中学英语课堂教学中促进学生自主学习的策略.doc

中学英语课堂教学中促进学生自主学习的策略摘要：传统的英语课堂教学以教师为中心、以“掌握基本知识和基本技能”为首要目标，难以帮助学生养成主动学习英语的习惯。本文在分析当前英语课堂教学现状的基础上, 倡导旨在培养学生自主学习能力的英语自主学习课堂教学模式, 并提出了促进学生英语课堂自主学习的策略。关键词：自主学习；英语教学；动机；自我调节学习 1. Introduction1.1 The background of autonomous learningIt is urgent to recognize the drawbacks of traditional English teaching styles and to make some reforms to cultivate students ability of independent learning. Most English teachers lay too much stress on grammar and vocabulary teaching. Teachers take instruction as the principal thing and are eager for quick success and instant benefits and teach for the sake of college entrance examination. On the basis of subjective experience, teachers still dominate most of the class time, decides the contents to teach and control the pace of class in classrooms. On the other hand, though students are the participants of learning, they have little or no opportunity to communicate in English with classmates and express their views, for the reason that classroom teaching centers mainly on the class, teacher and the textbook. They just sit there, listening to the teacher and taking notes. Furthermore, memorizing words, reciting grammar and finishing exercises are the students major task.The traditional teaching mode in English class will directly result in high marks in college entrance examination but low communicative ability and impede students autonomy. It is a common phenomenon in our country that many students have learned English for almost ten years, but still difficult to communicate with other English learners especially foreigners. Autonomous learning gives us an insight into changing this situation. Through this approach, students can make study plan by themselves, choose learning materials and form their own learning styles. Autonomous learners can obtain knowledges actively, can prepare for the task well. Furthermore, they can seek for help from teachers in learning process. Most importantly, this approach can motivate students in English class and regulate themselves in English learning. It is essential to study autonomous learning, notice the current situation and necessity and find strategies to promote autonomous learning in English class. 1.2 The brief introduction to this studyThis thesis restricts the topic on how to promote autonomous learning in Chinese middle schools by optimizing classroom English teaching. It aims to apply the theories of autonomous learning to classroom English teaching in Chinese middle schools. After the analysis of traditional English teaching modes which still exist in the field of language teaching and the defects, the author advocates a new English teaching pattern which aims at developing the students ability of autonomous learning. The thesis introduces the background, concept and relevant researches, states briefly the factors affecting on autonomous learning in English class, and elaborates on four ways to promote students autonomous learning in English class. 1.3 The layout of the paper Four parts are involved in this thesis. Part One serves as an introduction in which the background of autonomous learning, a brief introduction to this thesis and the layout of this paper are under discussion. Part Two is Literature Review, which falls into two parts: a detailed introduction to the concept of Autonomous Learning and relevant research at home and abroad. Part Three is the main body of this thesis, which concentrates on the promotion of autonomous learning in middle school English class: factors affecting autonomous learning and strategies to promote students autnomous learning in English class. The last part is a conclusion of this paper, including main findings of the study, the implications and some suggestions for future research of autonomous learning .2. Literature review2.1 The concept of the autonomous learning Autonomy is the ability for students to study entirely on their own. It is not only responsibility for their own learning, but the right to determine the direction of their own learning. As Holeca prominent figure in the field of autonomy, had defined, autonomy is the ability to take charge of ones own learning. Autonomous learning is learning in which the learners capacity for autonomy is exercised and displayed. It is exhibited in various modes of learning, characterized by particular procedures and relationships between learners and teachers, which are self-directed. And it is the capacity for students to take charge of their own learning and is seen as a natural product of the practice of self-directed learning, or learning in which the objectives, progress and evaluation of learning are determined by the learners themselves. 2.2 The relevant research on autonomous learning in English class2.2.1 Relevant research of autonomous learning abroadThe idea of autonomy in language learning originated in the late 1960s and drew sustenance from the social and ideological changes of the time. In 1971, autonomy first entered the field of language teaching through the Council of Europes Modern Languages Project. Then the traditional teaching style has been changed. Although the concept of autonomous learning was put forward in the 1980s, the highest research level appeared in the 1990s. Many western researchers published books to study autonomous learning. They gave some valuable suggestions in the field of teaching and different definitions to autonomous learning in this period. These definitions of autonomy have situated it within three major schools of thought: personal characteristic, political concept and educational practices. An example of viewing autonomy as an educational practice comes from Boud (1988) who suggests that, as well as being an educational goal autonomy is an approach to educational practice. Two writers who see autonomy as a personal characteristic are Little (1991) and Kenny (1993). Kenny states that autonomy is