On_Developing_Normal_College_Students’_English_Learning_Autonomy_through_Implementing_Extra-curricular_Assignment硕士论文.doc

学校代码学校代码 研究类型研究类型 基础研究 教教育育硕硕士士专专业业学学位位论论文文 题题 目目 On Developing Normal College Students English Learning Autonomy through Implementing Extra curricular Assignment矚慫润厲钐瘗睞枥庑赖 On Developing Normal College Students English Learning Autonomy through Implementing Extra curricular Assignment聞創沟燴鐺險爱氇谴净 A Thesis Presented to The College of Foreign Languages Zhejiang Normal University In Partial Fulfillment of the Requirement For Degree of Master of Arts By XXXXXXXXX Under the Supervision of Professor YYYYYYYYY Oct 2008 i 摘要摘要 为了了解课外作业的实施对提高师范大学生自主学习能力的影响 本文围 绕以下几个问题进行了研究 1 师范生的英语课外作业现状是怎样的 2 能提 高师范生自主学习能力的课外作业的实施模式是怎样的 3 课外作业模式对提 高师范生自主学习能力有何影响 本文在二语习得和自主学习等理论的基础上 通过以问卷为主 访谈为辅的方法 对宁波大学教师教育学院的学前教育大专 一年级学生的课外作业情况进行了调查和分析 发现大部分学生在完成课外作 业方面缺乏主动性和自主学习的能力 不善于反思和评价自己的学习方法和过 程 残骛楼諍锩瀨濟溆塹籟 在此基础上 文章首先通过文献研究的方法阐述了课外作业的定义 基本 特征 类型 并提出了适合师范生自主发展的英语课外作业实施原则 师导生 主 兴趣导向 合作与自主结合 酽锕极額閉镇桧猪訣锥 本文重点从实施原则出发 对学生课外作业的实施进行了为期一年的行动 研究 探索了适合师范大学生 且有利于发展他们自主学习能力的课外作业新 模式 1 作业与专业相结合 练习与活动相结合 学习内容与学习策略相结合 的实施形式 2 课外作业课内展示 制定学习计划和记录学习日志的实施方法 在此基础上 通过书面打分 口头评价与情感交流的评价方法 设计者 促进 与监督者 评价者的教师角色 浙江省英语三级考试年级段成绩对比和问卷调 查 发现学生的学习成绩有较大提高 学生的自我管理 自我规划 自我评价 自我引导 自我监控能力得到较快发展 从而为自主学习能力较弱的师范大学 生的课外作业实施提供借鉴与启示 彈贸摄尔霁毙攬砖卤庑 关键词 课外作业 自主学习 师范大学生 大学英语 ii Abstract To investigate the effect of developing normal college students English learning autonomy through implementing extra curricular assignment the following specific questions are addressed in the research 謀荞抟箧飆鐸怼类蒋薔 1 What is the present condition of English EA for normal college students 厦礴恳 蹒骈時盡继價骚 2 What is the implementing model of EA which can develop normal college students learning autonomy 茕桢广鳓鯡选块网羈泪 3 What are the effects of EA model to develop normal college students learning autonomy 鹅娅尽損鹌惨歷茏鴛賴 With the theories of second language acquisition and learning autonomy as its major theoretical base this paper mainly conducted by questionnaire and supplemented by interviews investigates the implementation of extra curricular assignment henceforth EA among freshmen of preschool education in Teacher Education College Ningbo University The study finds that most of the normal college students lack initiative and autonomous learning ability and are weak in reflective learning and self evaluation 籟丛妈羥为贍偾蛏练淨 Based on the investigation and literature review this paper first discusses the definition features and types of EA and it puts forward some principles of implementing EA among the normal college students which will benefit their autonomous development being teacher guiding and students centered being interest leading and combing collaborative learning with autonomous learning 預頌圣鉉 儐歲龈讶骅籴 With these principles the paper then carries out a one year action study aiming at a new model of EA which is suitable for the students and will promote the iii development of their autonomous learning ability 1 As for implementation patterns combining EA with specialty study combining exercises with activities and combining learning content with learning strategies 2 As for implementation methods combining classroom show with formulating learning plan and keeping learning diaries Furthermore through the evaluation combining written score with oral comment and affection communication through the teacher s role combining the designer the promoter and the monitor with assessor through the score analysis in CET Band 3 and a second questionnaire it is found that the students scores have been improved to a big extent and their self management self planning self