高中学生英语自主性学习策略应用研究
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摘要
在这个信息化、全球一体化的新世界,英语被作为一种共同语言其地位显得越来越重要。特别是在日益发展中的中国,随着高中英语课程改革的不断深入,对学生的要求也越来越高,要求每一位高中毕业生既要具有基本的英语语言素养,也就是要具备共同的语言能力基础,同时也要具有一定的自主学习的愿望和能力,从而使这一共同的语言能力基础成为国家普通高中教育为每个学生的未来发展所创设的共同的平台和机会。
为了实现这一目标,《新课程标准》要求:新高中外语教学要把语言学习的过程看成是技能习得的过程,也就是语言能力的培养过程。即在大量的词汇、语法源源不断输入的过程中能够培养学生一定的语言学习能力从而轻松地理解、记忆、掌握、并流畅地运用这些基本知识,达到语言习得的目的。然而要做到这一点不是很容易的,必须要求学生在学习过程中要有明确的目的、计划、策略、高效的监控及自我评价,也就是能够自主地控制学习的一切过程。这就需要自主性学习策略贯穿高中英语学习过程始终。
本文在前人研究的基础上,针对当前普通高中学生的具体情况,从实际出发,以人本主义理论,社会构建理论及社会互动理论为指导,着重探究了如下三个问题:
(一)当前高中生自主性学习策略的应用情况如何?
(二)何种学习策略可以用来去加强学生的自主性学习能力?
(三)通过利用自主性学习策略会给学生学习带来什么样的益处?
通过调查研究作者发现,当前高中学生自主性学习策略的应用状况不是很好,学生的自主性学习能力仍然很差,其中传统的以教师传授为主的教学方式仍占主要地位。通过实验作者发现经过自主性学习策略应用能力培养的学生,不但学习主动性积极性有了极大提高,而且对学习目的,计划,学习过程的自主管理与评价能力都有了相当明显的进步,学生的英语成绩也较之前有较大改善。此外,这些水平的提高又将对学生未来的持续发展提供能力与动力保障。这一切充分说明对高中学生进行自主性学习指导的重要意义
Living in the new information-based era, everyone is faced with a series of new challenges, among which English, as a common language, is acting a more and more important role in this new global integration world. Especially in China, which is developing quickly, with the continuous development of the reform of ESL curriculum, it is required that every senior high graduate should possess the basic qualification of the English language, that is, the essential ability of language in common. Meanwhile, they are supposed to be capable of studying autonomously. Thus, English, as the base of language ability, will surely become a common platform and chance for every student provided by the Regular Senior High Education.
To achieve this goal, the new curriculum standard requires that the English teaching in Senior High should regard the process of acquiring the language as the process of developing the learning skills, i.e. the process of developing the language ability, during which time students can gradually form a language learning ability, including easily understanding, memorizing, mastering as well as using the basic knowledge smoothly with the continuous input of a large quantity of new words, phrases and grammar. However, it is not very easy to realize this ideal goal. In the whole process of language study, students must have clear purposes, plans, strategies, effective monitoring and self-evaluation, that is to say, they can control the whole process of study in an autonomous way, which requires the strategy of autonomous learning run throughout it.
Based on the previous researches and the theories of humanism, social constructivism and social interactionism, according to the reality of the school which the author is teaching in now, the research is intended to do from the following three aspects,
(1) What is the current condition of autonomous learning strategies being applied among the Senior High students?
(2) What learning strategies should be adopted to enhance the students’autonomous learning?
(3) What advantages will be brought about by applying autonomous learning?
Through the survey, the author learned that the application of autonomous learning among the senior students was not satisfying, and their autonomous learning ability was still very low. Through the experiment, the author found that those students who accepted the training of employing autonomous learning showed a more positive attitude towards learning as well as making greatly obvious progress in the learning course of goals-setting, planning, self-regulating and assessing. Besides, their English level was improved a lot. All these will do great help to the students’future continuous development by providing them with capacity and motivation guarantee. Meanwhile, it also proves that giving students a certain amount of autonomous learning guidance is so important.
