非英语专业大学生口语学习自主性调查
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摘要
自Holec于1981年正式提出“学习者自主性”这一概念以来的这三十多年间,一自备受国内外语言学界学者们的广泛关注。学者们纷纷就此展开一系列的研究项目,然而,这些研究大多只关注学生总体自主学习能力,专门针对学生口语学习自主能力的研究乏善可陈。随着国际交流的进一步深化特别是文化上的交流,对英语口语能力的要求也在逐步提高,而中国英语学习者口语能力的现状并不让人乐观。因此,就中国非英语专业大学生的口语学习自主情况进行调查研究,不仅十分必要而且也将非常具有教学上的指导意义。
本研究尝试采用定量研究与定性分析相结合的方法,所使用问卷的主体由两部分组成。第一部分关于学生自主性口语学习观念的调查,而第二部分则是针对学生英语口语自主学习行为情况的调查,其设计蓝本为徐锦芬教授(2004)对自主学习者的特征描述。通过对华中科技大学非英语专业大二500名本科生的调查,我们围绕学习者自主性口语学习的现状以及男女生在自主性口语学习方面是否存在差异,和影响学生自主性口语学习的关键因素这三个问题展开研究。
研究结果表明,1)学生对自主性口语学习有比较积极的态度和强烈的愿望,一部分学生能够意识到自己在口语自主学习应负的责任,但仍然有一部分学生没有这方面的意识。2)女生比男生的自主性学习观念更强,与此同时在口语自主性学习行为方面,女生也好于男生。3)学生口语学习自主性的元认知知识缺乏和元认知策略使用意识淡漠。主要表现在口语学习上的计划性不够,对其学习过程的监控能力较差,自我评估能力不强等等。
在调查结果的基础上,本文就如何在当前的中国教育环境下培养学生口语自主性提高提出了尝试性建议。文末,作者总结了本研究的不足,并对今后相关课题研究做了展望。
Learner autonomy has gained great popularity among many researchers at home and abroad since Holec first formally put forward its definition in 1981. In recent years, learner autonomy is becoming more and more important in China. However, almost all of these studies focus on autonomous English learning as a whole. Studies devoted specifically to investigating students’learner autonomy in oral communication can barely be spotted; As oral communication is of great importance in one’s English study,we should give more attention and support to it. Moreover, to have a clear and complete picture concerning students’characteristics of learner autonomy in oral communication will certainly provide teachers with some insight and guidance in their future oral communication teaching.
Taking all of the above into consideration, we have carried out the current research through a questionnaire and an interview study. The main body of the questionnaire consists of students’belief and behavior in learner autonomy in oral communication. The questionnaire is adapted from Professor Xu (2004). The subjects are 500 non-English majors from Huazhong University of Science and Technology. This study aims to investigate the general situation of Chinese college non-English majors’learner autonomy in oral communication as well as the difference between male and female, and the key factors affect their learner autonomy in oral communication.
The analysis of the collected data indicates that: (1) most college students have certain knowledge of learner autonomy in oral communication learning, although a small number of them have no idea of responsibility about their oral communication learning. The students’attitudes toward learner autonomy show that a small potation of the students has been fully aware of their responsibility to take charge of their own English learning, which means they are psychologically prepared for autonomous learning in oral communication. (2) The present study finds significant gender differences on the learner autonomy in oral communication. It confirms that female students have a higher level of both autonomous beliefs and autonomous behaviors than male students in oral communication do. (3) Students have poor meta-cognitive knowledge and strategies in oral communication learning. They are almost unable to conduct self-planning, self-monitoring, and self-assessing, etc.
Based on the results and discussions of the present study, we put forward a few tentative suggestions related to how to foster the development of learner autonomy in oral communication learning in the Chinese context. In the end, the limitations of this present study are summarized and the recommendations for the future studies on the similar topic are proposed.
本研究尝试采用定量研究与定性分析相结合的方法,所使用问卷的主体由两部分组成。第一部分关于学生自主性口语学习观念的调查,而第二部分则是针对学生英语口语自主学习行为情况的调查,其设计蓝本为徐锦芬教授(2004)对自主学习者的特征描述。通过对华中科技大学非英语专业大二500名本科生的调查,我们围绕学习者自主性口语学习的现状以及男女生在自主性口语学习方面是否存在差异,和影响学生自主性口语学习的关键因素这三个问题展开研究。
研究结果表明,1)学生对自主性口语学习有比较积极的态度和强烈的愿望,一部分学生能够意识到自己在口语自主学习应负的责任,但仍然有一部分学生没有这方面的意识。2)女生比男生的自主性学习观念更强,与此同时在口语自主性学习行为方面,女生也好于男生。3)学生口语学习自主性的元认知知识缺乏和元认知策略使用意识淡漠。主要表现在口语学习上的计划性不够,对其学习过程的监控能力较差,自我评估能力不强等等。
在调查结果的基础上,本文就如何在当前的中国教育环境下培养学生口语自主性提高提出了尝试性建议。文末,作者总结了本研究的不足,并对今后相关课题研究做了展望。
Learner autonomy has gained great popularity among many researchers at home and abroad since Holec first formally put forward its definition in 1981. In recent years, learner autonomy is becoming more and more important in China. However, almost all of these studies focus on autonomous English learning as a whole. Studies devoted specifically to investigating students’learner autonomy in oral communication can barely be spotted; As oral communication is of great importance in one’s English study,we should give more attention and support to it. Moreover, to have a clear and complete picture concerning students’characteristics of learner autonomy in oral communication will certainly provide teachers with some insight and guidance in their future oral communication teaching.
