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1、XXUniversity（2009届）本科生毕业论文(设计)过 程 材 料题 目：如何提高中国英语学习者的自主学习能力学 院：外国语学院专 业：英语（师范）班级序号：4班5号 学 号：20051115020003 学生姓名：指导教师：2009年6月过程材料目录1. 本科生毕业论文（设计）任务书2. 本科生毕业论文（设计）文献综述3. 本科生毕业论文（设计）开题报告4. 本科生毕业论文（设计）评阅教师评阅意见5. 本科生毕业论文（设计）答辩记录6. 本科生毕业论文（设计）考核表7. 本科生毕业论文（设计）指导记录大学本科生毕业论文（设计）任务书（由指导教师填写）题 目如何提高中国英语学习者的自主
2、学习能力学 院外国语学院专 业英语师范学 生学号20051115020003指导教师职称讲师主要任务及目标要求学生通过广泛阅读国内外相关资料来准确深刻地对自主学习的概念，国内外研究成果等进行分析和概括，并适当提出自己的观点和看法。通过对自主学习概念的透彻分析，可以加深对自主学习这一概念的理解。通过对比分析国内外关于自主学习的研究，有助于学生提出一些提高中国英语学习者提高自主学习能力的方法。主要研究内容本文通过对现在中国实行自主学习现状的分析，提出如何从以下三方面提高中国英语学习者自主学习能力的方法。一是从学习者自身说明如何培养自主学习能力；二是从教师方面说明如何培养英语学习者的自主学习能力；三
3、是从现代社会的外部环境方面探索培养英语学习者自主能力的方法。研究方法1. 文献调查法；阅读大量期刊、图书及网络资源信息等参考文献，了解国内外自主学习研究方面的历史及现状。2. 分析与综合的方法；通过大量阅读，对现有的信息和资料进行分析，分析该从哪几方面对自主学习进行研究，综合前人对该理论所提出的见解。3. 调查的方法；采用做调查的方法对如何提高自主学习能力进行深入分析及论证。研究进度安排总体时间安排：2008.122009.5具体时间安排：1. 2008.12.12009.1.12 论文选题，填写任务书2. 2009.1.152009.2.27 搜集资料，撰写文献综述3. 2009.3.220
4、09.3.6 填写开题报告书和论文提纲4. 2009.3.72009.4.6 写论文，完成初稿5. 2009.4.72009.4.20 修改论文，完成二稿6. 2009.4.212009.4.30 修改论文，完成三稿7. 2009.5.12009.5.15 修改论文，定稿，打印8. 2009.5.192009.5.25 论文答辩主要参考文献1Benson, P. Autonomy and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction in Language Lea
5、rning. Cambridge: Cambridge University Press, 1987.3Gardner, D. and M. Linsdsay. Establishing Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4Little, D. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik, 1991.5范烨.浅谈大学英语教学中的学习者训练.外语界,
6、3(1999):32-37.6惠亚玲.外语教学中自主学习能力培养.西安外国语学院学报, 12(2003):20-22.7彭金定.大学英语教学中的学习者自主问题.外语界,3(2002):15-19.8魏玉燕.促进学习者自主性-外语教学新概念.外语界,3(2002):8-13.指导教师签字: 年 月 日 学院教学指导委员会意见: 签字: 年 月 日大学本科生毕业论文（设计）文献综述题 目 如何提高中国英语学习者的自主学习能力综述完成时间2009.2.23 学 院外国语学院专 业英语（师范）姓 名学号20051115020003指导教师职称讲师查阅的主要文献1Benson, P. Autonomy
7、and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.3Gardner, D. and M. Linsdsay. Establishing Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4Lit
8、tle, D. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik, 1991.5范烨.浅谈大学英语教学中的学习者训练.外语界,3(1999):32-37.6惠亚玲.外语教学中自主学习能力培养.西安外国语学院学报,12(2003):20-22.7彭金定.大学英语教学中的学习者自主问题.外语界,3(2002):15-19.8魏玉燕.促进学习者自主性-外语教学新概念.外语界,3(2002):8-13. 9文秋芳.英语学习策略论.上海:上海外语教育出版社,1996. 10张立新,李霄翔.中国-西欧学生自主学习能力
9、对比调查研究.外语界, 4(2004):15-23.文献综述Ever since the concept of “Learner Autonomy” has been raised in the 1980s, many linguists both at home and abroad state their views on learner autonomy. Hence many researches on learner autonomy have been carried out and turned out to be fruitful.1. Approaches on Develo
10、ping Learner AutonomyThere are numerous approaches in the term of developing learner autonomy and the number has tended to increase as interest in the area has grown. These approaches are described in various terms. The most common are self-directed learning, self-instruction, independent learning a
11、nd learner autonomy.Self-directed learning describes a particular attitude to the learning task, where the learner accepts responsibility for all the decisions concerned with his learning but does not necessarily undertake the implementation of the decisions. Dickinson made a distinction between sel
12、f-direction and self-instruction, the latter being a neutral term describing a context where learners are not under the direct control of their teachers (Dickinson 19).Independent learning is seen by Sheerin as an educational philosophy and process, whereas Gardner and Miller see it as one stage in
13、a process in which learners are moving towards autonomy in their learning.Learner autonomy describes the situation in which the learner is totally responsible for all the decisions concerned with his learning and the implementation of those decisions.From the above approaches, we can see that althou