为了实现这一目标,《新课程标准》要求:新高中外语教学要把语言学习的过程看成是技能习得的过程,也就是语言能力的培养过程。即在大量的词汇、语法源源不断输入的过程中能够培养学生一定的语言学习能力从而轻松地理解、记忆、掌握、并流畅地运用这些基本知识,达到语言习得的目的。然而要做到这一点不是很容易的,必须要求学生在学习过程中要有明确的目的、计划、策略、高效的监控及自我评价,也就是能够自主地控制学习的一切过程。这就需要自主性学习策略贯穿高中英语学习过程始终。
本文在前人研究的基础上,针对当前普通高中学生的具体情况,从实际出发,以人本主义理论,社会构建理论及社会互动理论为指导,着重探究了如下三个问题:
(一)当前高中生自主性学习策略的应用情况如何?
(二)何种学习策略可以用来去加强学生的自主性学习能力?
(三)通过利用自主性学习策略会给学生学习带来什么样的益处?
通过调查研究作者发现,当前高中学生自主性学习策略的应用状况不是很好,学生的自主性学习能力仍然很差,其中传统的以教师传授为主的教学方式仍占主要地位。通过实验作者发现经过自主性学习策略应用能力培养的学生,不但学习主动性积极性有了极大提高,而且对学习目的,计划,学习过程的自主管理与评价能力都有了相当明显的进步,学生的英语成绩也较之前有较大改善。此外,这些水平的提高又将对学生未来的持续发展提供能力与动力保障。这一切充分说明对高中学生进行自主性学习指导的重要意义
Living in the new information-based era, everyone is faced with a series of new challenges, among which English, as a common language, is acting a more and more important role in this new global integration world. Especially in China, which is developing quickly, with the continuous development of the reform of ESL curriculum, it is required that every senior high graduate should possess the basic qualification of the English language, that is, the essential ability of language in common. Meanwhile, they are supposed to be capable of studying autonomously. Thus, English, as the base of language ability, will surely become a common platform and chance for every student provided by the Regular Senior High Education.
To achieve this goal, the new curriculum standard requires that the English teaching in Senior High should regard the process of acquiring the language as the process of developing the learning skills, i.e. the process of developing the language ability, during which time students can gradually form a language learning ability, including easily understanding, memorizing, mastering as well as using the basic knowledge smoothly with the continuous input of a large quantity of new words, phrases and grammar. However, it is not very easy to realize this ideal goal. In the whole process of language study, students must have clear purposes, plans, strategies, effective monitoring and self-evaluation, that is to say, they can control the whole process of study in an autonomous way, which requires the strategy of autonomous learning run throughout it.
Based on the previous researches and the theories of humanism, social constructivism and social interactionism, according to the reality of the school which the author is teaching in now, the research is intended to do from the following three aspects,
(1) What is the current condition of autonomous learning strategies being applied among the Senior High students?
(2) What learning strategies should be adopted to enhance the students’autonomous learning?
(3) What advantages will be brought about by applying autonomous learning?
Through the survey, the author learned that the application of autonomous learning among the senior students was not satisfying, and their autonomous learning ability was still very low. Through the experiment, the author found that those students who accepted the training of employing autonomous learning showed a more positive attitude towards learning as well as making greatly obvious progress in the learning course of goals-setting, planning, self-regulating and assessing. Besides, their English level was improved a lot. All these will do great help to the students’future continuous development by providing them with capacity and motivation guarantee. Meanwhile, it also proves that giving students a certain amount of autonomous learning guidance is so important.
引文
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[17]Ellis, R. (1984). Classroom Second Language Development. Oxford:Pergamon.
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[37]Nunan D. (1997). Designing and Adapting Materials and Encourage Learner Autonomy. London: Longman.
[38]O’Malley, J & Valdez-Piercel. (1996). Authentic Assessment for English Language Learning Arlingtea. USA: Addison-Wesley Publishing Company Inc.
[39]O’Malley, J. M. & A.U. Chamot. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press. PP: 138-139.
[40]Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. Boston, MA: Heinle.
[41]Oxford, R. L. (1994). Language Learning Strategies: An updated. Eric Clearing house on Languages and Linguistics.
[42]Pemberton et al. (eds.) Taking Control-Autonomy in Language Learning: Hong Kong: Hong Kong University Press.
[43]Piaget, J. (1977). The Equilibration of Cognitive Structure : the central problem of intellectural development . Chicago : The University of Chicago Press.