evaluating self direction and self monitoring have been developed rapidly which means that the new model has provided reference and enlightenment for those students who are weak in learning autonomy 渗釤呛俨匀谔鱉调硯錦 Key words extra curricular assignment learning autonomy normal college students college English铙誅卧泻噦圣骋贶頂廡 iv Contents 摘要摘要 i擁締凤袜备訊顎轮烂蔷 Abstract ii贓熱俣阃歲匱阊邺镓騷 Chapter One Introduction 1坛摶乡囂忏蒌鍥铃氈淚 1 1Research Purpose 1蜡變黲癟報伥铉锚鈰赘 1 2Research Significance 2買鲷鴯譖昙膚遙闫撷凄 1 3Research Questions 3綾镝鯛駕櫬鹕踪韦辚糴 1 4 Organization of Thesis 3驅踬髏彦浃绥譎饴憂锦 Chapter Two Literature Review 4猫虿驢绘燈鮒诛髅貺庑 2 1 Second Language Acquisition 4锹籁饗迳琐筆襖鸥娅薔 2 2 Learning Autonomy 6構氽頑黉碩饨荠龈话骛 2 3 Humanistic Psychology 8輒峄陽檉簖疖網儂號泶 2 4 Motivation 9尧侧閆繭絳闕绚勵蜆贅 2 5 The Enlightenment to the EA 10识饒鎂錕缢灩筧嚌俨淒 Chapter Three The Present Condition of English EA 12凍鈹鋨劳臘锴痫婦胫籴 3 1 Interview 12恥諤銪灭萦欢煬鞏鹜錦 3 1 1 The Purpose and Method 12鯊腎鑰诎褳鉀沩懼統庫 3 1 2 The Interviewees 13硕癘鄴颃诌攆檸攜驤蔹 3 1 3 The Results and Analysis 13阌擻輳嬪諫迁择楨秘騖 3 2 Survey 14氬嚕躑竄贸恳彈瀘颔澩 3 2 1 The Subjects and Method 14釷鹆資贏車贖孙滅獅赘 3 2 2 The Content 14怂阐譜鯪迳導嘯畫長凉 3 2 3 The Analysis and Inspiration 21谚辞調担鈧谄动禪泻類 Chapter Four The Fundamental Elements of English EA 23嘰觐詿缧铴嗫偽純铪锩 4 1 The Definition 23熒绐譏钲鏌觶鷹緇機库 4 2 The Basic Features 24鶼渍螻偉阅劍鲰腎邏蘞 4 3 Types 25纣忧蔣氳頑莶驅藥悯骛 4 3 1 Classification by Form 25颖刍莖蛺饽亿顿裊赔泷 4 3 2 Classification by Timespan 25濫驂膽閉驟羥闈詔寢賻 4 3 3 Classification by the Extent of Autonomy 25銚銻縵哜鳗鸿锓謎諏涼 4 3 4 Classification by the Extent of Independence 26挤貼綬电麥结鈺贖哓类 4 4 The Principles of EA Arrangement 26赔荊紳谘侖驟辽輩袜錈 4 4 1 The Teacher Guiding and the Students Centered 26塤礙籟馐决穩賽釙冊庫 4 4 2 The Backbone Students Promoting 27裊樣祕廬廂颤谚鍘羋蔺 4 4 3 EA Optional 27仓嫗盤紲嘱珑詁鍬齊驁 4 4 4 Classroom Teaching Combining 28绽萬璉轆娛閬蛏鬮绾瀧 v 4 4 5 Interest Oriented 29骁顾燁鶚巯瀆蕪領鲡赙 4 4 6 Independence and Cooperation Combining 29瑣钋濺暧惲锟缟馭篩凉 Chapter Five The Implementation of EA 31鎦诗涇艳损楼紲鯗餳類 5 1 The Implementing Model of Students EA 31栉缏歐锄棗鈕种鵑瑶锬 5 1 1 Formulating Learning Plan 31辔烨棟剛殓攬瑤丽阄应 5 1 2 Discussing Assignment Patterns 33峴扬斕滾澗辐滠兴渙藺 5 1 3 Performing Classroom Show 39詩叁撻訥烬忧毀厉鋨骜 5 1 4 Keeping Learning Diaries 40则鯤愜韋瘓賈晖园栋泷 5 2 The Evaluation of Students EA 45胀鏝彈奥秘孫戶孪钇賻 5 2 1 Written Score 45鳃躋峽祷紉诵帮废掃減 5 2 2 Oral Assessment 45稟虛嬪赈维哜妝扩踴粜 5 2 3 Affectional Communication 46陽簍埡鲑罷規呜旧岿錟 5 3 The Teacher s Roles in the Process of EA 46沩氣嘮戇苌鑿鑿槠谔應 5 3 1 At the Stage of Preparation Designer 46钡嵐縣緱虜荣产涛團蔺 5 3 2 At the Stage of Implementation Facilitator and Monitor47懨俠劑鈍触乐鹇烬觶騮 5 3 3 At the Stage of Evaluation Assessor 47謾饱兗争詣繚鮐癞别瀘 Chapter Six Conclusion 48呙铉們欤谦鸪饺竞荡赚 6 1 Summary 48莹谐龌蕲賞组靄绉嚴减 6 1 1 Self managed Learning Ability 49麸肃鹏镟轿騍镣缚縟糶 6 1 2 Self planned Learning Ability 50納畴鳗吶鄖禎銣腻鰲锬 6 1 3 Self evaluated Learning Ability 53風撵鲔貓铁频钙蓟纠庙 6 1 4 Self directed Learning Ability 54灭嗳骇諗鋅猎輛觏馊藹 6 1 5 Self monitored Learning Ability 56铹鸝饷飾镡閌赀诨癱骝 6 2 Limitations 58攙閿频嵘陣澇諗谴隴泸 References 59趕輾雏纨颗锊讨跃满賺 Appendices 62夹覡闾辁駁档驀迁锬減 vi Contents of Tables Table 1 16视絀镘鸸鲚鐘脑钧欖粝 Table 2 16偽澀锟攢鴛擋緬铹鈞錠 Table 3 17緦徑铫膾龋轿级镗挢廟 Table 4 17騅憑钶銘侥张礫阵轸蔼 Table 5 18疠骐錾农剎貯狱颢幗騮 Table 6 18镞锊过润启婭澗骆讕瀘 Table 7 18榿贰轲誊壟该槛鲻垲赛 Table 8 19邁茑赚陉宾呗擷鹪讼凑 Table 9 19嵝硖贪塒廩袞悯倉華糲 Table 10 20该栎谖碼戆沖巋鳧薩锭 Table 11 20劇妆诨貰攖苹埘呂仑庙 Table 12 21臠龍讹驄桠业變墊罗蘄 Table 13 21鰻順褛悦漚縫冁屜鸭骞 Table 16 50穑釓虚绺滟鳗絲懷紓泺 Table 17 50隶誆荧鉴獫纲鴣攣駘賽 Table 18 51浹繢腻叢着駕骠構砀湊 Table 19 51鈀燭罚櫝箋礱颼畢韫粝 Table 20 52惬執缉蘿绅颀阳灣熗鍵 Table 21 52贞廈给鏌綞牵鎮獵鎦龐 Table 22 53嚌鲭级厨胀鑲铟礦毁蕲 Table 23 54薊镔竖牍熒浹醬籬铃騫 Table 24 55齡践砚语蜗铸转絹攤濼 Table 25 55绅薮疮颧訝标販繯轅赛 1 Chapter One Introduction 1 1Research Purpose Teaching normal college students supports the responsibility of cultivating qualified teaching talents for the country and teacher education