大学英语传统听力课堂教学与网络自主学习的整合研究
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摘要
长期以来,我国大学英语教学一直沿用以教师为中心的传统的课堂教学模式,在这种模式下,学生是知识的被动接收者,而不是积极构建者,他们在课堂上学到的知识难以灵活运用到实际情境之中。基于建构主义的网络教育提倡的自主,探究,协作,社区的理念,给我国大学英语教学改革注入了新的活力。鉴于对中国的大学生而言,在听、说、读、写四大基本语言技能中,英语听力的习得始终是一大挑战和难点,本文以听力为切入点,对大学英语听力课堂教学与网络自主学习相整合的教学模式的可行性和其效果进行调查研究。此项研究是在滨州医学院进行的山东省教育科学规划课题“大学英语传统课堂教学模式与网络交互模式的整合实践”的一部分。
为证明此种新的网络自主学习与传统听力课堂教学相整合的教学模式的可行性,笔者首先介绍了之前的研究和相关理论:建构主义教育教学理论,自主学习的概念和其相关研究,以及听力二语习得理论等。这些研究和理论为该项实验研究提供了充分的理论基础。文中还简单阐述了建构主义与网络辅助教学,网络辅助教学与自主学习之间的相互关联。
接下来笔者介绍了从2006年9月至2007年10月的传统听力课堂教学与网络辅助自主学习相整合的实验研究。本研究选取的受试对象为山东滨州医学院2006级本科生。受试分为实验组(154人)和对照组(163人)。选择实验组和对照组时确保实验组和对照组高考英语成绩的均数(121.493,122.779)和标准差(4.811,5.437)接近。对照组仍采用传统听力课堂教学模式。实验组学生根据教师设计的单元教学任务,采用课堂教学与网络自主学习相整合的教学模式完成听力学习任务。实验组与对照组都使用《新视野大学英语》在语言实验室展开教学活动。本研究采用了三个测量指标:英语听力考试成绩、问卷调查和访谈。测量学生听力成绩的工具是大学英语四级听力测试真题。听力试题包括三部分:短句对话、短文理解和复合式听写,满分为35分。本次调查使用的问卷是在Oxford(1990)的语言学习策略使用情况诊断表的基础上设计的听力学习策略使用情况诊断表。听力成绩及问卷均采用SAS软件处理。为监测新的学习模式下,教师和学生角色的变化,研究人员在实验组和对照组分别抽了50名同学进行访谈。
实验旨在研究下列四个问题:
(1)在网络自主学习与课堂教学相整合的模式下,实验组英语听力成绩提高程度是否高于对照组?
(2)在整合环境下,学生采用怎样的学习策略,所采用的学习策略和听力学习效果是否有联系?
(3)在新的学习模式中,学生和教师分别扮演哪些角色?其扮演的角色与传统听力课堂的差异?
(4)如何改进网络自主学习与课堂教学相整合模式,从而为学生提供更好的学习环境并提高学生的学习自主性?
在为期一年的实验中,通过实验组和对照组学生听力成绩对比,问卷调查和访谈形式得出下列结果:随着实验的进行,实验组学生的成绩逐渐领先于对照组。同时实验组的听力水平在实验结束时有了显著的提高。网络自主学习环境下学习策略和听力学习效果有联系;学习策略不同程度地影响成功或不成功的语言学习者。在实验过程中,控制组的学生开始对对自己的学习做出更多的决定,也同时承担起了更多的责任,从而使他们从被动的学习者过渡到积极的学习者。同时他们的学习自主性也相应提高。在实验初级阶段,虽然教师还有很多的控制权,但他们已经把一部分控制权转移给了学生。与此同时,他们开始承担听力材料开发的新角色。
在论文的最后部分,笔者说明了此项研究对今后教学和教学研究的启示。在大学英语教学中,新的模式相对传统模式有一定的优势。如果条件允许,而且技术上的障碍得到解决,这种模式是可行的。虽然在实施中还存在困难和不足,但网络辅助自主学习必将在大学英语教学乃至整个英语教学领域起到重要作用。
For many years,College English education has always been teacher-centered which regards the students as passive learners.In such learning environment,the students are asked to do many drills in classes but what they learn are only isolated,de-contextualized skills and are unable to apply them in real-world situations.The learner-centered online learning,with principles of learner autonomy,collaborative learning,inquiry and community,injects vitality to the reforms of College English teaching.In China,the acquisition of English listening competency has always been a big challenge for students in universities.So for its typical features listening course is chosen as the study case in the paper in order to validate the feasibility and effects of the reform in the College English course by integrating computer and web into the listening class.This study is a part of the Integrated Practice of Conventional Classroom Instruction Mode and Web-Assisted Language Learning Mode,conducted in Binzhou Medical University and sponsored by the Educational Department of Shandong Province.
In order to justify the application of a hybrid of conventional and web-assisted autonomous learning from theoretical point of view,the author first gives a brief introduction to some previous researches and related theories:constructivist instructional and learning theories,the concept of autonomous learning and the acquisition of listening comprehension.They provide sufficient theoretic basis for this experimental study.The correlations between constructivism and WALL,WALL and autonomous listening learning are also presented in the thesis.