[44]Piaget, J. (1985). The Equilibration of Cognitive Structure : the central problem of intellectual developmetn. Chicago: The University of Chicago Press.
[45]Pine, G. J. & A. V. Boy. (1977). Learner Centered Teaching: a humanistic View. Denver, Colorado: Love Publishing Co.
[46]Rogers, C. R. (1969). Freedom to Learn. Columbus, Ohio: Charles Merrill.
[47]Sinclair & Ellis G. B (1989). Learning to Learn English: A Course in Learner Training. Cambridge University press.
[48]Vygotsky, L. S. (1997). Genesis of Higher Mental Functions. IN R. W. Reiber(ed.). The collected works of L.S. Vygotsky, Volume 4: the history of the development of higher mental functions. New York: Plenum Press.
[49]Vygotsky, L.S. (1978). Mind in Society. USA: Harvard.
[50]Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
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[52]Wenden, A. (1998). Metacognitive Knowledge and Language Learning: Applied Linguisics, 19.
[53]Williams, & Burden. (2000). Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press. Pp:13,40, 103-105, 120-165.
[54]Willing, K. (1998). Learning Styles in Adult Migrant Education. Adelaide: National Curriculum Resource Center for the Adult Migrant Education Program. pp: 32, 40.
[55]文秋芳, 1995,《英语学习策略》,上海外语教育出版社.
[56]李红,(1998),“学习自主性与中国英语教学”,《外语与外语教学》(大连外国语学院学报) 1998年第10期(总第113期.
[57]王立非, 2001,第二语言学习策略研究:问题与对策,《国外外语教学》第四期.
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[2]Bandura, A. (1986). Social Foundations of Thoughts and Action: A social cognitive theory, Englewood Cliffs, NJ: Prentice Hall.
[3]Bandura, A. (1990). The Self-regulation of Motivation Through Anticipatory and Self-reactive Mechanisms. In Dienstbier (Ed.) Nebrask Symposium on Motivation. Vol.38. Lincoln: University of Nebdraska Press.
[4]Benson, P. (1997). The Philosophy and politics of Learner Autonomy in Benson, P. & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman.
[5]Benson, P. & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman.
[6]Biggs, J. (1987). Student Apprpaches to Learning and Studyig. Hawthorn, Vic: Australian Council for Educational Research.
[7]Boud, D. (Ed) (1988). Developing students Autonomy in Learning. New York: Kogan Press
[8]Broady, E. & M. Kenning. 1996. Learner Autonomy: An introductionto the Issues. In: E. Broady & M. Kenning (Eds.). Promoting Lerner Autonomy in University Language Teaching. London: Association for French Language Studies.
[9]Brown, B. (1987). Metacognition, Executive Control, Self-regulation, and Other More Mysterious Mechanisms. In Weinert and Kluwe (Eds.) Metacogniton, Motivation and Understanding. PP:101-102,126.
[10]Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. Essex, U.K: Longman.
[11]Cook, V. (1993). Linguistics and Second Language Acquisition. London:
[12]Cotterall, S. (2000).“Promoting Learner Autonomy Through The Curriculum: Principles for Designin Language Courses”. English Language Teaching Journal, 54/2, 109-117.
[13]Dam, L. et al. (1990). Towards a Definition of Autonomy. In Proceedings of Institute for Praktistk Pedagogikk, Universiteteti Bergen, Bergen..
[14]Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: CambridgeUniversity Press.
[15]Dickinson, L. (1993). Talking Shop: Aspects of Autonomous Learning. ELT Journal, 47(4), 330-336.
[16]Ellis G. & B. Sinclair (1989). Learning to learn English: A Course in Learner Training. Cambridge University press.
[17]Ellis, R. (1984). Classroom Second Language Development. Oxford:Pergamon.
[18]Erikson, E. H. (1963). Childhood and Society. New York: Norton.
[19]Fontana, D. (1988). Psychology for Teachers. 2nd ed. Baxingstoke: The British. Psychological Society in Association with Macmillan Publishers Ltd.
[20]Flavell, J. H. (1970). Developmental Studies of Mediated Memory. In H. W. Reese and L.P. Lipsitt (Eds.) Advances in Children’s Development and Behaviour. New York: Academic Press.