is becoming more and more important in our higher education system Moreover the diploma orientation of teachers has risen from technical secondary schools to colleges or universities 饪箩狞屬 诺釙诬苧径凛 Either English majors or non English majors English is an obligatory course According to Requirements on College English Teaching on trial issued by Ministry of Education the aim of college English teaching is to foster students integrative skills of English especially listening and speaking skills with which they can effectively exchange information either in oral or written form in their future work and social communication Meanwhile it is important for teachers to promote college students autonomous learning ability and overall literacy level to meet the needs of the economic development and international communication 烴毙潜籬賢擔視蠶贲 粵 However time for classroom teaching is rather limited At present college English has only 4 periods per week But time for extra curricular learning is far more than that of classroom teaching Professor Zhao Zhongde points out that in China the key to successful English learning lies in after class learning Zhao Zhongde 2001 In other words if the students are only exposed to English in class learning effect can not be promoted and language ability can not be formed That is to say students have to spend a lot of time doing extra work after class On the face of it homework plays an important role in the process of teaching and learning It occupies a large part of teachers and students life yet it is seldom researched empirically in the academic field 鋝岂涛軌跃轮莳講嫗键 On one hand this paper discusses how to help the students to extend classroom 2 teaching and acquire broader knowledge through the research in the implementation and evaluation of extra curricular assignment henceforth EA What is more important is to make full use of extra curricular learning to improve students interest in English learning upgrade their overall quality and foster the awareness of autonomous learning and lifelong learning 撷伪氢鱧轍幂聹諛詼庞 On the other hand in the implementation of EA the students should be responsible for their own learning and the teacher should consider how to instruct and monitor correctly how to foster and develop students autonomous learning ability The teacher s role should not be confined in classroom but also work outside classroom 踪飯梦掺钓貞绫賁发蘄 1 2Research Significance As we know English learning is not restricted in class and out of class learning also plays a very important part Especially for college students their class time is very limited so they had to depend on their out of class learning to improve their English Learning English EA is one important component of English education in college In fact it is a natural extension of in class lecturing because the materials covered in lectures must be solidified and developed through EA 婭鑠机职銦夾簣軒蚀骞 First EA can provide a natural environment for students to use English thus creating a seamless connection between learning and using 譽諶掺铒锭试监鄺儕泻 Second EA can help identify the learning need of individual students create a risk free environment for students to try different learning styles help teachers to give students psychological assistance strengthen teacher student relationships enhance independence encourage collaboration among students and broaden students knowledge horizon 俦聹执償閏号燴鈿膽賾 Third along with in class lecturing extra curricular activity can nurture a curiosity in pursuing new knowledge and a positive learning attitude among students This will in turn lead to higher learning efficiency 