职业院校学生英语自主学习调查研究
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摘要
近二十年来,外语教学与学习经历着一系列的发展与变化。其核心之一,就是从过去的以教师为中心的教学模式转向今天的以学习者为中心。这一转变顺应了社会的需要,也承载着最近几十年心理学,认知心理学,社会学和语言学等诸多方面的研究成果与发现;同时,还引起了人们对于自主学习的极大兴趣。
国外大量的学习者自主性的研究主要是从不同角度探索学习者自主性的理论背景,以及如何培养学习者自主性。近几年来,国内一些学者对学习者自主学习的研究也表现出极大的兴趣,但是国内的相关研究一般是用实验法来进行的;也有部分专家学者开始用定性的问卷调查法来分析英语专业或非英语专业的本科大学生的自主性外语学习现状,从这个角度来探究在中国特有的教育环境下如何提高学生的自主性英语学习能力。本研究试图在这个方面做出尝试,不同的是受试者是职业院校的学生。本文旨在发现这类大学生的自主学习方面存在的问题,分析影响自主学习的因素,并初步分析教师教学风格对学生自主学习的影响。
本研究的调查对象是烟台职业学院的144名学生,采用的调查工具是问卷和跟踪访谈。该问卷共有50个题目,涉及到五个方面:学习者对英语自主学习的态度,学习动机,学习策略的使用情况,学习者的信心,以及教学风格对于自主学习的意义。然后用SPSS11.0对调查结果进行了描述性统计分析,所有结果都用图表显示。问卷完成后,又与部分学生进行了访谈,以便更加深入地了解学习者在自主学习方面存在的问题。
调查结果表明学生的自主性英语学习能力普遍较低。大多数学生不具备强烈的英语学习动机,不能创造机会练习英语,不能使用恰当的学习策略,也不具备充分的自信心。教学风格也应该更加积极地改变。另外,学习者由于年级和性别的差异,自主性也呈现不同。通过对结果的讨论分析,此研究得出了对职业学院英语教学的启示,并且就出现的问题提出了尝试性的建议。比如说,建立起愉快的学习环境,调动学生学习英语的兴趣,提高学生的自我效能感,鼓励合作性的学习以及培养学习策略等。
The field of foreign language learning and teaching has been in a constant state of change over the last two decades. A case in point is a shift in focus from the teacher to the language learner. The shift is a combined result of social development and research achievements in diverse fields such as psychology, cognitive psychology, sociology and linguistics. These developments have, among others, led to extensive interest in learner autonomy in language learning process.
Numerous researches concerning learner autonomy have been conducted in western countries, focusing not only on the rationale of learner autonomy from pedagogical and philosophical point of view, but also on the means of facilitating the development of learner autonomy. In recent years, some scholars began to show increasing interest in the study of EFL learner autonomy. However, the relevant studies belong to experimental researches that compare results between the control group and the subject group. While most of the researches aiming to investigate learners' autonomous learning competence in the recent years concentrate on the normal four-year university students, including English majors and non-English undergraduates, this study is a tentative research on the students of vocational college with an attempt to fill up such a research gap. This study is intended to examine the degree of autonomous learning, to identify the factors affecting learner autonomy, and to tentatively analyze the influence of teaching styles on learner autonomy in the particular context.
One hundred and forty four students from Yantai Vocational College participated in this study. The instrument is a 50-item questionnaire and some interviews. The questionnaire includes five areas: learners' learning attitudes, learning motivation, the use of learning strategies, learners' self-confidence and teachers' teaching styles. Results of the study were processed by SPSS 11.0, and all the results were presented in tables. In order to obtain more detailed information about students' autonomous problems, interviews were conducted on some participants as a follow-up investigation of the questionnaire.
Results from the study indicate that the overall degree of VC students' autonomous learning stays at a low level. The majority of students are lack of strong motivation for English learning, and lack of ability to create opportunities to practice English, and to apply appropriate learning strategies; they are lack of self-confidence in learning. Teaching styles also need improving. From the questionnaire, it can be concluded that students' competence of autonomous learning is different with their genders and grades. Based on the major findings of the study by referring to theories concerning learner autonomy, implications were made guiding English language teaching and learning, and tentative suggestions were proposed. For example, it is necessary to build a very harmonious and emotionally safe environment, to arouse learners' interest in learning, to improve learners' self-efficacy, as well as to encourage cooperative learning and train learning strategies.
