课外协作学习研究
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摘要
本文旨在研究如何帮助英语专业学生课外学习的问题。课外学习是英语教学过程中不可分割的重要环节，它对促进学生发展具有举足轻重的作用。但是，由于英语在我国是外语，长期以来研究大多集中在课堂教学。这种局限导致大多数英语专业学生缺乏综合知识和应用能力，不能适应21世纪人才的需要。当今我国进行的英语教学改革的重心已从单纯注重教学转移到学习者在课内及课外的学习。
在建构主义理论指导下，本研究采用了行动研究的方法，主要探讨了建构主义模式的协作学习在英语课外学习中的实际运用，旨在发现其对英语专业学生课外学习的影响：协作学习对英语专业二年级学生的元认知策略使用频次、学习动机、情感态度及口语学业成绩方面是否有影响；课外协作学习与单独课外学习在元认知策略使用频次、学习动机、情感态度及口语学业成绩方面对学生有何不同的影响。该试验将48名英语专业二年级两个自然班学生分成实验组和控制组，运用了定量和定性的研究方法，进行了为期16个星期的课外协作学习试验。定量研究包括试验前后的口语期末成绩测试，试验前后的问卷调查等，并运用了SPSS13.0对收集的数据进行了分析；定性研究作为定量研究的补充，内容包括学生的学习周记、反思报告，试验后的学生访谈。
研究结果表明，课外协作学习有利于提高学生元认知策略的使用频次，增强学生的内在学习动机，培养学生对英语课外学习正面、积极的情感态度，并帮助学生提高口语成绩。研究发现试验组的学生对课外协作学习持积极认可的态度，并认为协作学习对英语课外学习有利。
该研究为如何通过课外协作学习帮助英语专业学生成为课外自主学习者提供了新的途径和方法。
In this thesis the problem of facilitating English majors' out-of-class learning is examined. Out-of-class learning is an indispensable part of English teaching and learning and is of vital importance in promoting student's development. However, researches have long been focused on the classroom since English is foreign language in China. The situation leads to lack of all-around knowledge and practical ability of English majors who can not meet the requirements of the 21~(st) century. China is now undergoing teaching reform in which the emphasis is shift from teaching to learner learning both in and out of class.
In the light of constructivism, an action research was conducted by implementing the Constructivist model of collaborative learning in English out-of-class learning, which intended to investigate its influence on out-of-class learning. The study mainly aimed at finding out whether and how the application of collaborative learning out-of-class might influence English majors' use of metacognitive strategies, motivation and attitude toward out-of-class learning and hence the oral proficiency in academic achievement. The study adopted quantitative and qualitative methods of experimental and control groups of 48 English sophomores during a sixteen-week period. Quantitative measures included questionnaires administrated before and after the experiment and terminal oral examination at the beginning and the end of the term. Data was analyzed by Statistical Package of Social Science (SPSS) 13.0. Qualitative measures included student interviews (post-experiment), weekly journals and student self-reflection reports.
Findings reveal that the sixteen-week out-of-class collaborative learning program was helpful in involving students into employing metacognitive strategies more frequently. It was also effective in strengthening their intrinsic motivation, helping them form positive attitudes towards English out-of-class learning, and ultimately improving their English academic achievement in terminal oral examination. The results indicate that students in the experimental group believed collaborative learning was beneficial to English out-of-class learning.
The obtained results also reveal that it facilitates English majors to become autonomous learners through implementing a Constructivist model of collaborative learning in out-of-class situation.
