高中生英语自主学习能力的培养

1、A基础理论B应用研究C调查报告D其他本科生毕业论文高中生英语自主学习能力的培养二级学院：外国语学院专业：英语年级：2012级学号：2012154511作者姓名：郭创鑫指导教师：骆凤娟完成日期：2015年10月20日文件装订顺序1汉语封面2英语标题页3成绩扉页4开题报告5论文目录6-1 外文摘要6-2 中文摘要6-3论文正文6-4注释6-5参考文献6-6附录6-7致谢辞7论文原创性声明8指导教师评阅表9交叉评阅表10答辩记录11格式审查表12空白纸一张13封底 Cultivation of Senior High School Students' Autonomy in English

2、LearningThesisSubmitted in Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsTo the School of Foreign Studies ofLingnan Normal UniversityByGUO ChuangxinSupervisor: Vice Professor Luo FengjuanOctober20, 2015本科生毕业论文开题报告论文题目 高中生英语自主学习能力的培养Cultivation of High School Students'

3、Autonomy in English Learning学生姓名郭创鑫二级学院外国语学院开题日期2015年7年5日学号2012154511专业英语指导教师骆凤娟1本课题研究意义及国内外发展状况1.1 本课题研究意义根据中华人民共和国教育部制定的，英语课程新标准中把培养中学生自主学习英语的能力作为英语教学的主要目标，提供并创造条件的去培养学生学习的自主性。比起老师填鸭式教育和被动的学习，学生自主学习则更能提高英语学习的效益和效率。然而，目前绝大部分高中生没有端正自主学习英语的态度，往往被动的吸收老师在课堂上所教授的知识，导致成绩和效果都不如意，从而慢慢厌倦学习英语，直至放弃。本文通过高中生在自主

4、学习时所出现的一系列问题以及进行原因调查分析，并阐述了培养高中学生英语自主学习能力的必要性，分析了影响自主学习能力的要素，从而培养学生自主学习能力和提高学习效果等。1.2 本课题国内外发展状况根据高中生英语自主能力学习的培养，国内外有着不同的见解和方法。国外：Garder 和 Miller 在 外语自主学习 一书中详细的研究了自主学习。研究指出 Henry Holec 将自主(autonomy)最早引入外语教学。他指出自主是对自己学习负责的一种能力。Dickinson 认为自主学习能力是指学习者在学习的过程中能够对自己作出的所有决定负责，并能 够完成这些决定。Benson 指出自主学习是指学习

5、者的学习目标、 进步和评价是由学习者自己决定的。国外对自主学习的研究，为如何让学生主动学习提供了方法和思路。自主学习的培养让学生养成良好的学习习惯。 国内：杨婷婷分析了高中生英语自主学习能力的现状指出， 指出独立性是学生的核心品质， 每个学生都是一个独立的个体，学习是学生自己应该做好的事。学生在学习活动的全过程中激发动机、自我计划、自我学习指导和强化，在学习过程中能够进行自我观察、自我判断、自我审视和自我调节，在学习活动之后要对学习结果自我检查、自我总结、自我评价。2 研究内容2.1 高中生英语自主学习状况分析2.2 高中生英语自主学习的存在困难2.3 高中生英语自主学习存在困难的解决方法及建

6、议3研究方法、手段和研究进度3.1研究方法 主要采用文献分析法、问卷调查、访谈。3.2研究手段 本研究通过上网和查阅相关的文献资料，以及问卷调查的方法。3.3研究进度（1） 开题报告在2015年07月10日前按照学院论文体例要求完成。（2） 初稿2015年10月20日前完成并交打印稿给指导教师提修改意见。（3） 第二稿2015年11月20日完成并交给指导教师提修改意见。（4） 第三稿2015年12月30日前完成并交给指导教师提修改意见。（5） 学院形式审查2015年12月30日。（6） 答辩稿2016年04月20日前交指导教师。（7） 答辩工作在2016年05月20日前完成。 学生（签名）：参

7、考文献1Benn, S.I. Freedom, “Autonomy and the Concept of the Person”In Aristotelian Society Proceedings, new series, pp.109-130，19762Diekinson,L .Self-Instruction in Language LearningM.London: Cambridge University press,19873Nunan, D. Closing the gap between learning and instructionJ.TESOL Quarterly, 19