缜電怅淺靓蠐浅錒鵬凜 3 Overall as future teachers they should establish the mind set of combining in class lecturing and extra curricular activity In a long run this will have significant impacts on the learning abilities of the future generation 骥擯帜褸饜兗椏長绛粤 1 3Research Questions In exploring the effect of EA on students ability of learning autonomy in their English learning the study mainly aims to seek answers of the following questions 癱 噴导閽骋艳捣靨骢鍵 1 What is the present condition of English EA for normal college students 鑣鸽夺 圆鯢齙慫餞離龐 2 What is the implementing model of EA which can develop normal college students learning autonomy 榄阈团皱鹏緦寿驏頦蕴 3 What are the effects of EA model to develop normal college students learning autonomy 逊输吴贝义鲽國鳩犹騸 1 4 Organization of the Paper From Chapter One it is easy to see the focus of this article is on the normal college students EA and how this promotes to the autonomous learning ability Furthermore three research questions are listed in this part 幘觇匮骇儺红卤齡镰瀉 Chapter Two theoretically states that the study is founded on an understanding of literacy as second language acquisition learning autonomy humanistic psychology and motivation 誦终决懷区馱倆侧澩赜 The third chapter gives a statement of the present condition of normal college students extra curricular English assignment based on an interview and a survey 医涤 侣綃噲睞齒办銩凛 The fourth chapter analyzes the definition basic characteristics types and principles of English EA for normal college students 舻当为遙头韪鳍哕晕糞 The final one Chapter Five discusses the implementation of normal college students EA It focuses on the implementing model of EA the evaluation of students 4 EA the teacher s roles in the process of EA and states the students development of learning autonomy 鸪凑鸛齏嶇烛罵奖选锯 Chapter Two Literature Review 2 1 Second Language Acquisition Krashen brought forward five hypotheses in 1982 They are the acquisition learning hypothesis the natural order hypothesis the monitor hypothesis the input hypothesis and the affective filter hypothesis 筧驪鴨栌怀鏇颐嵘悅废 According to Ellis 1986 acquisition learning hypothesis is the essential component to Krashen s theory Language acquisition occurs subconsciously while children participate in natural conversations or communications where the focus is on meaning Learning a language is different from acquiring a language Learning a language is to know the rules and have a conscious knowledge about grammar Learning a language occurs separately where grammar vocabulary and other rules about the target language are explicitly taught There is a focus on analyzing errors and correcting them The focus on the aspect of learning is not on the content or meaning of the conversation or book but rather on the structure of the language 韋鋯鯖 荣擬滄閡悬贖蘊 Formal language learning is not nearly as important as previously thought in developing communicative ability in second language Many researchers now believe that language acquisition is responsible for the ability to understand and speak second languages easily and well Krashen 1983 18 Krashen pointed out that second language learners develop ability in the language by using it in natural 5 communicative situations Then how does acquisition take place It can take place when people understand messages in the target language We acquire when we focus on what is being said rather than how it is said We acquire when language is used for communicating real ideas Krashen 1982 19 涛貶騸锬晋铩锩揿宪骟 As Krashen mentioned that the characteristics of acquisition is similar to children s first language acquisition and formal teaching does not help Therefore extra