在建构主义理论指导下，本研究采用了行动研究的方法，主要探讨了建构主义模式的协作学习在英语课外学习中的实际运用，旨在发现其对英语专业学生课外学习的影响：协作学习对英语专业二年级学生的元认知策略使用频次、学习动机、情感态度及口语学业成绩方面是否有影响；课外协作学习与单独课外学习在元认知策略使用频次、学习动机、情感态度及口语学业成绩方面对学生有何不同的影响。该试验将48名英语专业二年级两个自然班学生分成实验组和控制组，运用了定量和定性的研究方法，进行了为期16个星期的课外协作学习试验。定量研究包括试验前后的口语期末成绩测试，试验前后的问卷调查等，并运用了SPSS13.0对收集的数据进行了分析；定性研究作为定量研究的补充，内容包括学生的学习周记、反思报告，试验后的学生访谈。
研究结果表明，课外协作学习有利于提高学生元认知策略的使用频次，增强学生的内在学习动机，培养学生对英语课外学习正面、积极的情感态度，并帮助学生提高口语成绩。研究发现试验组的学生对课外协作学习持积极认可的态度，并认为协作学习对英语课外学习有利。
该研究为如何通过课外协作学习帮助英语专业学生成为课外自主学习者提供了新的途径和方法。
In this thesis the problem of facilitating English majors' out-of-class learning is examined. Out-of-class learning is an indispensable part of English teaching and learning and is of vital importance in promoting student's development. However, researches have long been focused on the classroom since English is foreign language in China. The situation leads to lack of all-around knowledge and practical ability of English majors who can not meet the requirements of the 21~(st) century. China is now undergoing teaching reform in which the emphasis is shift from teaching to learner learning both in and out of class.
In the light of constructivism, an action research was conducted by implementing the Constructivist model of collaborative learning in English out-of-class learning, which intended to investigate its influence on out-of-class learning. The study mainly aimed at finding out whether and how the application of collaborative learning out-of-class might influence English majors' use of metacognitive strategies, motivation and attitude toward out-of-class learning and hence the oral proficiency in academic achievement. The study adopted quantitative and qualitative methods of experimental and control groups of 48 English sophomores during a sixteen-week period. Quantitative measures included questionnaires administrated before and after the experiment and terminal oral examination at the beginning and the end of the term. Data was analyzed by Statistical Package of Social Science (SPSS) 13.0. Qualitative measures included student interviews (post-experiment), weekly journals and student self-reflection reports.
Findings reveal that the sixteen-week out-of-class collaborative learning program was helpful in involving students into employing metacognitive strategies more frequently. It was also effective in strengthening their intrinsic motivation, helping them form positive attitudes towards English out-of-class learning, and ultimately improving their English academic achievement in terminal oral examination. The results indicate that students in the experimental group believed collaborative learning was beneficial to English out-of-class learning.
The obtained results also reveal that it facilitates English majors to become autonomous learners through implementing a Constructivist model of collaborative learning in out-of-class situation.
引文
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Boud, D. 1981. Toward student responsibility for learning, In D. Boud(ed.) Developing Student Autonomy in Learning. London: Kogan Page.
Brophy, J. (ed.), 2002. Social Constructivist Teaching: Affordances and Constraints. Oxford: Elsevier Science Ltd.
Brown, H. D. 1994. Teaching by Principles: Interactive Language Teaching Methodology. New York: Prentice Hall Regents.
Brown, J. S., A. Collins, & P. Duguid. 1989. Situated cognition and the culture of learning. Educational Researcher. 18 (1).
Carlson, K. S. & Zhao X.S. 2004, (4) Collaborative learning: Some issues and recommendations Collaborative Learning.
Chun, D., & Plass, J. 1997 Research on text comprehension in multimedia environments. Language Learning & Technology, I (1), 60-81. http://llt.msu.edu
Christensen, C. R., D. Garvin, & A. Sweet. 1991 Education for Judgment." The Artistry of Discussion Leadership. Cambridge, MA: Harvard University Business School.
Cohen, E. G. 1994, Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
Crandall, J. A. 2000, Cooperative language learning and affective Factors, in Jame Arnorld (eds) Affect in Language Learning Beijing: Foreign Language Teaching and Research Press.
Crookes, G. & S. M. Gass. 1993. Tasks and Language Learning. Clevedon, UK: Multilingual Matters.
Cunningham, D.J. 1992. Assessing constructions and construction assessments: A dialogue. In T.M. Duffy, &D. H. Jonassen (eds.), Constructivism and the Technology of Instruction: A Conversation. Hillsdale, NJ: Lawrence Erlbaum Associates
Dickinson, L. 1995. Autonomy and motivation: A literature review. System 23: 165-174.
Duffy et al. 1991. Designing Environments for Constructive Learning Berlin: Springer-Verlag, 291-311
Flavell, J. H. 1979. Speculations about the nature and development of metacognition. In F. E. Weinert & R.H. Kluwe (eds.), Metacognition, Motivation and Understanding, Hillside, New Jersey: Lawrence Erlbaum Associates, 21-29.