8、95(2)4Omaggio, A. 1978."Successful language learners:What do we know about them?" ERIC/CLL News Bulletin, May, 2-3, pp:41-425Wenden, A.learner Strategies for Leaner Autonomy.London: Prentice Hall International, 1991.6Zimmerman, B.J. Self-regulation Involves more than cognition: A social co

9、gnitive perspectiveJ. Educational Psychologist, 1995(30),47范捷平，研究大学的外语自主学习与创造性人才培养J,外语与外语教学第6期，2005。8华维芬，自主学习中心-一种新型的语言学习环境，外语界第5期，2001。9庞维国.论学生的自主学习.华东师范大学学报，2001,(6): 78-83.10彭金定.大学英语教学中的“学习者自主”问题研究.外语界，2002, (3): 15-1911邵瑞珍.教育心理学M.上海:上海教育出版社，198812郑金洲.新课程课堂教学探索系列:自主学习.福州:福建教学出版社，2005.指导教师意见 指导教师（

10、签名）： 2015年7月10日 二级学院意见 二级学院（盖章） 2015年7月10日说明：开题报告应在教师指导下由学生独立撰写。在毕业论文（设计）开始二周内完成，交指导教师审阅，并接受二级学院和学校检查。2012154511郭创鑫：高中生英语自主学习能力的培养ContentsAbstract.1摘要.11. Introduction21.1 Background information of the research22. Literature Review22.1 Autonomy22.1.1 What is learner autonomy22.1.2 Theoretical basis

11、of autonomous learning32.1.3 The characteristics of autonomous learners32.2 Factors of influencing autonomy learning42.2.1 Interal factors of influencing autonomy learning42.2.2 Exteral factors of influencing autonomy learning53.The result and analyses of the questionaires63.1 Students' Percepti

12、ons of Their Teacher's Responsibilities or Roles63.2 Students' Perceptions of Their Own Responsibilities73.3 Students' Views of Their Motivation83.4 Students' Application of Learning Strategies94.Suggestions114.1 Developing students' awareness of autonomy learning114.2 Teacher

13、9;s New Roles114.3 Group-work-based Instruction114.4 Encouraging Self-evaluation125. Conclusion12References13Appendix13Acknowledgments16Cultivation of Senior High School Students' Autonomy in English LearningGUO Chuangxin （Supervisor: Vice Professor LUO Fengjuan）School of Foreign Studies, Lingna

14、n Normal University, Zhanjiang 524048, PRCAbstract: Give a man a fish and he eats for a day. Teach him how to fish and he eats for a lifetime.This is an ancient Chinese proverb, which mean helping learners learn how to learn is very important. Autonomous learning ability is a foreign language learni

15、ng strategy, has drawn more and more attention for high school teachers and educators. Based on New English Curriculum Standard in China, English teaching in Senior Middle School is emphasizing on cultivating of students' autonomous learning ability. New English Curriculum Standard requires teac

16、hers to change the traditional teaching approaches, improve their learning strategy and develop their autonomous learning ability. By means of a review of the relevant documents, analyse the factors of influencing autonomy learning, questionnaires and analyse of an investigation on the senior studen

17、ts. The result shows that through some experiment training, students' autonomous ability can be greatly improved. Also will facilitating their English study and improving their English level.Key words: autonomous learning, cultivating , new English curriculum standard高中生英语自主学习能力的培养作者：郭创鑫（指导教师：骆凤

18、娟副教授）岭南师范学院外国语学院，湛江524048摘要：予人于鱼，一日食鱼；授人以渔，终身食鱼，这是一句古代中国谚语，意思是帮助学习者学会如何自我学习是非常重要的。自主学习能力是外语学习的一种策略，越来越受到了高中教师和教育工作者的关注。根据中国英语新课程标准，英语教学在高中学校中，强调的是培养学生自主学习能力。英语新课程标准要求老师能够改变传统的教学模式和方法，提高学生们的学习策略和发展他们的自主学习能力。通过查阅相关文献资料，分析影响自主学习的因素，问卷调查以及分析高中生的调查结果，显示了通过一些具体的自主学习能力的训练，学生们的自主学习能力能够得到显著的提高，同时也改善了他们的英语学习，

19、进而提高学习成绩。关键词：自主学习；培养；英语新课程标准；162012154511郭创鑫：高中生英语自主学习能力的培养1. Introduction1.1 Background information of the researchFrom the social environment, the society is a learning society, lifelong learning is very important to develop students' ability to study. From the perspective of new English curri

