在CALL环境下改变教师角色以促进英语专业大学生学习自主性
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摘要
这个世纪是电脑科技的时代,特别是在多媒体技术和互联网技术方面日新月异。而由此引发的信息技术和自主学习相整合的大学英语课程改革也如火如荼。然而,现在许多研究只是关注了技术如何影响学生学习,对于在CALL模式下的学习中教师应该起什么角色的研究还是很少。本文就是探索解决这些问题的方法。
调查对象为江西师范大学172名大二英语专业的学生,本文采用了定量和定性分析的方法,研究如下几个问题:1)学生需要教师做何种角色以促进他们的学习自主性? 2)在学习过程中教师要怎样做去提供策略?3)在英语专业的教学中,教师的真实行为和学生的期望值相符吗?4)在计算机辅助教学下的自主学习中,教师如何去帮助学生克服情感障碍和技术焦虑?5)教师在这样的教学模式中怎样做才能促进学生的自我发展和构建网络道德?
本文发现:第一,在CALL环境下自主学习过程中,学生需要教师在心理上和技术上的帮助;第二,教师的责任是在唤醒策略学习的兴趣之前增强学生学习英语的积极性并且使得学生策略的采用和他们的英语学习相协调;第三,教师的真实行为在很多方面没有达到学生的期望值;第四,学生希望教师在克服情感障碍和技术焦虑方面做一个帮助者;第五,老师要对学生的自我发展给予灵感,并且构建适当的学习氛围。在CALL环境下改变教师角色促进英语专业大学生的学习自主性,就是要让教师做顾问,讲师,帮助者,组织者,设计者,协调者(伙伴,参与者,朋友),激发灵感的人,支持者,监控者,评估者,资源提供者,气氛建立者和克服技术焦虑的帮助者。
The coming century is the era of using computer technology, especially multimedia and Internet. It has caused the feasibility and prosperity of the reform in the College English course by integrating information and autonomous learning into the class. However, most of current research focuses on students and how technology affects them, but less has been done to describe the role of the teachers, especially in the context of CALL. The thesis is to find the way to solve the problem.
The participants, 172 students, are undergraduate sophomore students who studied at Jiangxi Normal University (JXNU) of China for the bachelor degree from the foreign language college. This thesis adopts both quantitative and qualitative methods to investigate: 1) What are students’needs about teachers’role in facilitating their learning autonomy? 2) What should teachers do in providing strategies during the process of learning? 3) Does teachers’actual behavior match students’expectations of college English majors or not? 4) What should teachers do in helping learners overcome affective barriers and technical anxiety of autonomous English learning in CALL context? 5) What should teachers do in helping learners’self-development in the CALL context of autonomy education and establishment of Internet morality?
This study finds that firstly, Students need their teachers’help both psychologically and technically in the context of CALL. Secondly, it’s the teacher’s responsibility to enhance students’enthusiasm of learning English before trying to arouse their interest in strategy learning and make the strategies adopted by them in harmony with their English studies. Thirdly, teachers’actual behavior cannot match students’expectations in a lot of aspects. Fourthly, Students hope their teachers act as a facilitator in overcoming affective barriers and technical anxiety. Fifthly, the students hope that their teachers act as an inspirator in helping learners’self-development and appropriate atmosphere creator. In order to change teachers’role to facilitate learner autonomy of college English majors in CALL environment, teachers should act as counselor, instructor, helper, organizer, designer, cooperator, (peer partner, participant, friend), inspirator, supporter, monitor, evaluator, resource supplier, atmosphere creator, and technology anxiety helper.
调查对象为江西师范大学172名大二英语专业的学生,本文采用了定量和定性分析的方法,研究如下几个问题:1)学生需要教师做何种角色以促进他们的学习自主性? 2)在学习过程中教师要怎样做去提供策略?3)在英语专业的教学中,教师的真实行为和学生的期望值相符吗?4)在计算机辅助教学下的自主学习中,教师如何去帮助学生克服情感障碍和技术焦虑?5)教师在这样的教学模式中怎样做才能促进学生的自我发展和构建网络道德?
本文发现:第一,在CALL环境下自主学习过程中,学生需要教师在心理上和技术上的帮助;第二,教师的责任是在唤醒策略学习的兴趣之前增强学生学习英语的积极性并且使得学生策略的采用和他们的英语学习相协调;第三,教师的真实行为在很多方面没有达到学生的期望值;第四,学生希望教师在克服情感障碍和技术焦虑方面做一个帮助者;第五,老师要对学生的自我发展给予灵感,并且构建适当的学习氛围。在CALL环境下改变教师角色促进英语专业大学生的学习自主性,就是要让教师做顾问,讲师,帮助者,组织者,设计者,协调者(伙伴,参与者,朋友),激发灵感的人,支持者,监控者,评估者,资源提供者,气氛建立者和克服技术焦虑的帮助者。
The coming century is the era of using computer technology, especially multimedia and Internet. It has caused the feasibility and prosperity of the reform in the College English course by integrating information and autonomous learning into the class. However, most of current research focuses on students and how technology affects them, but less has been done to describe the role of the teachers, especially in the context of CALL. The thesis is to find the way to solve the problem.
