网络环境下非英语专业大学生英语自主学习行为的研究
|
摘要
计算机和网络技术的迅猛发展给大学英语教学带来了新的机遇和挑战。建立网络化的自主学习模式已经成为大学英语教学改革的核心之一。《大学英语课程要求(试行)》(教育部,2007)明确提出：“大学英语的教学目标是培养学生英语综合应用能力,同时增强其自主学习能力,改进以教师讲授为主的单一教学模式,新的教学模式应以现代信息技术,特别是网络技术为支撑,使英语教学不受时间和地点的限制,朝着个性化学习、自主式学习方向发展”。因此,对网络环境下非英语专业大学生自主学习行为进行研究具有实际的意义。
本文的自主学习行为问卷主要是以Holec提出的自主学习的目标制定、学习策略、评价三个要素和相关理论来设计调查问卷和访谈,旨在研究网络环境下非英语专业大学生的自主学习行为情况。问卷主要包括五个维度：制定学习目标和计划；选择学习资源和材料；监控学习策略的使用；监控学习过程；评价学习结果。
本文的调查以广西师范大学2008级的177名非英语专业本科生研究对象,对以下三个问题进行系统的研究：
1、网络环境下的大学英语学习中,非英语专业本科生英语自主学习行为的总体情况如何?
2、网络环境下的大学英语学习中,男生女生英语自主学习行为有无差别?
3、网络环境下的大学英语学习中,英语自主学习行为与英语成绩的关系如何?
通过SPSS11.5统计软件对所有收集的数据进行分析后,研究结果表明：1、网络环境下非英语专业大学生的自主学习行为能力还需进一步加强；2、网络环境下女生在选择学习材料方面比男生强,但是男女生自主学习行为在整体上不存在显著差异；3、网络环境下的自主学习行为与学习成绩之间呈正相关。
根据调查所得,本文对大学英语教学提出了几点建议：1、明确教师在网络学习环境中的角色；2、培养学生使用学习策略的能力,尤其是元认知策略的能力,加强对学生计算机知识的培训；3、不断地加强网络技术条件,不断更新网络学习资源；4、增强学生的自主学习意识；5、鼓励学生合作学习；6、注重形成性评价；7、加强教师对学生学习的情感因素的关注。
The rapid development of computer and Internet bring the new challenge and opportunity for college English teaching and learning. Building up the web-based autonomous learning is becoming the core of college English teaching reform. The College English Curriculum Requirements, the Ministry of Education (2007) points out that "The objective of College English is to develop students' ability to use English in all-round way to enhance their ability to study autonomously", "Colleges and universities should remold the exiting unitary teacher-centered pattern of language teaching by introducing computer- and classroom-based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students'individualized and autonomous learning." Therefore, the present research on autonomous learning behaviors of non-English majors in web-based environment has the practical significance.
The questionnaire and interviews are designed mainly based on interaction and Holec's goal-setting, learning strategies and evaluation and several theories suggested in the literature in order to investigate the situation of Non-English major students'English learner autonomy in web-based environment. The questionnaire includes five dimensions:formulating learning objectives and plans; choosing materials and sources; monitoring the use of learning strategies; monitoring the learning process; evaluating learning performance.
The present study investigates the non-English majors autonomous behaviors in web-based environment.177 non-English major students of Grade 2008 in Guangxi Normal University participate in the investigation. And the following three questions have been systematically researched:
1. What is the whole picture of non-English major students'English learner autonomy behavior in web-based environment?
2. Are there any differences between male and female students on English learner autonomy behaviors in web-based environment?
3. Is there any correlation between English learner autonomy behaviors and their English achievements in web-based environment?
With the analysis of the collected data given by SPSS 11.5, the results of the research are as follows:
1. The non-English major students' English learner autonomy behavior in web-based environment is still at a low level.
2. In web-based environment, the female students perform better in the section of choosing materials and resources, but there is no significant difference in the whole situation.
3. In web-based environment, the achievements of English and learner autonomy behaviors have moderate correlation with each other.
Based on the findings of the research, some suggestions are given for college English teaching and learning.