Then the author introduces an experimental study on the integrated practice of web-assisted autonomous learning and conventional listening class from September 2006 to October 2007.The subjects(n=317)of this study are non-English majors enrolled in Binzhou Medical University in 2006,who were studying English during the time of the survey.The subjects were divided into the experimental group(E.G.)and the control group (C.G.).When we chose E.G.and C.G.,care had been taken that the class means(121.493, 122.779)and standard deviations(4.811,5.437)of the subjects' English performance in National Entrance Examination in both groups were pretty close.E.G.followed the lesson plans designed by the teacher and fulfilled their listening tasks under the integrated mode of conventional listening classroom instruction and web-assisted autonomous learning while C.G.followed the conventional mode of listening instruction.Both groups implemented the experiment in the same language lab and used the same textbook-New Horizon College English.
The information that forms the core of this study was obtained by means of three instruments:listening tests,questionnaires and interviews.The tests used genuine College English Listening Test Band4(CET-4).The listening part in the proficiency tests consisted of three parts:short conversations,short passages and a compound dictation.The questionnaire—the Listening Strategy Inventory,was designed based on Oxford's Strategy Inventory for Language Learning.The subjects' listening scores and their responses to the questionnaires were put into the computer and analyzed by means of the SAS.In order to collect in-depth information on students' and teachers' role changes,semi-structured interview was conducted with 50 students from E.G.and 50 students from C.G.in October, 2007.
The study was guided by the following four questions:
1)Can the implementation of the new learning mode result in significant improvement of students' listening proficiency?
2)What strategies do the students use in the integrated mode? Is there correlation between the strategies and the listening proficiency?
3)What roles do students and teachers play in the new learning mode? Do the roles they play differ from those in the conventional classroom teaching?
4)What improvement can we make to perfect our mode so as to provide a better learning environment for students in listening practice and at the same time promote their learner autonomy?
After the one-year long experiment,the study finds:As the experiment proceeds, students in E.G.gradually perform better than those in the C.G.and there has been a significant improvement of students' listening proficiency by the end of the experiment while no such outcome has been found in C.G..There are associations between learning strategies and listening outcomes in the new mode and Oxford's six categories of learning strategies affect successful and unsuccessful language learners differently.In the experimental process,students in E.G.began to make more decisions on their own learning and take more responsibility,which enabled them to move from a passive language learner to an active one.In this way,their learner autonomy has been promoted as well.At the initial stage,the teacher still had quite a lot of control over the teaching process,but gradually they relinquished some control and gave it to the learners.Meanwhile,they began to assume a new role as materials developer.
At the end,the thesis tries to point out some limitations and also provide possible implications of this research to teaching and further research.The new mode has some advantages over the conventional one in College English teaching and learning.It is feasible if the technological barriers are removed and conditions permit.Web- assisted autonomous learning may play an important role in the future College English teaching and even in the English Language Teaching field.
为证明此种新的网络自主学习与传统听力课堂教学相整合的教学模式的可行性,笔者首先介绍了之前的研究和相关理论:建构主义教育教学理论,自主学习的概念和其相关研究,以及听力二语习得理论等。这些研究和理论为该项实验研究提供了充分的理论基础。文中还简单阐述了建构主义与网络辅助教学,网络辅助教学与自主学习之间的相互关联。
接下来笔者介绍了从2006年9月至2007年10月的传统听力课堂教学与网络辅助自主学习相整合的实验研究。本研究选取的受试对象为山东滨州医学院2006级本科生。受试分为实验组(154人)和对照组(163人)。选择实验组和对照组时确保实验组和对照组高考英语成绩的均数(121.493,122.779)和标准差(4.811,5.437)接近。对照组仍采用传统听力课堂教学模式。实验组学生根据教师设计的单元教学任务,采用课堂教学与网络自主学习相整合的教学模式完成听力学习任务。实验组与对照组都使用《新视野大学英语》在语言实验室展开教学活动。本研究采用了三个测量指标:英语听力考试成绩、问卷调查和访谈。测量学生听力成绩的工具是大学英语四级听力测试真题。听力试题包括三部分:短句对话、短文理解和复合式听写,满分为35分。本次调查使用的问卷是在Oxford(1990)的语言学习策略使用情况诊断表的基础上设计的听力学习策略使用情况诊断表。听力成绩及问卷均采用SAS软件处理。为监测新的学习模式下,教师和学生角色的变化,研究人员在实验组和对照组分别抽了50名同学进行访谈。
实验旨在研究下列四个问题:
(1)在网络自主学习与课堂教学相整合的模式下,实验组英语听力成绩提高程度是否高于对照组?
(2)在整合环境下,学生采用怎样的学习策略,所采用的学习策略和听力学习效果是否有联系?
(3)在新的学习模式中,学生和教师分别扮演哪些角色?其扮演的角色与传统听力课堂的差异?
(4)如何改进网络自主学习与课堂教学相整合模式,从而为学生提供更好的学习环境并提高学生的学习自主性?