The participants, 172 students, are undergraduate sophomore students who studied at Jiangxi Normal University (JXNU) of China for the bachelor degree from the foreign language college. This thesis adopts both quantitative and qualitative methods to investigate: 1) What are students’needs about teachers’role in facilitating their learning autonomy? 2) What should teachers do in providing strategies during the process of learning? 3) Does teachers’actual behavior match students’expectations of college English majors or not? 4) What should teachers do in helping learners overcome affective barriers and technical anxiety of autonomous English learning in CALL context? 5) What should teachers do in helping learners’self-development in the CALL context of autonomy education and establishment of Internet morality?
This study finds that firstly, Students need their teachers’help both psychologically and technically in the context of CALL. Secondly, it’s the teacher’s responsibility to enhance students’enthusiasm of learning English before trying to arouse their interest in strategy learning and make the strategies adopted by them in harmony with their English studies. Thirdly, teachers’actual behavior cannot match students’expectations in a lot of aspects. Fourthly, Students hope their teachers act as a facilitator in overcoming affective barriers and technical anxiety. Fifthly, the students hope that their teachers act as an inspirator in helping learners’self-development and appropriate atmosphere creator. In order to change teachers’role to facilitate learner autonomy of college English majors in CALL environment, teachers should act as counselor, instructor, helper, organizer, designer, cooperator, (peer partner, participant, friend), inspirator, supporter, monitor, evaluator, resource supplier, atmosphere creator, and technology anxiety helper.
引文
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[2]Allwright, D.1988. Autonomy and individualization in whole-class instruction .In A. Brookes and P.Grundy (eds) Individualization and Autonomy in Language learning, London: Modern English Publications and the British Council.
[3]Ausubel, D. 1968. Educational Psychology-A Cognitive View, NewYork: Holt, Rinehart and Winston.
[4] Ausubel, D.P.1978.Educational Psychology: A Cognitive View ,Holt: Rinehart & Winston.
[5]Beatty,K.2005. Teaching and Researching Computer-assisted Language Learning, Foreign Language Teaching And Research Press.
[6]Benesch, S.1993.ESL, ideology and the politics of pragmatism, TESOL Quarterly, 27:4, 705-716.
[7]Benson, P, and Voller, P.1997. Autonomy and Independence in Language Learning, London: Longman.
[8]Benson, P.2001.Teaching and Researching Autonomy in Language Learning, Pearson Education Limited, Harlow.
[9]Blin, F.1999. CALL and the development of learner autonomy In R. Debski and M. Levy (eds.) World CALL: Global perspectives on computer-assisted language learning. Lisse: Swets & Zeitlinger B.V., 133-147.
[10]Boud, D., ed.1988.Developing Student Autonomy in Learning ,London: Kogan Page.
[11]Brett,P.1998. Is multimedia effective for language learning? An intuitive, theoretical and empirical perspective.
[12]Broady,E, and M-M.Kenning.(eds).1996.Promoting Learner Autonomy in University Language Teaching, London: Association of French Language Teachers/Centre for Information on Language Teaching and Research.
[13]Brown,J.D.1988.Understanding Research in Second Language Learning ,Cambridge University Press.
[14]Campbell, C. & Kryszewska, H.1992.Learner-based Teaching, Oxford University Press.
[15]Candy, P.C. 1989. Constructivism and the study of self-direction in adult learning, Studies in the Education of Adults 21:95-116.
[16]Cao Rongping.2003.Respecting Individual Difference and Promoting Learner Autonomy In China’s Foreign Language Teaching (FLT).Teaching English in China. Vol26.No.2.
[17]Chun,D.M, and Plass,J.L.2000. Networked multimedia environments for second language acquisition. In M. Warschauer and R.Kern (eds) Networked-based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press,151-170.
[18]Cobb, K.J.2002. Facilitating second language acquisition through computer assisted language learning, Action Research Exchange,1(1).
[19]Cotterall,S and Carabbed.2002.Fostering autonomy in the language classroom:implications for teacher education.Guidelinces,14:11-12.
[20]Dam et al.1990.Learner autonomy in practice, In Ian Gathercole (eds) Autonomy in language learning. London:CILT.
[21]Debski, R,and Levy ,M. (eds).1999. WorldCALL: Global perspectives on computer-assisted language learning,Lisse: Swets & Zeitlinger B.v..
[22]Deci,E,& R.Ryan.1985. Intrinsic Motivation and Self-Determination in Human Behavior, New York: Plenum.
[23]Dickinson,L.1987.Autonomy, self-directed learning and individualization ,ELT Documents 103.,London: The British Council.