1. Resetting the teachers' new role in web-based environment.
2. Cultivate the students' ability of using learning strategies especially the metacognitive strategies and the training of computer skills.
3. Enhancing the technology conditions and updating the learning resources of the Internet.
4. Enhancing the students' awareness of learner autonomy.
5. Creating an interactive and cooperative social environment for students.
6. Establishing formative evaluation.
7. Paying more attention to students' affective factors in the learning process.
本文的自主学习行为问卷主要是以Holec提出的自主学习的目标制定、学习策略、评价三个要素和相关理论来设计调查问卷和访谈,旨在研究网络环境下非英语专业大学生的自主学习行为情况。问卷主要包括五个维度：制定学习目标和计划；选择学习资源和材料；监控学习策略的使用；监控学习过程；评价学习结果。
本文的调查以广西师范大学2008级的177名非英语专业本科生研究对象,对以下三个问题进行系统的研究：
1、网络环境下的大学英语学习中,非英语专业本科生英语自主学习行为的总体情况如何?
2、网络环境下的大学英语学习中,男生女生英语自主学习行为有无差别?
3、网络环境下的大学英语学习中,英语自主学习行为与英语成绩的关系如何?
通过SPSS11.5统计软件对所有收集的数据进行分析后,研究结果表明：1、网络环境下非英语专业大学生的自主学习行为能力还需进一步加强；2、网络环境下女生在选择学习材料方面比男生强,但是男女生自主学习行为在整体上不存在显著差异；3、网络环境下的自主学习行为与学习成绩之间呈正相关。
根据调查所得,本文对大学英语教学提出了几点建议：1、明确教师在网络学习环境中的角色；2、培养学生使用学习策略的能力,尤其是元认知策略的能力,加强对学生计算机知识的培训；3、不断地加强网络技术条件,不断更新网络学习资源；4、增强学生的自主学习意识；5、鼓励学生合作学习；6、注重形成性评价；7、加强教师对学生学习的情感因素的关注。
The rapid development of computer and Internet bring the new challenge and opportunity for college English teaching and learning. Building up the web-based autonomous learning is becoming the core of college English teaching reform. The College English Curriculum Requirements, the Ministry of Education (2007) points out that "The objective of College English is to develop students' ability to use English in all-round way to enhance their ability to study autonomously", "Colleges and universities should remold the exiting unitary teacher-centered pattern of language teaching by introducing computer- and classroom-based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students'individualized and autonomous learning." Therefore, the present research on autonomous learning behaviors of non-English majors in web-based environment has the practical significance.
The questionnaire and interviews are designed mainly based on interaction and Holec's goal-setting, learning strategies and evaluation and several theories suggested in the literature in order to investigate the situation of Non-English major students'English learner autonomy in web-based environment. The questionnaire includes five dimensions:formulating learning objectives and plans; choosing materials and sources; monitoring the use of learning strategies; monitoring the learning process; evaluating learning performance.
The present study investigates the non-English majors autonomous behaviors in web-based environment.177 non-English major students of Grade 2008 in Guangxi Normal University participate in the investigation. And the following three questions have been systematically researched:
1. What is the whole picture of non-English major students'English learner autonomy behavior in web-based environment?
2. Are there any differences between male and female students on English learner autonomy behaviors in web-based environment?
3. Is there any correlation between English learner autonomy behaviors and their English achievements in web-based environment?
With the analysis of the collected data given by SPSS 11.5, the results of the research are as follows:
1. The non-English major students' English learner autonomy behavior in web-based environment is still at a low level.
2. In web-based environment, the female students perform better in the section of choosing materials and resources, but there is no significant difference in the whole situation.
3. In web-based environment, the achievements of English and learner autonomy behaviors have moderate correlation with each other.
Based on the findings of the research, some suggestions are given for college English teaching and learning.
1. Resetting the teachers' new role in web-based environment.
2. Cultivate the students' ability of using learning strategies especially the metacognitive strategies and the training of computer skills.
3. Enhancing the technology conditions and updating the learning resources of the Internet.
4. Enhancing the students' awareness of learner autonomy.
5. Creating an interactive and cooperative social environment for students.
6. Establishing formative evaluation.
7. Paying more attention to students' affective factors in the learning process.
引文
[1]Ahmad, K., G. Corbett, M. Rogers & R. Sussex. Computers, Language Learning and Language Teaching [M]. Cambridge:Cambridge University Press,1985.