not only the freedom to learn but also the opportunity to become a person. An example of viewing autonomy within a political framework is found in the work of Benson (1997) who defines autonomous learning as representing a recognition of the rights of learners within educational systems, and within the context of teaching English as a Foreign Language, as a recognition of the rights of the non-native speaker in relation to the native-speaker within the global order of English. Other researchers and experts, who places the learner at the center of focus, emphasizes that it is important to identify the characteristics of an autonomous learner. As Nunan (1997) points out it may well be that the fully autonomous learner is an ideal, rather than a reality. He argues for the degrees depend on factors like their personality, their goals, institutional philosophy and cultural context. Later in 1999, Gardner and Miller gave the explanation of autonomous learning from the perspective of individual differences, political elements and educational practices. 2.2.2 Relevant research of autonomous learning in China Propagated from foreign countries, the theory of autonomous learning in China is not as perfect as in these countries. After 1990, with the further development of qualified education, many researchers and educators began to pay much attention to autonomous learning and research this topic to improve teaching methods. Many schoolrs and researchers have published articles in journals. The representatives are Hua weifen (2001) makes an analysis of the major components in constructing a self access center and related issues; Qi Hongbo (2002) states autonomous learning in the context of eastern culture; Xiao Guiqing (2005) shows five characteristics of autonomous learning in classroom instruction in his article- the characteristics of student-centered foreign language teaching mode: (1) students are the participants of classroom activities, and they must be finished by the students; (2) students acquire knowledge not in a passive position but on their own initiative; (3) students try to use cooperative learning methods; (4) promote and cultivate students ability of autonomous learning; (5) emphasize teachers correct guidance to the students. Many scholars do experiments based on the theory of autonomous learning. The representatives are as follows: Jin Lixian and Wu Zunmin (2004) did an experiment on training independent learners. The paper uses a case study of the teaching and learning of a corse at a school in Hong Kong to show how students were guided towards autonomous learning and active participation. The study findings indicate that Chinese students are able to learn actively and creatively when the teaching is adapted to transform their learning to the performance expected and demonstrates how they may achieve this performance. Gao Peng and Zhang Xuezhong (2005) carried on a teaching experiment in order to explore: (1) the relationship between autonomous class teaching activities and the development of learners autonomy (2) the relationship between autonomous class teaching approach and Band 4 examination results. The paper introduces in detail the whole process of these two action researches and their results. The experiment shows that autonomous class teaching activities can not only develop the potential of learners autonomy, but also improve their learning efficiency. We can see the changes from the experiments to the practice, from different perspectives, from the definitions to the factors which influence autonomous learning. These changes symbolize the development of autonomous learning study field. Chinese educators and scholars started a systematic research on the basis of theories of foreign countries.However, Most of these studies do not bring forward effective strategies to promote students autonomous learning. Serious problems still exist in Chinese research of autonomous learning, such as, extent and depth of the research are not enough; changes in researches are few.3. The promotion of autonomous learning in English class3.1 Factors affecting on autonomous learning in English class Middle school students can be divided into three groups: senior and junior students; male and female students; excellent and ordinary students. By a long-term observation, we get an overview of the autonomous learning of the three groups: (1) the autonomy level between senior students and junior students is significantly different, and senior students are doing better in AEL (autonomous English learning) than junior students; (2) female students are doing better in AEL than male students; (3) excellent students are doing better in AEL than ordinary students. There are some factors that can affect on promoting autonomous learning, and these factors can be divided into there groups: internal factorsattitude and motivation, different learning styles and teachers role.3.1.1 Internal factors Learners attitudes and motivation towards language learning will, to a large degree, influence their way of learning. Senior students are more motivated in classroom English learning than junior students. They are more capable of applying metacognitive strategies in their learning than junior students, who are dependent on their teachers and expect to get ready knowledge from their teachers in English class. In English class, students should have correct attitude to deal with their learning. They should be willing to learn in class and be responsible for their knowledge. They should learn English with goals, no matter long-term goals or short-term goals. And also they should have motivation to learn in class. Wenden (1998) defines attitudes as “learned motivations, valued beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding”. Teachers attitude about teaching should be changed from passing on knowledge to students to teaching students how to learn. With