国外大量的学习者自主性的研究主要是从不同角度探索学习者自主性的理论背景,以及如何培养学习者自主性。近几年来,国内一些学者对学习者自主学习的研究也表现出极大的兴趣,但是国内的相关研究一般是用实验法来进行的;也有部分专家学者开始用定性的问卷调查法来分析英语专业或非英语专业的本科大学生的自主性外语学习现状,从这个角度来探究在中国特有的教育环境下如何提高学生的自主性英语学习能力。本研究试图在这个方面做出尝试,不同的是受试者是职业院校的学生。本文旨在发现这类大学生的自主学习方面存在的问题,分析影响自主学习的因素,并初步分析教师教学风格对学生自主学习的影响。
本研究的调查对象是烟台职业学院的144名学生,采用的调查工具是问卷和跟踪访谈。该问卷共有50个题目,涉及到五个方面:学习者对英语自主学习的态度,学习动机,学习策略的使用情况,学习者的信心,以及教学风格对于自主学习的意义。然后用SPSS11.0对调查结果进行了描述性统计分析,所有结果都用图表显示。问卷完成后,又与部分学生进行了访谈,以便更加深入地了解学习者在自主学习方面存在的问题。
调查结果表明学生的自主性英语学习能力普遍较低。大多数学生不具备强烈的英语学习动机,不能创造机会练习英语,不能使用恰当的学习策略,也不具备充分的自信心。教学风格也应该更加积极地改变。另外,学习者由于年级和性别的差异,自主性也呈现不同。通过对结果的讨论分析,此研究得出了对职业学院英语教学的启示,并且就出现的问题提出了尝试性的建议。比如说,建立起愉快的学习环境,调动学生学习英语的兴趣,提高学生的自我效能感,鼓励合作性的学习以及培养学习策略等。
The field of foreign language learning and teaching has been in a constant state of change over the last two decades. A case in point is a shift in focus from the teacher to the language learner. The shift is a combined result of social development and research achievements in diverse fields such as psychology, cognitive psychology, sociology and linguistics. These developments have, among others, led to extensive interest in learner autonomy in language learning process.
Numerous researches concerning learner autonomy have been conducted in western countries, focusing not only on the rationale of learner autonomy from pedagogical and philosophical point of view, but also on the means of facilitating the development of learner autonomy. In recent years, some scholars began to show increasing interest in the study of EFL learner autonomy. However, the relevant studies belong to experimental researches that compare results between the control group and the subject group. While most of the researches aiming to investigate learners' autonomous learning competence in the recent years concentrate on the normal four-year university students, including English majors and non-English undergraduates, this study is a tentative research on the students of vocational college with an attempt to fill up such a research gap. This study is intended to examine the degree of autonomous learning, to identify the factors affecting learner autonomy, and to tentatively analyze the influence of teaching styles on learner autonomy in the particular context.
One hundred and forty four students from Yantai Vocational College participated in this study. The instrument is a 50-item questionnaire and some interviews. The questionnaire includes five areas: learners' learning attitudes, learning motivation, the use of learning strategies, learners' self-confidence and teachers' teaching styles. Results of the study were processed by SPSS 11.0, and all the results were presented in tables. In order to obtain more detailed information about students' autonomous problems, interviews were conducted on some participants as a follow-up investigation of the questionnaire.
Results from the study indicate that the overall degree of VC students' autonomous learning stays at a low level. The majority of students are lack of strong motivation for English learning, and lack of ability to create opportunities to practice English, and to apply appropriate learning strategies; they are lack of self-confidence in learning. Teaching styles also need improving. From the questionnaire, it can be concluded that students' competence of autonomous learning is different with their genders and grades. Based on the major findings of the study by referring to theories concerning learner autonomy, implications were made guiding English language teaching and learning, and tentative suggestions were proposed. For example, it is necessary to build a very harmonious and emotionally safe environment, to arouse learners' interest in learning, to improve learners' self-efficacy, as well as to encourage cooperative learning and train learning strategies.