[2]Arnold, J. Affect in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press,2005:66.
[3]Benson, P. Teaching and Researching Autonomy in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press,2005.
[4]Benson, P.& P. Voller. Autonomous and Independence in Language Learning[M]. London: Longman,1997.
[5]Beatty, K. Teaching and Researching Computer-Assisted Language Learning [M]. Beijing: Foreign Language Teaching and Research Press,2005.
[6]Blin, F.'CALL and the development of learner autonomy'. In R. Debski and M. Levy (Eds.) World CALL:Global Perspectives on Computer-Assisted Language Learning[M]. Lisse: Swets & Zeitlinger B. V,1999:133-147.
[7]Bruner. J. Going Beyond the Information Given[M]. New York:Norton,1973.
[8]Chamot, A. U. The Learning Strategies of ESL students. Wenden, A & J. Rubin. Learner Strategies in Language Learning[C]. Englewood Cliffs:Prentice-Hall,1987:71-82.
[9]Chang, L.Y (2007). The Influences of Group Processes on Learners' Autonomous Beliefs and Behaviors[J]. System,35,322-337.
[10]Cobber, K. J. Facilitating Second Language Acquisition Through Computer Assisted Language Learning[J]. Action Research Exchange,2002.
[11]Cohen, A. D. Strategies in Learning and Using a Second Language[M]. Beijing:Foreign Language Teaching and Research Press,2000.
[12]Crooks, T. The Validity of Formative Assessments[M]. The University of Leeds,2001.
[13]Dam, L. Learner Autonomy in Practice[M]. CILT, Great Britain:Bourne Press,1990.
[14]Debski, R & M. Levy. (Eds.) World CALL:Global Perspectives on Computer-Assisted Language Learning[M], Lisse:Swets & Zeitlinger Publishers,1999.
[15]Deci, E.D & R.M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior[M]. New York:Plenum,1985.
[16]Dickinson, L. Self-instruction in language Learning[M]. Cambridge:Cambridge University Press,1987.
[17]Fosnot, T. C. Constructivism:A Psychological Theory of Learning. In Fosnot, C. (Eds.) Constructivist:Theory, Perspectives, and Practice[M]. New York & London,1996.
[18]Gage, N.& Berliner, D. Educational Psychology[M]. Boston:Houghton,1991.
[19]Holec, H. On Autonomy:Some Elementary Concepts[A]. In Riley P. (Eds.). Discourse and Learning[C]. London:Longman,1985.
[20]Holec, H. Autonomy in Foreign Language Learning[M]. Oxford:Peragamon Press,1981.
[21]Holec, H. Learner Autonomy [A]. In Holec, H & I. Huttunen (Eds.),1997.
[22]Ken, Beatty. Teaching and researching computer-assisted language learning[M]. Beijing: Foreign Language Teaching and research Press,2005.
[23]Kern, R.,& M. Warschauer. Theory and Practice of Networked-Language Teaching[A]. In M. Waeschauer & R. Kern (Eds.), Network-based Language Teaching:Concepts and Practice[C]. Cambridge, UK:Cambridge University Press,2000:1-17.
[24]Krashen, S. D. The Input Hypothesis:Issues and Implications[M]. London:Longman,1985.
[25]Kulik, J. A., C. C. Kulik,& P. A. Cohen. Effectiveness of Computer-based College Teaching: A Meta-analysis of Findings, Review of Educational Research[J].1980(4):525-555.
[26]Levy, M. Computer-assisted Language Learning:Context and Conceptualization[M]. Oxford:Oxford University Press, UK,1997.
[27]Little, D. Learner Autonomy:Definitions, Issues and Problems[M].Dublin:Authentik,1991.
[28]McGarry, D. Learner Autonomy 4:The Role of Authentic Texts[M]. Dublin:Authentik, 1995.
[29]Nunan, D. Tradition and change in the ELT curriculum [J]. Foreign Language Teaching and Research,2001 (4):252-256.