20、culum standard reform, new English curriculum standard reform is a response to the current social development and transformation. The aim is to cultivate students' effective learning strategies. It is helpful for students to form their own learning. Therefore, the cultivation of high school stud

21、ents' English learning ability not only meets the requirements of the times, but also lays the foundation for students' lifelong learning.Learning autonomy, originally defined by Holec as the ability to take charge of learning'，has become the hot topic in the last twenty years. To take o

22、f one's learning is to be responsible for all the decisions concerned with all aspects of learning. It means that learners can identify the learning objectives, select learning methods, manage the learning process, adjust the learning procedure, and evaluate the learning results. Therefore, how

23、to help high school students to form the good learning habit, cultivate their autonomous learning ability, and achieve the autonomous learning objectives has become the urgent task for researchers, teachers and educational authorities.The main purpose of the paper is to enable learners and teachers

24、to be fully aware of learners' responsibility for learning autonomously and the importance of LA, and to explore the possible ways to help learners develop learner autonomy in English learning.2. Literature ReviewThis part will introduce what is learner autonomy, then it move to explain the theo

25、retical basis of autonomous learning and also analyze the characteristics of autonomous learners. Finally, the author described the factors of influencing autonomy learning, including internal and external factors.2.1 AutonomyAutonomy has become more and more widely discussed issue in the field of l

26、anguage learning in the two decades. Many statistics have been made and because the approach of autonomous English learning "arises the need to cater for language teaching in situations where a traditional classroom-based approach is not feasible" (Tudor 1993:23) it is quite different from

27、 the traditional way. 2.1.1 What is learner autonomyAt present, the domestic and foreign educational circles have not a unified definition of autonomous learning, according to "principles and Strategies of learning and teaching" (Pang Guowei,2003) a book, the domestic and foreign research,

28、 there are many related terms, such as self regulated learning, active learning, self-education self-instruction, self planned learning, autonomous learning, self-directed learning, self-managed learning, self monitored learning etc. From above the related terms, we may defined as a kind of "ab

29、ility", a "situation" and "an approach to learning" respectively. In the author's view, learner autonomy in middle school in a Chinese context is understood as both ability and an action to take the responsibility for all the decisions concerning all aspects of one's

30、 learning.2.1.2 Theoretical basis of autonomous learningThe essence and significance of teaching is to teach students how to learn. The new English curriculum standard reform emphasizes to change the students' passive, dependent, accepting learning, to promote independent learning. Autonomous le

31、arning is one of the ways to adapt the development of the times. In China and abroad, there are a lot of research results about autonomous learning and have achieved a mature experience.People Humanism learning theory representative C. R. Rogers that learning is the full development of individual po

32、tential. The essence of study is to study the meaning. This kind of learning, not only refers to the learning of the memory, but refers to a kind of self adjustment, which requires the learners to choose their own learning materials in a large range. The humanism education theory based think (quoted

33、 in Shen Xiangqin translation, 2001), the educator facing students who have independent personality. Each student has the potential to study independently; the education should take the student's development as this and outstanding student's main position. Students are the center of teaching

34、, the teacher is the student guide, facilitator, helper. Learning content should in accordance with the needs of learners, using the students as the center of the teaching method, learners are responsible for their own learning. Educators should provide all kinds of learning resources, to create a h

35、armonious, two-way exchange of learning environment, through the development of students' potential, so that students learn and control, and ultimately to improve their personality, become an open, flexible and adapt to the world. The short-term goal of the theory of humanism education is to cul

36、tivate the students' ability of autonomous learning, to mobilize the initiative of students, and to promote students' exploration and development.2.1.3 The characteristics of autonomous learnersTo identify the characteristics of an autonomous learner is important. Gardner and Miller (1996:vi

37、i) defines autonomous language learners as those who “initiate the planning and implementation of their own learning program.” This definition goes some way towards clarifying the characteristics of autonomous language learners. However,as Nunan (1997:93) points out “it may well be that the fully au

38、tonomous learner is an ideal, rather than a reality.” Benn (1976, cited in Candy, 1991:102) links the autonomous learner to one “whose life has a consistency that derives from a coherent set of beliefs, values, and principles, and who engages in a still一continuing process of criticism and re- evalua