14、gh they differ in the degree of responsibility on the part of the learners, all of these approaches encourage learners to take responsibility in process of learning by setting and pursuing of their personal language learning goals.文献综述2. Previous Studies on Learner Autonomy AbroadIn the west, the co
15、ncept of autonomy has been evolved over time, but it was in the 1970s that Henri Holec introduced the term as a conceptual tool to discuss alternatives to the established language teaching tradition in the context of adult language learning. Therefore, in foreign language teaching, the shift has shi
16、fted from how to teach (teacher-centered) to how to learn (learner-centered).In 1980s, in the foreign language teaching field, learner autonomy has been a buzzword. In 1981, Holec published a book named “Autonomy and Foreign Language learning” in which he interpreted the concept of learner autonomy.
17、 Holec defines learner autonomy as “the ability to take charge of ones own learning”. In his opinion, autonomy is not inborn but must be acquired either by natural means or by formal learning as most often happens. He claims that the gist to take charge of ones learning is to have and to hold the re
18、sponsibility for all the decisions concerning all aspects of ones learning. It includes: 1) determining the objectives; 2) defining contents and progressions; 3) monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc); 4) evaluating what has been acquired.Holec has been
19、a major influence and his initial definition has been taken as a starting point for the other studies on this area. Although the concept appeared in 1980s, it has been widely and deeply discussed at the end of 1990s. In 1990s many famous educators abroad published articles on learner autonomy, discu
20、ssing the theoretical background of learner autonomy, defining it and putting forward suggestions on how to improve learner autonomy in real teaching.David Little considers learner autonomy as a capacity: learner autonomy is essentially a matter of the learners psychological reaction to the process
21、and content of learning. It is to be found in a wide variety of behaviors as a capacity for detachment, critical reflection, decision-making and independent action.Nunan claims that learners who have reached a point where they are able to define their own goals and create their own learning opportun
22、ities, have, by definition, become autonomous. Principally, autonomous learners are able to 1) self-determine the overall direction of their learning; 2) become actively involved in the management of the learning process; 3) exercise freedom of choice in relation to learning resources and activities
23、.With the rapid development of technology, culture and society, the issue of learner autonomy has gained much more attention in the 2000s.3. Previous Studies on Learner Autonomy at HomeResearchers in our country began studying learner autonomy in the midlate 1980s. Many researchers published a varie
24、ty of articles on key issues. The important scholars are: Wen Qiufang, she published her famous works entitled “On English Learning Strategies”. Fan Ye wrote the article about “The Learner Training in College English Teaching”. He put forward the content of learner autonomy and then listed the domai
25、ns and ways to train learner autonomy. Hui Yaling suggested some ways to improve learner autonomy in foreign language teaching. From the angle of educational philosophy and based on the empirical study, Peng Jinding explored on how to cultivate and develop learner autonomy in college English teachin