[30]O'Malley, J.M.& A. U. Chamot. Learning strategies in Second Language Acquisition[M\. Shanghai:Shanghai Foreign Language Education Press,2001.
[31]Oxford, R. L.& M. Nyikos. Variables Affecting Choice of Language Learning Strategies by University Students[J]. The Modern Language Journal,1989 (73):291-300.
[32]Oxford, R. Language Learning Strategies:What every teacher should know[M]. New York: Newbury House,1990:10-201.
[33]Piaget, J. To Understand Is To Invent[M]. New York:Grossman,1973.
[34]Pennington, M. C. The power of CALL[M]. Houston:Athelstan,1996
[35]Richards, J. C. et al. Longman Dictionary of Language Teaching and Applied Linguistics[M]. London:Longman,1998.
[36]Schmidt. R. et al. Foreign language learning motivation:internal structure and external connections. In R. Oxford (ed.), Language Learning Motivation:Pathways to the New Century[M],1996:9-70.
[37]Sinclair, B. Wrestling with a Jelly:the evaluation of learner autonomy. In B. Morrison (Eds.). Experiments and Evaluation of Self-access Language Learning[M]. Hong Kong Hasald,1999:95-109.
[38]Skehan, P. A. Cognitive Approach to Language Learning[M]. Shanghai:Shanghai Foreign Language Education Press,1998.
[39]Taylor, R. P. The Computer in the School:Tutor, tool, Tutee[M]. New York:Teachers College Press,1980.
[40]Warschauer. M. Computer-assisted language learning:an introduction[A]. In Fotos, S. (Eds.). Multimedia Language Teaching[C]. Tokoyo, Japan:Logos International,1996.
[41]Warschauer, M.& Healey, D. Computer and Language Learning:an Overview[M]. Language Teaching,1998:57-71.
[42]Willams, M.& R. Burden. Psychology for Language Teachers[M]. Beijing Foreign Language Teaching and Research Press,1997:21.
[43]卜杰民.应用网络教学提高外语自主学习能力[D].上海：上海外国语学,2009.
[44]陈坚林.大学英语教学新模式下计算机网络与外语课程的有机整合—对计算机辅助外语教学概念的生态学考查[J].外语电化教学,2006(6)：3-10.
[45]陈时见.课堂学习论[M].桂林：广西师范大学出版社,2001.
[46]陈婷华.网络背景下的学习者自主学习能力研究[D].上海：上海外国语大学,2007.
[47]崔久军.网络自主学习与面授结合的大学英语教学模式探索[D].济南：山东大学,2008.
[48]顾佩娅.计算机辅助语言教学理论与实践[M].复旦大学出版社,2006.
[49]顾世民.计算机网络环境下自主学习模式与课堂教学模式的综合应用[J].外语电化教学,2007(6)：67-72.
[50]郭燕,秦晓晴.非英语专业大学生基于计算机网络的课外自主英语学习—一项针对态度与行为的调查报告[J].中国英语教学,2009(4)：52-62.
[51]教育部高等教育司.大学英语课程教学要求[M].上海：上海外语教育出版社,2007.
[52]贾国栋.现代网络技术与大学英语教学模式改革—基于校园网的教学模式设计与试验研究[J].外语界,2003(6)：22-34.
[53]姜海燕.大学生英语自主学习态度和行为的调查研究[D].南昌：江西师范大学,2008.
[54]秦晓晴.外语教学研究中的定量数据分析[M].武汉：华中科技大学出版社,2003.
[55]王福英.非英语专业新生英语学习焦虑的调查与研究[D].桂林：广西师范大学,2009.
[56]谢玉姗.学习者外语自主学习意识及行为：个案研究[D].北京：北京外国语大学,2007.
[57]于玲.非英语专业本科生英语课堂行为表现与英语学习自主性的相关性研究[D].桂林：广西师范大学,2010.
[58]朱铭.中国EFL学习者的网络自主学习态度和行为的相关性研究[J].中国英语教学,2009(4)：72-83.
[59]周新会.多媒体教学环境下中学生英语自主学习能力的培养[D].西安：陕西师范大学,2009.