Ford. E.J., & Leclerc. D.C. 2000. A constructivist approach to college-level economic education. Review of Radical Political Economics, 32, (3), 482-494.
Fosnot, C. 1996. Constructivism: A psychological theory of learning. In C. Fosnot (ed.), Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Freeman, D. L. & Long, M. H. 2000, An Introduction to Second Acquisition Research Beijing: Foreign Language Teaching and Research Press.
Gardner, R.C. 1985. Social Psychology and Second Language Learning." The Role of Attitudes and Motivation, London: Edward Arnold.
Gergen, K. J. 1995. Social construction and the educational process. In P. S. Steffe & J. Gale, Constructivism in Education, Hillsadale. NJ: Erlbaum.
Glasersfeld V. E. 1995. A constructivist approach to teaching. In P. Steffe & J. Gale. Constructivism in Education. Hillsdale. NJ. Erlbaum.
Gokhale, A. A. 1996, (1) Collaborative learning enhancing critical thinking. Journal of Technology Education.
Golub, J. (ed.). 1988. Focus on Collaborative Learning. Urbana, IL: National Council of Teachers of English.
Hartley, J. R. 1999, (2) Effective pedagogies for managing collaborative learning in on line learning environments. Educational Technology & Society.
Hativa, N. 1996 Teaching far Effective Learning in Higher Education London: Kluwer Academic Publishers. 55-56
Henson, K. T. & Eller, B. F. 2005 Educational Psychology for Effective Teaching, Beijing: Foreign Language Teaching and Research Press,2005:501
Johnson, D. W. & R. T. Johnson. 1994, Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning, Boston: Allyn and Bacon. http://www.clcrc.com
Johnson, D.W., R.T. Johnson, et al. 1987 The effects of cooperative and individualized instruction on student attitudes and achievement. The Journal of Social Psychology, 104, 207-216.
Jonassen. D. 1994. Thinking technology: Educational Technology. 34(4),34-37
Kohonen, V. 1992, Experiential language learning: second language learning as cooperative learner education. In D. Nunan (ed.) Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press.
Krashen, S. 1982, Principles and Practice in Second Language Acquisition Oxford: Pergamon Press.
Littlewood, W. 1999. Defining and developing autonomy in East Asian context, Applied Linguistics, 21, 1:71-94.
Long, M. H. 1990. Task, group, and task-group interaction. In S. Arivan(ed.). Language Teaching Methodology for the Nineties. Singapore: SEAMEO Regional Language Center.
Long, M. H. & G.Crookes. 1993. Units of analysis in syllabus design: the case for the task. In G. Crookes & S. M. Gass (eds.) Tasks in a Pedagogical Context. Clevedon: Multilingual.
Long, M. H. & P. A. Porter. 1985. Group work, interlanguage talk, and second language learning. TESOL Quarterly, 19, 207-228.
Lunsford, A. 1995. Collaboration, control, and the idea of a writing center, in C. Murphy & S. Sherwood (ed). The St. Martin's Sourcebook for Writing Tutors. New York: St. Martin's Press.
Marlowe, B. A. & M. L. Page. 1998. Creating and Sustaining the Constructivist Classroom California: Corwin Press Inc.
Mayer, R. 1996. Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31 (3/4), 151-161.
McKeachie, W. 1986 Teaching Tips: A Guidebook for the Beginning Teacher. Lexington, MA: D.C. Heath.
Nash T. H. et al. 1996. Techniques for using Satellite TV news programs in the English language classroom, Papers from the eleventh conference on English language teaching and learning in the Republic of China. Taipei: Crane Publishing Co., Ltd. 193-209. http://mx.nthu.edu.tw/～katchen/professional/articles-on-line.htm
Neff, R. & M. Weimer. 1989. Classroom Communication: Collected Readings for Effective Discussion and Questioning. Madison, WI: Magna Publications.
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Nunan, D. 1995. Closing the Gap between Learning and Instruction, TESOL Quarterly, 29, 1:133-158
Ormrod. J. 1999. Human Learning. New Jersey: Prentice-Hall. Inc.
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know New York: Newbury House.
O'Malley, J. M. & Chamot, A. U. 1990. Learning Strategies in Second Language Acquistion, CUP
Page, M. 1990. Active learning: Historical and contemporary perspectives. Unpublished manuscript, University of Massachusetts.
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