[21]Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. In L. B. Resnick (Ed.) The Nature of intellieence. Hillsdale, N. J: Erlbaum.
[22]Flavell, J. H. (1981). Cognitive Monitoring. In W. P. Dickson (Ed.) Children’s Oral Communication Skolls. New York: Academic Press.
[23]Gardner, D. & Miller, L. (1996).“Tasks for Independent Language Learning”. TESOL.
[24]Gardner, D. & Miller, L. (Eds.) (1996). Tasks for Independent Language Learning. Alexandria, VA:TESOL. Vii.
[25]Holmes, J. L. & Ramos, R. (1991). Talking about Learning: Establishing a frmework for discussing and changing learning process. In James, C. and Garrett, (Eds). Language Awareness in the Classroom. 1991: 198-212.
[26]Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pregamon Press.
[27]Holec, H. (1997). Autonomy and Foreign Language Learning. Strasbourg: Council of Europe.
[28]Jones, et al. (1987). Strategic Teaching and Learning : cognitive instruction in the content areas. Alexandria, VA: Association of Supervision and Curriculum Development.
[29]Krashen, S. (1985). Language Acqusition and Language Education. Elemany Press.
[30]Keith Johnson, (2002). An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
[31]Kenny, B (1993) For More Autonomy System. In Benson, P. & Voller, P. (1997) Autonomy and Independence in Language Learning. London: Logman.
[32]Krachen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford:pergamon.
[33]Little, D. (1990). Autonomy in Language Learning : some theoretical and practical considerations in Gathercole (Ed) Autonomy In Language Learning Lonon :CILT.
[34]Marion William & Robert L. Burden (2000). Psychology for Language Teachers. Cambridge, U. K.: Cambridge University Press.
[35]Nunan, D. (1988). Learner-centered Curriculum. Cambridge, U.K.: Cambridge University Press.
[36]Nunan, D. (1996).Learner Strategy Training in The Classroom: An action research study .TESOL Journa16/1:35-41.
[37]Nunan D. (1997). Designing and Adapting Materials and Encourage Learner Autonomy. London: Longman.
[38]O’Malley, J & Valdez-Piercel. (1996). Authentic Assessment for English Language Learning Arlingtea. USA: Addison-Wesley Publishing Company Inc.
[39]O’Malley, J. M. & A.U. Chamot. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press. PP: 138-139.
[40]Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. Boston, MA: Heinle.
[41]Oxford, R. L. (1994). Language Learning Strategies: An updated. Eric Clearing house on Languages and Linguistics.
[42]Pemberton et al. (eds.) Taking Control-Autonomy in Language Learning: Hong Kong: Hong Kong University Press.
[43]Piaget, J. (1977). The Equilibration of Cognitive Structure : the central problem of intellectural development . Chicago : The University of Chicago Press.
[44]Piaget, J. (1985). The Equilibration of Cognitive Structure : the central problem of intellectual developmetn. Chicago: The University of Chicago Press.
[45]Pine, G. J. & A. V. Boy. (1977). Learner Centered Teaching: a humanistic View. Denver, Colorado: Love Publishing Co.
[46]Rogers, C. R. (1969). Freedom to Learn. Columbus, Ohio: Charles Merrill.
[47]Sinclair & Ellis G. B (1989). Learning to Learn English: A Course in Learner Training. Cambridge University press.
[48]Vygotsky, L. S. (1997). Genesis of Higher Mental Functions. IN R. W. Reiber(ed.). The collected works of L.S. Vygotsky, Volume 4: the history of the development of higher mental functions. New York: Plenum Press.
[49]Vygotsky, L.S. (1978). Mind in Society. USA: Harvard.
[50]Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
[51]Wenden, A. (1987).“Incorporating Learner Training in the Classroom”. In A. Wenden & J. Rubin(eds.) Learner Strategies in Language Learning.
[52]Wenden, A. (1998). Metacognitive Knowledge and Language Learning: Applied Linguisics, 19.
[53]Williams, & Burden. (2000). Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press. Pp:13,40, 103-105, 120-165.
[54]Willing, K. (1998). Learning Styles in Adult Migrant Education. Adelaide: National Curriculum Resource Center for the Adult Migrant Education Program. pp: 32, 40.
[55]文秋芳, 1995,《英语学习策略》,上海外语教育出版社.
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