[60]周晓玲.英语学习策略—基于大学英语教学实证研究[M].长春：吉林大学出版社,2009.
[2]Arnold, J. Affect in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press,2005:66.
[3]Benson, P. Teaching and Researching Autonomy in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press,2005.
[4]Benson, P.& P. Voller. Autonomous and Independence in Language Learning[M]. London: Longman,1997.
[5]Beatty, K. Teaching and Researching Computer-Assisted Language Learning [M]. Beijing: Foreign Language Teaching and Research Press,2005.
[6]Blin, F.'CALL and the development of learner autonomy'. In R. Debski and M. Levy (Eds.) World CALL:Global Perspectives on Computer-Assisted Language Learning[M]. Lisse: Swets & Zeitlinger B. V,1999:133-147.
[7]Bruner. J. Going Beyond the Information Given[M]. New York:Norton,1973.
[8]Chamot, A. U. The Learning Strategies of ESL students. Wenden, A & J. Rubin. Learner Strategies in Language Learning[C]. Englewood Cliffs:Prentice-Hall,1987:71-82.
[9]Chang, L.Y (2007). The Influences of Group Processes on Learners' Autonomous Beliefs and Behaviors[J]. System,35,322-337.
[10]Cobber, K. J. Facilitating Second Language Acquisition Through Computer Assisted Language Learning[J]. Action Research Exchange,2002.
[11]Cohen, A. D. Strategies in Learning and Using a Second Language[M]. Beijing:Foreign Language Teaching and Research Press,2000.
[12]Crooks, T. The Validity of Formative Assessments[M]. The University of Leeds,2001.
[13]Dam, L. Learner Autonomy in Practice[M]. CILT, Great Britain:Bourne Press,1990.
[14]Debski, R & M. Levy. (Eds.) World CALL:Global Perspectives on Computer-Assisted Language Learning[M], Lisse:Swets & Zeitlinger Publishers,1999.
[15]Deci, E.D & R.M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior[M]. New York:Plenum,1985.
[16]Dickinson, L. Self-instruction in language Learning[M]. Cambridge:Cambridge University Press,1987.
[17]Fosnot, T. C. Constructivism:A Psychological Theory of Learning. In Fosnot, C. (Eds.) Constructivist:Theory, Perspectives, and Practice[M]. New York & London,1996.
[18]Gage, N.& Berliner, D. Educational Psychology[M]. Boston:Houghton,1991.
[19]Holec, H. On Autonomy:Some Elementary Concepts[A]. In Riley P. (Eds.). Discourse and Learning[C]. London:Longman,1985.
[20]Holec, H. Autonomy in Foreign Language Learning[M]. Oxford:Peragamon Press,1981.
[21]Holec, H. Learner Autonomy [A]. In Holec, H & I. Huttunen (Eds.),1997.
[22]Ken, Beatty. Teaching and researching computer-assisted language learning[M]. Beijing: Foreign Language Teaching and research Press,2005.
[23]Kern, R.,& M. Warschauer. Theory and Practice of Networked-Language Teaching[A]. In M. Waeschauer & R. Kern (Eds.), Network-based Language Teaching:Concepts and Practice[C]. Cambridge, UK:Cambridge University Press,2000:1-17.
[24]Krashen, S. D. The Input Hypothesis:Issues and Implications[M]. London:Longman,1985.
[25]Kulik, J. A., C. C. Kulik,& P. A. Cohen. Effectiveness of Computer-based College Teaching: A Meta-analysis of Findings, Review of Educational Research[J].1980(4):525-555.
[26]Levy, M. Computer-assisted Language Learning:Context and Conceptualization[M]. Oxford:Oxford University Press, UK,1997.
[27]Little, D. Learner Autonomy:Definitions, Issues and Problems[M].Dublin:Authentik,1991.
[28]McGarry, D. Learner Autonomy 4:The Role of Authentic Texts[M]. Dublin:Authentik, 1995.
[29]Nunan, D. Tradition and change in the ELT curriculum [J]. Foreign Language Teaching and Research,2001 (4):252-256.
[30]O'Malley, J.M.& A. U. Chamot. Learning strategies in Second Language Acquisition[M\. Shanghai:Shanghai Foreign Language Education Press,2001.