Taking all of the above into consideration, we have carried out the current research through a questionnaire and an interview study. The main body of the questionnaire consists of students’belief and behavior in learner autonomy in oral communication. The questionnaire is adapted from Professor Xu (2004). The subjects are 500 non-English majors from Huazhong University of Science and Technology. This study aims to investigate the general situation of Chinese college non-English majors’learner autonomy in oral communication as well as the difference between male and female, and the key factors affect their learner autonomy in oral communication.
The analysis of the collected data indicates that: (1) most college students have certain knowledge of learner autonomy in oral communication learning, although a small number of them have no idea of responsibility about their oral communication learning. The students’attitudes toward learner autonomy show that a small potation of the students has been fully aware of their responsibility to take charge of their own English learning, which means they are psychologically prepared for autonomous learning in oral communication. (2) The present study finds significant gender differences on the learner autonomy in oral communication. It confirms that female students have a higher level of both autonomous beliefs and autonomous behaviors than male students in oral communication do. (3) Students have poor meta-cognitive knowledge and strategies in oral communication learning. They are almost unable to conduct self-planning, self-monitoring, and self-assessing, etc.
Based on the results and discussions of the present study, we put forward a few tentative suggestions related to how to foster the development of learner autonomy in oral communication learning in the Chinese context. In the end, the limitations of this present study are summarized and the recommendations for the future studies on the similar topic are proposed.
引文
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[39] Peng Jinding. Research on learner autonomy in college English teaching [J]. Foreign Llanguage World, 2002, 3:15-19.(彭金定,2002,“大学英语教学中的“学习者自主”问题研究”,《外语界》第三期。)
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[2] Benson, P. Teaching and Researching Autonomy in Language Learning[M]. Pearson Education Limited, Harlow. 2001.
[3] Bound, D. Moving towards Autonomy [A]. In D. Bound (eds.), Developing student autonomy in learning[C]. London: Kogan Page Limited. 1988.
[4] Barbara, Schmenk. Globalizing learner autonomy[J].TESOL Qarterly,2005,1:110-111.
[5] Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory [M]. Englewood Cliffs, NJ: Prentice Hall. 1986.
[6] Bandura, A. Self-Efficacy: Toward a Unifying Theory of Behavioral Change [J]. Psychological Review, 1995, 84:191-215.
[7] Cotterall, S. Readiness for autonomy: Investigating learner beliefs[J]. System, 1995, 2:195-205.
[8] Cheng Xiaotang &Zheng min. English learning strategy[M]. Beijing: Foreign Language Teaching and Research Press. 2002. (程晓堂,郑敏,2002,《英语学习策略》,北京:外语教学与研究出版社。)
[9] Chen, Si-Qing. A study of communication strategies in interlanguage production by Chinese EFL learners [J]. Language Learning, 1990, 40/2: 155一187.
[10] Chang, L.Y. The Influence of Group Processes on Learners’Autonomous Beliefs and Behaviors[J]. System, 2007, 35: 322-337.
[11] Dickinson, L. Autonomy and motivation: a literature review [J]. System, 1995, 2:165-174.
[12] Dickinson, L. Self-instruction in language learning[M]. Cambridge: Cambridge university press. 1987.
[13] Dickinson, L. Talking shop: Aspects of autonomous learning. An interview with Leslie Dickinson[J]. EFL Journal, 1993, 47/4: 330-336.
[14] Dam, L. Learner Autonomy in Practice[A]. In Gather Cole, I. (Ed.). 1990(16), CILT. Great Britain: Bourne Press. 1990.
[15] D?rnyei, Z. & Otto, I. Motivation in Action: A Process Model of L2 Motivation [J].Applied Linguistics, 1998, 4: 43-69.
[16] Dornyei, Z. On the teach ability of communication strategies [J]. TESOL Quarterly , 1995, 29: 55-58.