more teaching methods applied in English class, many a student has positive attitude to learn English in class. However, in the past few years, students got knowledge passively and didnt have courage to speak English. Taking part in the classroom activities and using English in class are essential in fostering autonomous learning. English has been more important than before, so more and more students want to communicate with their classmates and teachers. They can seize every chance in the class to speak and control the whole learning process. These changes indicate that they are more responsible for their English learning, and they have positive attitude.3.1.2 Different learning styles Different students possess different learning styles, which refer to characteristic ways of processing in formation, feeling, and behaving in learning situations. Some students prefer learning in a quiet environment, while others like to reading or writing in a group with some noise. Some students find that listening to the teacher in class and then copying notes after class helps them learn better; but other students like taking notes in class. These are examples of different learning styles. Knowledge and awareness of personal learning style helps one to identify strengths and weaknesses of learning and integrate these within the learning environment. Learning style differences can influence the ways (chose by teachers) to promote autonomous learning in English class, so teachers should identify students learning style differences.3.1.3 Teachers role in English class Traditionally, teachers are regarded as the authority. Students have preoccupied with the notion that teachers superior knowledge and control over classroom learning events should not be questioned. Teachers teaching style is a direct factor affecting classroom dynamics and a dependent factor on teaching effectiveness. Affected by traditional teaching style, Students only listen to teachers in English classes. Therefore, traditional teaching style can block the development of autonomous learning in English class, and is the main influence on students English learning outcome. 3.2 The strategies to promote students autonomous learning in English class3.2.1 Changing English teachers and students roles in classTeachers have to play new roles so as to raise students awareness of autonomous learning.Autonomous learning involves the teachers to become less of instructors and more of facilitators. Holec (1985) characterizes the striking features of a facilitator in independent language learning as the provision of psychosocial support and technical support. The psychosocial features include:(1) The personal qualities of a facilitator (being caring, supportive, patient, tolerant, empathic, open, non-judgmental).(2) A capacity for motivating learners (encouraging commitment, dispersing uncertainty, helping students to overcome obstacles, avoiding manipulating).(3) An ability to raise students awareness (to“decondition” them from preconceptions about students and teachers roles, to help them perceive the utility of, or necessity for, independent learning). Promoting the autonomous learning means the right of decisions has shifted from teachers to students, and teachers are no longer the authority and dominate in class. Learner-centered learning aims at developing in students sense of responsibility for their own learning. It concentrates on students motivation towards learning. The teaching involves getting to know the students, finding out their misunderstandings and creating a context of learning which encourages students to actively engage with the subject matter intervening with the objective of changing them. Student needs more structure at the beginning of a course and will develop habit of independent learning later on.As a result of changing teachers role, students role in classroom teaching should change, too. First, the students should be active participants or performers in class. They should pluck up their courage to speak out their own opinions. Secondly, the students should be active learners rather than passive receivers. They should know what to do under the guidance of the teacher. They should be industrious enough to consult the reference books to gain knowledge on their own. Thirdly, students must realize clearly that they (not the teacher) should take whole responsibility for their learning. They should train themselves the ability of autonomous learning in English class as follows:(1) Learn how to learn autonomously under the guidance of the teacher.(2) Use different methods to get more information.(3) Take part in the classroom activities and be active in the process of classroom learning.(4) Be willing to take charge of their own learning in class.(5) Set goals for learning, monitoring progress, and evaluating their work.(6) Overcome dependency on the teacher.3.2.2 Establishing an evaluation systemSince students learning is more important than teachers teaching, evaluation should contribute to students understanding of themselves in order to build up self-confidence so as to improve their ability on using English. It helps students attribute success and failure correctly. What is most important is that teachers should help students realize that self-evaluation is meaningful both to develop their English ability and to learn how to evaluate themselves. Some middle school students cannot overcome distrust of their ability to learn or gain knowledge. Accordingly, they are not willing to be diligent and autonomous at their lessons. This is a serious problem affecting on fostering autonomous learning. Perhaps one of the principal goals of education is to alter learners beliefs about themselves by showing them that their putative failures or shortcomings can be ascribed to a lack of effective strategies rather than to a lack of potential. “Through evaluation, students lear