curricular learning is as important as classroom learning to provide a proper acquisition environment 钿蘇饌華檻杩鐵样说泻 The second hypothesis which is related to EA is the input hypothesis The Input Hypothesis is Krashen s attempt to explain how the learner acquires a second language In other words this hypothesis is Krashen s explanation of how second language acquisition takes place In a way the Input hypothesis is only concerned with acquisition not learning According to this hypothesis the learner improves and progresses along the natural order when he or she receives second language input It is one step beyond his or her current stage of linguistic competence For example if a learner is at a stage i then acquisition takes place when he or she is exposed to Comprehensible Input that belongs to level i 1 Krashen 1983 37 戧礱風熗浇鄖适泞嚀贗 The Input Hypothesis has obvious implications for language teaching First comprehensible input must be presented as much as possible Both classroom learning and extra curricular learning are the proper ways of language input and environment creation Language teachers can organize vivid classroom activities as role play daily report etc However time for classroom teaching is limited Continuous practice after the class is very important Therefore language teachers can provide more opportunities for students to gain input after the class such as the English corner watching English movies playing English games reading newspapers magazines and novels etc Second comprehension is important in students language learning The main function of the second language teacher is to help make input comprehensible Krashen 1983 33 The teacher should make use of both linguistic and non linguistic means to aid comprehension Third materials and input should be 6 interesting and relevant to the students 購櫛頁詩燦戶踐澜襯鳳 The teacher should not only supply comprehensible input but also create a situation that encourages a low filter Krashen s affective hypothesis states that attitudinal variables relating to success in second language acquisition generally relate directly to language acquisition but not necessarily to language learning Having the right attitudes may encourage second language acquirers to get more input to interact with speakers of the target language with confidence to be more receptive to the input they get Krashen 1983 38 Therefore in order to lower the affective filter the language teacher should make efforts to provide meaningful communication rather on form and provide interesting input contributing to a relaxing learning atmosphere Meanwhile the teacher should motivate students and strengthen their confidence in English learning by encouraging their creativity and by providing a great number of opportunities for learning success 嗫奐闃頜瑷踯谫瓒兽粪 2 2 Learning Autonomy Given the highly technological society full of complex and rapid change it is meaningful to help our learners to develop the attitude that learning is a life long process and to acquire the skills of self access learning 虚龉鐮宠確嵝誄祷舻鋸 However due to the highly complex nature of language and language learning encouraging learners autonomy often proves to be difficult Littlewood 1996 與顶鍔 笋类謾蝾纪黾廢 Then what is learner autonomy It is difficult to define concepts like autonomy By 1981 Holec had defined autonomy as the ability to take charge of one s own learning He developed this definition further in 1985 by talking about autonomy as a conceptual tool He has been a major influence in the debate about autonomy in language learning and his initial definition has been taken as a starting point in mu