[17] Dai Weidong & Shu Dingfang. The study of Communication strategy and its theory significance [J]. Foreign Language, 1994,6: 27一31. (戴炜栋,束定芳,“外语交际中的交际策略研究及其理论意义”,《外国语》第六期。)
[18] Esch E. Promoting autonomy: criteria for the selection of appropriate methods[A]. In pemberton, R., Li, E.S.L.or, W.W.F., &Pierson H.D. (eds.), Taking control-autonomy in Ellis, R. (1985, 1986). Understanding second language acquisition[C]. Oxford: Oxford University Press. 1996.
[19] Flavell, J. H. Meta-cognition and Cognitive Monitoring [J]. American Psychologist, 1979, 34/10: 906-911.
[20] Gremmo, M.J. &Riley, P. Autonomy, self-direction, and self-access in language teaching and learning: the history of an idea [J]. System, 1995, 23(2):151-164.
[21] Gardner,D. & Miller. Establishing self-access: from theory to practice [M]. Shanghai: Shanghai Foreign Language Education Press. 2002.
[22] Gao Haihong. The report of communication strategy[J]. Foreign Language Teaching and Research, 2000,l:53一58. (高海虹,2000,“交际策略能力研究报告”,《外语教学与研究》第一期。)
[23] Hedge, T. Teaching and learning in the language classroom [M]. Shanghai: Shanghai Foreign Education Press. 2002.
[24] Holec, H. Autonomy and Foreign Language Learning [M]. Pergamon, Oxford. 1981.
[25] Huang, X. &M. Van Naersson. Learning Strategies for Oral Communication [J]. Applied Linguistics, 1987, 8 /3:287-307.
[26] Hinkel,E. Culture in second language teaching and learning[M]. Shanghai: Shanghai Foreign Language Education Press. 2001.
[27] Harris, M. Self-assessment of language learning in formal setting[J]. EFL Journal, 1986, 51:12-20.
[28] Littlewood, W.T.“Autonomy”: An anatomy and a framework [J]. System, 1996, 4:427-435.
[29] Littlewood, W.T. Defining and developing autonomy in East Asian context [J]. Applied linguistics, 1999, 20 (1):71-94.
[30] Little, D. Learner Autonomy: Definitions, Issues, and Problems [M]. Authentic Language Learning Resources, Dublin. 1991.
[31] Little, D. Learning as a dialogue: the dependence of learner autonomy on teacher autonomy [J]. System, 1995, 23(2):175-181.
[32] Lee, C.F.K. Learning from action: exploring strategies to encourage the use of English in small group discussion in monolingual classes of years 1 science students [A].In Kember, D.et al. (eds).Case studies of improving teaching and learning from the action learning project(C).Hong Kong: Hong Kong Polytechnic University. 1997.
[33] Meng Dong. The comparison of communication strategy use [J]. Education Theory and Practice, 2005, 6:60一62. (孟冬,“交际策略运用对比研究”,《教育理论与实践》第六期。)
[34] MacIntyre, P D., Client, R.,&Donovan, L. A. Willingness to communicate in the L2 among French immersion students [J]. Paper presented at the Second Language Research Forum,toronto,Canada. 2002.
[35] MacIntyre, P D.&Charos, C. Personality, attitudes, and affect as predictors of second language communication[J]. Journal of Language and Social Psychology, 1996, 5:3一26.
[36] O’Malley, J.M., Chamot, A.U. Learning Strategies in Second Language Acquisition [M]. Cambridge University Press, Cambridge. 1990.
[37] Oxford, R. Language learning strategies[M]. In: Carter, R., Nunan, D. (Eds.), Teaching English to speakers of other languages. Cambridge University Press, Cambridge. 2001.
[38] Pang Weiguo. Self-directed learning_ teaching and learning principles and strategies[M]. Wuhan: East China Normal University Press. 2004. (庞维国,2004,《自主学习-教与学的原则和策略》,武汉:华东师范大学出版社。)
[39] Peng Jinding. Research on learner autonomy in college English teaching [J]. Foreign Llanguage World, 2002, 3:15-19.(彭金定,2002,“大学英语教学中的“学习者自主”问题研究”,《外语界》第三期。)
[40] Poulisse, N, &E. Schils. The influence of task- and proficiency-related factors on the use of communication strategies: A quantitative analysis[J]. Language Learning, 1989, 39: 15一48.
[41] Paribakht, T. The Relationship between the Use of Communication Strategies and Aspects of Target Language Proficiency: a Study of Persian ESL Students. University of Toronto: .D. thesis. 1982.
[42] Peng, J. E. Willingness to Communicate in a L2 and Integrative Motivation among College Students in an Intensive English Language Program in China[J]. University Of Sydney Papers in TESOL. 2007.
[43] Qin Xiao-qing. Quantitative Data Analysis in Foreign Language Teaching and Research [M]. Huazhong University of Science and Technology Press. 2003. (秦晓晴,2003,《外语教学研究中的定量数据分析》,武汉:华中科技大学出版社。)
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