引文
Benson, P. & Voller, P. (Eds.). (1997). Autonomy and Independence in Language Learning. London:Longman.
Brookes, A. & Grundy, P. (Eds.). (1988). Individualization and Autonomy in Language Learning.Modern English Publication: British Council, 1.
Brophy, J. (1987). Synthesis of Research on Strategies for Motivating Students to Learn. Educational Leadership.
Candy, P.C. (1989). Self-direction for Lifelong Learning. San Francisco, CA: Jossey- Bass.
Carl Rogers. (1969). Freedom to Learn; A View of What Education Might Become. Columbus, OH:Charles Merrill.
Chambers, G. N. & Norman, N. (2003). Take Six Books. Language Learning Journal.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language (M) . Beijing: Foreign Language and Research Press.
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Maonillan, 100,114-115.
Cotterall, S.(1999). Key Variables in Language Learning: What Do Learners Believe about Them?System 27.
Dam, L. (1995). Learner Autonomy: From Theory to Class Practice. Dublin: Authentik.
Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Dickinson, L. (1993). Self-instruction in Language Learning. Cambridge, CUP, 330-336.
Dickinson, L. (1992).Learner Autonomy 2: Learner. Training for Language Learning. Dublin: Authentic.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. CILT: CUP, 117
Eagly and Chaiken. (1989). Attitude Structure and Function. New York: Mcgraw- Hill.
Ellis, R. (1999). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press, 715.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in second learning. Newbury House.
Gardner, D. & Miller, L. (2002). Establishing self-access: From Theory to Practice. Shanghai:Shanghai Foreign Language Education Press, 5.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press, 3.
Hartup. (1992). Having Friends, Making Friends, and Keeping Friends: Relationships as Educational Contexts. ERIC Digest.
Huttunen, I. (1986). Towards learner autonomy in foreign language learning in senior secondary school. Qulou, Finland: University of Qulou, 95.
Johnson, K. (2002). An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Little, D. (1991).Learner Autonomyl: Definitions, Issues and Problems. Dublin: Authentic.
Little, D. (1995a). learning as dialogue: the dependence of learner autonomy on teacher autonomy.System, 23(2).
Littlewood, W. (1997). "Autonomy": An Anatomy and Framework. System.
Numan, D. (1996). Towards Autonomous Learning: Some Theoretical, Empirical and Practical Issues. In Pemberton, Richard; et al. Taking Control: Autonomy in Language Learning. Hong Kong University Press.
Numan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29 (2), 145.
Numan, D. (1997).Designing and Adapting Materials to Encourage Learner Autonomy. In P. Benson& P Volley. (Eds.). Autonomy and Independence in Language Learning. London: Longman.
O' Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition.
71 Cambridge: Cambridge University Press, 1,44, 46.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Rowley,Mass: Newbury House.
Oxford, R. L. & Burry Stock, J. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the STRATEGY Inventory for Language Learning [J].System, 23, (2), 1-23.
Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2~(nd) ed.). London: Sage Publications, 237.
Printrich, P. R, Smith, D.A. F, Garcia, T & Mckeachie, W.J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement.
Skehan, P. A. (1995). Cognitive Approach to Language Learning. CUP.
Stevick, E. (1980). Teaching languages: a way and ways. Newbury House Publishers.
Thomson, C.K. (1996). Self-assessment in Self-directed Learning: Issues of Learner Diversity. In R.Pemberton. et. Al. (Eds.). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
Tricia Hedge (2000). Teaching and Learning in the Classroom, Oxford University Press.
Tsui, A. B. M. (1996) Reticence and Anxiety in Second Language Learning. Cambridge: Cambridge University Press.
Van, Rossum & Scgenk. (1984). The Relationships between Learning Conception, Studying Strategy and Learning Outcome. British Journal of Educational Psychology, 73.
Vygotsky, L.S. (1978). Mind in Society. U.S. A: Harvard.
Wenden, A. L.(1998). Learner Strategies for Learner Autonomy. New York: Prentice Hall International, 18,27,28,34, 41-42, 52.
