonomy in practice (徐錦芬, 2007:25).in china, as the research on autonomous learning is later than western countries, there exists limitation. since 2001, more research on this field has been conducted. wang duqin (王篤勤，2002:17-23) conducts a survey to study univer

44、sity students metacognitive level, and claims to develop students self-learning ability through strategy training. lei xiao (2005:68-74) discusses college students belief of autonomous learning and provides a few techniques to deal with the corresponding problems in their beliefs. wei yuyan (魏玉燕, 20

45、02:8-14) introduces this new teaching idea into flt in china, including the definition of learner autonomy, the necessity and methods of fostering learner autonomy in foreign language learning. xu jinfen et al. (徐錦芬、彭仁忠等,2004:64-68) investigate the actual situation of non-english major sophomores en

46、glish autonomous learning. the result suggests that college students degree of autonomous learning stays at a low level in china. these studies enrich the theory of autonomous learning and practice of guiding the foreign language teaching, which is of practical significance.although the previous res

47、earchers have made many achievements in china, most empirical studies focus on the objects of non-english major, studies on english major are limited.chapter three: the concerning factors on autonomous learningfrom the above discussion, we know that autonomous learning can be considered as learning

48、activity as well as learning ability. taking many concerning factors into consideration, it is very difficult to improve the capability of learners autonomous learning, especially to change autonomous learning awareness to practice.domestic researchers have a deep discussion about the concerning fac

49、tors on autonomous learning, and group them into three main pairs of classifications: personality factors and common factors, controllable factors and uncontrollable factors, internal factors and external factors.in this thesis, the author prefers the third classification. that is to say, the concer

50、ning factors on autonomous learning can be divided into two categories: internal factors and external factors. as a learning activity, autonomous learning needs internal condition and the support of external condition. at the same time, as a kind of learning capability, learning autonomy is a relati

51、vely stable characteristic under a long-term interaction between learners and external environment (徐錦芬, 2007:62). autonomous learning is influenced by such internal factors such as learners motivation, learners belief, learning goals and plans, learning strategies, self-monitoring and self-assessme

52、nt. in the meantime, it is also affected by external factors like teachers influence, learning resources, and so on.3.1 internal factors 3.1.1 learners motivationmotivation is one of major factors that influence second language learning. learning motivation is a concept of pedagogic psychology, whic

53、h indicates the interior impetus and desire to stimulate learners to acquire knowledge (徐錦芬, 2007:67). if learners have a strong positive motivation in their language learning, they will do well in autonomous learning. that is to say, without positive motivation, learners can not set a right goal or

54、 make any plans to complete their language learning. gardner and lambert (1972) highlight two different types of motivation: 1). instrumental motivation: the desire to learn a language to fulfill certain utilitarian goals, such as getting a job, passing an examination, etc. 2). integrative motivatio

55、n: the desire to learn a language in order to communicate with people from other cultures; or desire to joint closely with the target language group. (quoted in徐錦芬, 2007:67) some students learn english out of interest, some students consider english as a tool in order to pass the examination or find

56、 a job. the different motivation can arouse different interest and goals, and these interest and goals would impact on the learners learning methods and effects. 3.1.2 learners belieflearners belief refers to learners comprehension of study, which learners understand the learning objectives, tasks a

57、nd teachers appraisal (陸根書、于德弘, 2003:47). learners belief influence the way they learn, if learners have positive belief to learn a second language, the belief would influence their learning attitude and learning methods. that is to say, positive beliefs are beneficial to strengthen learning attitud

58、e, and then facilitate foreign language learning. on the contrary, the negative belief would weaken the learning motivation even lead to failure of learning. in language learning, beliefs and attitudes are shaped not only by the educational environment but also by family and social values. these influences on approaches to learning a language may encourage learners to experience new methods of learning, or conversely constrain and restrict their desire for a new learning experience (gardner & miller, 2002:37). some learners mistakenly think t