39、tion” while Rousseau(1911,cite in Candy,1991:102) regards the autonomous learner as someone “who is obedient to a law he prescribes to himself.” Therefore, within the context of education, though, there seems to be the following main attributes to characterizing autonomous learners according to Omag

40、gio." Autonomous learners have insights into their learning styles and strategies; autonomous learners can take an active approach to the learning task at hand;they are willing to take risks, ie. they are willing to communicate in the target language at all costs; they are good guessers; they a

41、ttend to form as well as content, that is, they place importance on accuracy as well as appropriate; they develop the target language into a separate reference and are willing to revise and reject hypotheses and rules that do not apply; they have a tolerant and outgoing approach to the target langua

42、ge.”(Omaggio, 1978:41-42)It's noteworthy that the points briefly touched upon above are not sufficient conditions for the development of learner autonomy necessary but and many more factors such as learner needs, motivation and attitudes, learning strategies and language awareness have to be tak

43、en into consideration. However, total autonomy is an ideal rarely reached, which is pointed out by a number of writers as Little (1996)，Hunan (1997)，and Gardner &Miller (1996). It is of consequence to note that autonomy is a process, not a product. One does not become autonomous; one only works

44、towards autonomy. So autonomy is “learned at least partly through education experience and interventions” (Candy, 1991:115) but prior to sifting through the literature and discussing learning strategies, motivation, and attitudes enjoyed by learners, it would be pertinent to cast learner autonomy in

45、 relation to some important underpinning theories on learning and autonomous learning.2.2 Factors of influencing autonomy learningPsychologists believe that learning whether it is cognitive, emotional or motivation skills, not only by the process of self decision, it is also subject to environmental

46、, collective, social, family and other factors, so the impact of independent learning can be divided into internal factors and external factors.2.2.1 Internal factors of influencing autonomy learningAccording to Pang Weiguo (2004), the study of autonomous learning is influenced by many factors. At p

47、resent, the researchers are concerned about the effects of self-efficacy, attribution, goal setting, cognitive strategies, meta cognitive strategies, conscience level and gender factors in autonomous learning.Shao Ruizhen (1988) said: motivation is a very effective factor in the study of autonomous

48、learning, it is necessary to effectively carry out long-term meaningful learning, motivation is absolutely necessary. The motivation of learning motivation is the intrinsic factor of forming students' learning motivation. The intrinsic motivation of autonomous learning mainly includes learning n

49、eeds, self efficacy, value consciousness, learning interest, and the characteristics of students in these motivational components will directly affect their learning motivation level. In the author's view, interest, self-efficacy, attribution orientation, etc. These factors and the will quality

50、are the main factors that influence foreign language learning.Autonomous learning must be controlled by the conscience, which is to be able to "stick to learn". In the process of learning, students will inevitably encounter such as the difficulty of learning and interference, such as the d

51、ifficulty of understanding the problem, physical and mental fatigue, emotional and external factors such as interference, at this time will require students to use their will to control their own, so that learning to adhere to the line. According to the will theory of autonomous learning, the learni

52、ng motivation can not replace the role of will control in the process of autonomous learning. Generally speaking, students have some learning motivation at the beginning of the study, but with the increase of learning and learning difficulties, the promotion of learning motivation will gradually wea

53、ken, and the strength of learning can be controlled by the will. In other words, learning motivation has a stronger effect on the autonomous learning, and will control the autonomous learning with a stronger function (Peng Jinding, 2002)2.2.2 External factors of influencing autonomy learningThe exte

54、rnal factors that affect the students' independent learning are all the factors except the individual themselves, which can be divided into three categories: school education, family factors and social culture factors. This paper mainly discusses the influence factors of school education on stud

55、ents' foreign language learning.As we all know, the most important factor for students in school education is the teacher, and the teacher's educational ideas and teaching methods are very important to the students' autonomous learning ability. Therefore, teachers should renew their idea

56、s according to the new curriculum standard. Zimmerman (1995) divided the factors into two categories-social environment and physical environment. In the social environment, Provide a model for imitation and the peer, teacher and family members have an important influence on the autonomous learning.

57、In the physical environment, the information resources can be used as well as the learning place has certain influence on the autonomous learning. If the relationship between teachers and students is very harmonious, then students will be converted from the trust of teachers for autonomous learning, teachers' encouragement and expectations, it will enhance the students' learning autonomy;