Wenden, A. L. & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. New Jersey:Prentice Hall, 8.
Wolters, C. (1998). Self-directed Learning and College Students' Regulation of Motivation, Journal of Education Psychology,24.
Young,D.J.(Eds.).(1999).Affect in Foreign Language and Second Language Leaming.Boston,MA:MaGraw-Hill.
Zimbardo,P.G & Leippe,M.R.(1991).The Psychology of Attitude Change and Social Influence.Philadelphia:Temple University Press.
范烨.(1999).浅谈大学英语教学中的“学习者训练”。外语界,(3),32-38.
国发[1995]55号,(1991).国务院大力发展职业教育的决定,教育部。
何莲珍.(2003).自主学习及其能力的培养,《外语教学与研究》,(4),287-289.
何晓东.(2004).国内自主英语学习中心的调查报告,《外语界》,(4).
华维芬.(2001b).自主学习中心-一种新型的语言学习环境。外语界,(5),41-45.
华维芬.(2003).关于建立英语自主学习中心的调查报告。外语界,(6),41-45.
金莺,宋桂月.(2003)。《高中英语教程标准教室读本》,武汉:华中师范大学出版社,52.
庞维国,(2003).《自主学习-学与教的原理和策略》,上海:华东师范大学出版社。
彭金定.(2002).大学英语教学中的“学习者自主”问题研究,《外语界》.
戚宏波.(2002).学习者自主的理论溯源。山东外语教学,(5),83-86
阎立钦.(2001).创新教育,北京:教育科学出版社。
王笃勤.(2002).大学英语自主学习能力的培养。外语界,(5),17-23.
肖飞.(2002).学习自主性及如何培养语言学习自主性,《外语界》,(6),24-27.
吴国权.(2005).新形势下再谈高职英语教学改革,中国科学教育。
扬瑛,蒋静仪.(2001).语言直觉与自主学习。外语界,(4),62-66.
英语课程标准研制组.(2003).《英语课程标准读解》,北京:北京示范大学出版社,36.
翟保奎.(1998).《教育基本理论之研究》,福建:福建教育出版社。
张彦君.(2004).通过学习者训练培养学习者自主性的实验,《外语界》,(1),54-61.
Brookes, A. & Grundy, P. (Eds.). (1988). Individualization and Autonomy in Language Learning.Modern English Publication: British Council, 1.
Brophy, J. (1987). Synthesis of Research on Strategies for Motivating Students to Learn. Educational Leadership.
Candy, P.C. (1989). Self-direction for Lifelong Learning. San Francisco, CA: Jossey- Bass.
Carl Rogers. (1969). Freedom to Learn; A View of What Education Might Become. Columbus, OH:Charles Merrill.
Chambers, G. N. & Norman, N. (2003). Take Six Books. Language Learning Journal.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language (M) . Beijing: Foreign Language and Research Press.
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Maonillan, 100,114-115.
Cotterall, S.(1999). Key Variables in Language Learning: What Do Learners Believe about Them?System 27.
Dam, L. (1995). Learner Autonomy: From Theory to Class Practice. Dublin: Authentik.
Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Dickinson, L. (1993). Self-instruction in Language Learning. Cambridge, CUP, 330-336.
Dickinson, L. (1992).Learner Autonomy 2: Learner. Training for Language Learning. Dublin: Authentic.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. CILT: CUP, 117
Eagly and Chaiken. (1989). Attitude Structure and Function. New York: Mcgraw- Hill.
Ellis, R. (1999). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press, 715.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in second learning. Newbury House.
Gardner, D. & Miller, L. (2002). Establishing self-access: From Theory to Practice. Shanghai:Shanghai Foreign Language Education Press, 5.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press, 3.
Hartup. (1992). Having Friends, Making Friends, and Keeping Friends: Relationships as Educational Contexts. ERIC Digest.
Huttunen, I. (1986). Towards learner autonomy in foreign language learning in senior secondary school. Qulou, Finland: University of Qulou, 95.
Johnson, K. (2002). An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Little, D. (1991).Learner Autonomyl: Definitions, Issues and Problems. Dublin: Authentic.