在为期一年的实验中,通过实验组和对照组学生听力成绩对比,问卷调查和访谈形式得出下列结果:随着实验的进行,实验组学生的成绩逐渐领先于对照组。同时实验组的听力水平在实验结束时有了显著的提高。网络自主学习环境下学习策略和听力学习效果有联系;学习策略不同程度地影响成功或不成功的语言学习者。在实验过程中,控制组的学生开始对对自己的学习做出更多的决定,也同时承担起了更多的责任,从而使他们从被动的学习者过渡到积极的学习者。同时他们的学习自主性也相应提高。在实验初级阶段,虽然教师还有很多的控制权,但他们已经把一部分控制权转移给了学生。与此同时,他们开始承担听力材料开发的新角色。
在论文的最后部分,笔者说明了此项研究对今后教学和教学研究的启示。在大学英语教学中,新的模式相对传统模式有一定的优势。如果条件允许,而且技术上的障碍得到解决,这种模式是可行的。虽然在实施中还存在困难和不足,但网络辅助自主学习必将在大学英语教学乃至整个英语教学领域起到重要作用。
For many years,College English education has always been teacher-centered which regards the students as passive learners.In such learning environment,the students are asked to do many drills in classes but what they learn are only isolated,de-contextualized skills and are unable to apply them in real-world situations.The learner-centered online learning,with principles of learner autonomy,collaborative learning,inquiry and community,injects vitality to the reforms of College English teaching.In China,the acquisition of English listening competency has always been a big challenge for students in universities.So for its typical features listening course is chosen as the study case in the paper in order to validate the feasibility and effects of the reform in the College English course by integrating computer and web into the listening class.This study is a part of the Integrated Practice of Conventional Classroom Instruction Mode and Web-Assisted Language Learning Mode,conducted in Binzhou Medical University and sponsored by the Educational Department of Shandong Province.
In order to justify the application of a hybrid of conventional and web-assisted autonomous learning from theoretical point of view,the author first gives a brief introduction to some previous researches and related theories:constructivist instructional and learning theories,the concept of autonomous learning and the acquisition of listening comprehension.They provide sufficient theoretic basis for this experimental study.The correlations between constructivism and WALL,WALL and autonomous listening learning are also presented in the thesis.
Then the author introduces an experimental study on the integrated practice of web-assisted autonomous learning and conventional listening class from September 2006 to October 2007.The subjects(n=317)of this study are non-English majors enrolled in Binzhou Medical University in 2006,who were studying English during the time of the survey.The subjects were divided into the experimental group(E.G.)and the control group (C.G.).When we chose E.G.and C.G.,care had been taken that the class means(121.493, 122.779)and standard deviations(4.811,5.437)of the subjects' English performance in National Entrance Examination in both groups were pretty close.E.G.followed the lesson plans designed by the teacher and fulfilled their listening tasks under the integrated mode of conventional listening classroom instruction and web-assisted autonomous learning while C.G.followed the conventional mode of listening instruction.Both groups implemented the experiment in the same language lab and used the same textbook-New Horizon College English.
The information that forms the core of this study was obtained by means of three instruments:listening tests,questionnaires and interviews.The tests used genuine College English Listening Test Band4(CET-4).The listening part in the proficiency tests consisted of three parts:short conversations,short passages and a compound dictation.The questionnaire—the Listening Strategy Inventory,was designed based on Oxford's Strategy Inventory for Language Learning.The subjects' listening scores and their responses to the questionnaires were put into the computer and analyzed by means of the SAS.In order to collect in-depth information on students' and teachers' role changes,semi-structured interview was conducted with 50 students from E.G.and 50 students from C.G.in October, 2007.
The study was guided by the following four questions:
1)Can the implementation of the new learning mode result in significant improvement of students' listening proficiency?
2)What strategies do the students use in the integrated mode? Is there correlation between the strategies and the listening proficiency?
3)What roles do students and teachers play in the new learning mode? Do the roles they play differ from those in the conventional classroom teaching?
4)What improvement can we make to perfect our mode so as to provide a better learning environment for students in listening practice and at the same time promote their learner autonomy?
After the one-year long experiment,the study finds:As the experiment proceeds, students in E.G.gradually perform better than those in the C.G.and there has been a significant improvement of students' listening proficiency by the end of the experiment while no such outcome has been found in C.G..There are associations between learning strategies and listening outcomes in the new mode and Oxford's six categories of learning strategies affect successful and unsuccessful language learners differently.In the experimental process,students in E.G.began to make more decisions on their own learning and take more responsibility,which enabled them to move from a passive language learner to an active one.In this way,their learner autonomy has been promoted as well.At the initial stage,the teacher still had quite a lot of control over the teaching process,but gradually they relinquished some control and gave it to the learners.Meanwhile,they began to assume a new role as materials developer.
At the end,the thesis tries to point out some limitations and also provide possible implications of this research to teaching and further research.The new mode has some advantages over the conventional one in College English teaching and learning.It is feasible if the technological barriers are removed and conditions permit.Web- assisted autonomous learning may play an important role in the future College English teaching and even in the English Language Teaching field.
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教育部高等教育司,大学英语课程教学要求(试行),北京:高等教育出版社,2004.
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