[24]Dickinson, L.1987. Self-instruction in Language Learning, Cambridge University Press, Cambridge.
[25]Dickinson, L.1992. Learner Autonomy 2: Learner Training for Language Learning, Dublin: Authentik.
[26]Dickinson,L. 1995. Autonomy and Motivation-A literature Revie, System, 23:(2),165-174.
[27]Dubin, F,& Olshtain.1986.E. Course design, Cambridge University Press.
[28]Ellis, R.1994. The Study of Second Language Acquisition, Oxford: Oxford University Press.
[29]Gardner, D, and Miller, L.1999.Establishing self-access from theory to practice, Cambridge: Cambridge University Press.
[30]Gu,P.Y., Xu,Z. 1999. Improving EFL learning environment through networking, In: Debski, R., Levy, M. eds. World CALL Global Perspectives on Computer-assisted Language learning. TheNetherlands: Swets & Zeitlinger Publishers.
[31]Gu, P. Y.2001. Enhancing the EFL learning environment through CALL: Implementation and evaluation. Technology in Language Education: Meeting the Challenges of Research and Practice, 72-77.
[32]Healey,D. 2002. Learner autonomy with technology: What do language learners need to be successful? TESOL 2002,CALL-IS Academic Session.
[33]Hedge, T.2000. Teaching and Learning in the Language Classroom, Oxford: Oxford University Press.
[34]Heron, J.1989. The Facilitator’s Handbook, London: Kogan Page.
[35]Higgs, J.1988.Planning learning experiences to promote autonomous learning. In Boud,D.(ed.). Developing Students Autonomy in Learning, London: Kogan Page.
[36]Holec, H .1981.Autonomy and foreign language learning, Oxford : Pergamon.
[37]Huttunen, I.1988.Towards learner autonomy in a school context ,In H. Holec (ed.) Autonomy and Self-directed Learning: Fields of Application. Strasbourg: Council of Europe, 31-40.
[38]Kenning, M.M., Kenning, M.J.1990. Computers and Language Learning: Current Theory and Practice, New York: Horwood.
[39]Kenny, B.1993. For more autonomy. System 21/4:431-442.
[40]Kohoen, V.1992.Experiential language learning: second language learning as cooperative learner education, In D. Nunan (ed.) Collaborative Language Learning and Teaching, Cambridge University Press, 14-39.
[41]Levy,M.1997. Computer-assisted language learning: Context and conceptualization, Oxford: Clarendon Press.
[42]Lin Sheng.2006. Computer Assisted Language Learning: University and College English Teachers’ Views and Practices.
[43]Little, D.1990.Autonomy in language learning: some theoretical and practical consideration. In Gathercole, I.(ed.). Autonomy in Language Learning, London: CTLT.
[44]Little, D.1991. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik.
[45]Little, D.1995. Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System 23/2:175-181.
[46]Little, D.2003. Learner autonomy and second/foreign language learning.
[47]Marton,F,D.Hounsell, & N. Entwistle.1984. The Experience of Learning. Edinburg: Scottish Academic Press.
[48]McDonough, S.1995. Strategy and skill in learning a foreign language, London: Edward Arnold.
[49]Naiman, N. et al. 1978. The Good Language Learner, Toronto: OISE Press.
[50]Nunan, D.1989.Designing Tasks for the Communicative Classroom, Cambridge: Cambridge University Press.
[51]Nunan, D.1993. From learning-centeredness to learner-centeredness, Applied Language Learning 4:1-18.
[52]Nunan, D.1993. Language Teaching Methodology: A Textbook for Teachers, New York: Prentice Hall.
[53]Nunan, D.2001.Second Language Teaching and Learning. Foreign Language Teaching and Research Press & Heinle & Heinle/ Thomson Learning Asia.
[54]Oxford, R.L.1990.Style Analysis Survey, University of Alabama, Tuscaloosa, AL.
[55]Oxford, R.L, and Ehrman, M.E.1993. Second language research on individual differences, Cambridge: Cambridge University Press.
[56]Rathbone, C.H. 1991.Open Education: The Informal Classroom, New York: Citation Press.
[57]Reid, J. 1996. The learning-centered classroom, TESOL Matters 3:2-3.
[58]Riley, P.1996.The blind man and the bubble: researching self-access. In R. Pemberton, E. S. L. Li, W.W.F. Or and H.D. Pierson (eds.) Taking Control: Autonomy in Language Learning, Hong Kong: Hong Kong University Press.
[59]Rivers, W.1983. Communicating Naturally in a Second Language, Cambridge: Cambridge University Press.
[60]Rogers, C.R.1969. Freedom to Learn, Columbus, Ohio: Charles E. Merrill.
[61]Rogers, C.R.1983.Freedom to Learn in the 80s, Columbus, Ohio: Charles E. Merrill.
[62]Rubin, J.1975. What the good language learner can teach us? TESOL Quarterly 9:41-51.
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