Little, D. (1995a). learning as dialogue: the dependence of learner autonomy on teacher autonomy.System, 23(2).
Littlewood, W. (1997). "Autonomy": An Anatomy and Framework. System.
Numan, D. (1996). Towards Autonomous Learning: Some Theoretical, Empirical and Practical Issues. In Pemberton, Richard; et al. Taking Control: Autonomy in Language Learning. Hong Kong University Press.
Numan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29 (2), 145.
Numan, D. (1997).Designing and Adapting Materials to Encourage Learner Autonomy. In P. Benson& P Volley. (Eds.). Autonomy and Independence in Language Learning. London: Longman.
O' Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition.
71 Cambridge: Cambridge University Press, 1,44, 46.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Rowley,Mass: Newbury House.
Oxford, R. L. & Burry Stock, J. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the STRATEGY Inventory for Language Learning [J].System, 23, (2), 1-23.
Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2~(nd) ed.). London: Sage Publications, 237.
Printrich, P. R, Smith, D.A. F, Garcia, T & Mckeachie, W.J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement.
Skehan, P. A. (1995). Cognitive Approach to Language Learning. CUP.
Stevick, E. (1980). Teaching languages: a way and ways. Newbury House Publishers.
Thomson, C.K. (1996). Self-assessment in Self-directed Learning: Issues of Learner Diversity. In R.Pemberton. et. Al. (Eds.). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
Tricia Hedge (2000). Teaching and Learning in the Classroom, Oxford University Press.
Tsui, A. B. M. (1996) Reticence and Anxiety in Second Language Learning. Cambridge: Cambridge University Press.
Van, Rossum & Scgenk. (1984). The Relationships between Learning Conception, Studying Strategy and Learning Outcome. British Journal of Educational Psychology, 73.
Vygotsky, L.S. (1978). Mind in Society. U.S. A: Harvard.
Wenden, A. L.(1998). Learner Strategies for Learner Autonomy. New York: Prentice Hall International, 18,27,28,34, 41-42, 52.
Wenden, A. L. & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. New Jersey:Prentice Hall, 8.
Wolters, C. (1998). Self-directed Learning and College Students' Regulation of Motivation, Journal of Education Psychology,24.
Young,D.J.(Eds.).(1999).Affect in Foreign Language and Second Language Leaming.Boston,MA:MaGraw-Hill.
Zimbardo,P.G & Leippe,M.R.(1991).The Psychology of Attitude Change and Social Influence.Philadelphia:Temple University Press.
范烨.(1999).浅谈大学英语教学中的“学习者训练”。外语界,(3),32-38.
国发[1995]55号,(1991).国务院大力发展职业教育的决定,教育部。
何莲珍.(2003).自主学习及其能力的培养,《外语教学与研究》,(4),287-289.
何晓东.(2004).国内自主英语学习中心的调查报告,《外语界》,(4).
华维芬.(2001b).自主学习中心-一种新型的语言学习环境。外语界,(5),41-45.
华维芬.(2003).关于建立英语自主学习中心的调查报告。外语界,(6),41-45.
金莺,宋桂月.(2003)。《高中英语教程标准教室读本》,武汉:华中师范大学出版社,52.
庞维国,(2003).《自主学习-学与教的原理和策略》,上海:华东师范大学出版社。
彭金定.(2002).大学英语教学中的“学习者自主”问题研究,《外语界》.
戚宏波.(2002).学习者自主的理论溯源。山东外语教学,(5),83-86
阎立钦.(2001).创新教育,北京:教育科学出版社。
王笃勤.(2002).大学英语自主学习能力的培养。外语界,(5),17-23.
肖飞.(2002).学习自主性及如何培养语言学习自主性,《外语界》,(6),24-27.
吴国权.(2005).新形势下再谈高职英语教学改革,中国科学教育。
扬瑛,蒋静仪.(2001).语言直觉与自主学习。外语界,(4),62-66.
英语课程标准研制组.(2003).《英语课程标准读解》,北京:北京示范大学出版社,36.
翟保奎.(1998).《教育基本理论之研究》,福建:福建教育出版社。
张彦君.(2004).通过学习者训练培养学习者自主性的实验,《外语界》,(1),54-61.