[31]Oxford, R. L.& M. Nyikos. Variables Affecting Choice of Language Learning Strategies by University Students[J]. The Modern Language Journal,1989 (73):291-300.
[32]Oxford, R. Language Learning Strategies:What every teacher should know[M]. New York: Newbury House,1990:10-201.
[33]Piaget, J. To Understand Is To Invent[M]. New York:Grossman,1973.
[34]Pennington, M. C. The power of CALL[M]. Houston:Athelstan,1996
[35]Richards, J. C. et al. Longman Dictionary of Language Teaching and Applied Linguistics[M]. London:Longman,1998.
[36]Schmidt. R. et al. Foreign language learning motivation:internal structure and external connections. In R. Oxford (ed.), Language Learning Motivation:Pathways to the New Century[M],1996:9-70.
[37]Sinclair, B. Wrestling with a Jelly:the evaluation of learner autonomy. In B. Morrison (Eds.). Experiments and Evaluation of Self-access Language Learning[M]. Hong Kong Hasald,1999:95-109.
[38]Skehan, P. A. Cognitive Approach to Language Learning[M]. Shanghai:Shanghai Foreign Language Education Press,1998.
[39]Taylor, R. P. The Computer in the School:Tutor, tool, Tutee[M]. New York:Teachers College Press,1980.
[40]Warschauer. M. Computer-assisted language learning:an introduction[A]. In Fotos, S. (Eds.). Multimedia Language Teaching[C]. Tokoyo, Japan:Logos International,1996.
[41]Warschauer, M.& Healey, D. Computer and Language Learning:an Overview[M]. Language Teaching,1998:57-71.
[42]Willams, M.& R. Burden. Psychology for Language Teachers[M]. Beijing Foreign Language Teaching and Research Press,1997:21.
[43]卜杰民.应用网络教学提高外语自主学习能力[D].上海：上海外国语学,2009.
[44]陈坚林.大学英语教学新模式下计算机网络与外语课程的有机整合—对计算机辅助外语教学概念的生态学考查[J].外语电化教学,2006(6)：3-10.
[45]陈时见.课堂学习论[M].桂林：广西师范大学出版社,2001.
[46]陈婷华.网络背景下的学习者自主学习能力研究[D].上海：上海外国语大学,2007.
[47]崔久军.网络自主学习与面授结合的大学英语教学模式探索[D].济南：山东大学,2008.
[48]顾佩娅.计算机辅助语言教学理论与实践[M].复旦大学出版社,2006.
[49]顾世民.计算机网络环境下自主学习模式与课堂教学模式的综合应用[J].外语电化教学,2007(6)：67-72.
[50]郭燕,秦晓晴.非英语专业大学生基于计算机网络的课外自主英语学习—一项针对态度与行为的调查报告[J].中国英语教学,2009(4)：52-62.
[51]教育部高等教育司.大学英语课程教学要求[M].上海：上海外语教育出版社,2007.
[52]贾国栋.现代网络技术与大学英语教学模式改革—基于校园网的教学模式设计与试验研究[J].外语界,2003(6)：22-34.
[53]姜海燕.大学生英语自主学习态度和行为的调查研究[D].南昌：江西师范大学,2008.
[54]秦晓晴.外语教学研究中的定量数据分析[M].武汉：华中科技大学出版社,2003.
[55]王福英.非英语专业新生英语学习焦虑的调查与研究[D].桂林：广西师范大学,2009.
[56]谢玉姗.学习者外语自主学习意识及行为：个案研究[D].北京：北京外国语大学,2007.
[57]于玲.非英语专业本科生英语课堂行为表现与英语学习自主性的相关性研究[D].桂林：广西师范大学,2010.
[58]朱铭.中国EFL学习者的网络自主学习态度和行为的相关性研究[J].中国英语教学,2009(4)：72-83.
[59]周新会.多媒体教学环境下中学生英语自主学习能力的培养[D].西安：陕西师范大学,2009.
[60]周晓玲.英语学习策略—基于大学英语教学实证研究[M].长春：吉林大学出版社,2009.