26、g. Wei Yuyan introduced the definition of learner autonomy, the reasons why it must be learner autonomy in foreign language teaching and the elements which affect autonomous learning, etc.Autonomous language learning might have some development in China since文献综述the communicative teaching method and
27、 some other learner-centered approaches were introduced to English teaching during the 1980s. By stimulating a high level ofstudent involvement in the language learning process, these learner-centered approaches do make some changes in traditional teacher-centered classroom, but wehave to admit that
28、 to develop autonomous language learning in China, we still have along way to go.4. Comparison Between Studies on Learner Autonomy Abroad and at HomeSuch the oversea educationalists on language teaching as Holec, Dickinson, Little, Benson and Voler, Cotterall and Crabbe, Gardner and Miller, and so o
29、n had published a series of monographs about the concept of learner autonomy, the theoretical foundations of learner autonomy and methods of developing learner autonomy. They also analyze all kinds of factors about learner autonomy step by step, such as factors on learners themselves, social factors
30、, cultural factors and so on, and explore how to develop learner autonomy in practice. All these monographs have provided an integrative framework and guideline for educationalists to develop learner autonomy in teaching practice.Besides publishing these monographs, some scholars abroad had publishe
31、d some important articles on famous foreign language magazines. They discussed thoroughly on the concept, the theoretical background, history and methods of learner autonomy. By comparison with the studies on learner autonomy abroad, there has no monograph about learner autonomy at present in China.
32、 From the aspect of foreign language magazines, these articles in the magazines can be divided into two groups : 1）introducing and commenting on overseas theory of autonomous learning; 2）introducing how to promote learner autonomy. The first kinds of articles make up 71,while the second ones make up
33、 only 29(He Xiaodong 20).To sum up, the studies on learner autonomy are prosperous abroad but inadequate in China, which doesnt seem to be strange because the definition of learner autonomy originates from western academic circles and the researches on learner autonomy in China are in the starting s
34、tage.The above illustrations are a brief review of the researches on learning autonomy abroad and at home. They provide us an important framework of the researches on learning autonomy abroad and at home. They provide us an important framework of the development of learner autonomy. Yet the cultivat
35、ion of English learner autonomy in China is not rich enough. This study is trying to explore some practical methods for developing autonomous learning abilities of Chinese learners of English according to the reality of Chinese education. Hopefully, it will be good for learners study in future and w
36、ill be good for improving the efficiency of teachers teaching.备注iii大学本科生毕业论文（设计）开题报告(由学生填写)题 目如何提高中国英语学习者的自主学习能力学 院外国语学院专 业英语（师范）姓 名学号20051115020003指导教师职称讲师本课题的意义及国内外研究概况：本课题针对如何发展英语学习者的自主能力这个问题进行了探究，培养自主学习能力不仅有利于学生今后的学习，而且能优化课堂教学，提高教师的教学效率。国外外语教学界曾出版了一系列的有关学习者自主概念，理论基础以及如何培养学习者自主等方面的专著。除专著外，国外也有一些学
37、者在著名的期刊上发表文章。而中国面前还没有专门论述外语自主学习的专著。从外语期刊上来看，发表的文章也多偏于理论介绍和对外国文章的评论，如何结合我国实际促进学习者的自主学习只占了一小部分。主要参考文献：1Benson, P. and P. Voller. Autonomy and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.3Gard
38、ner, D. and M. Linsdsay. Establishing Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4范烨.浅谈大学英语教学中的学习者训练.外语界,3(1999):32-37.5惠亚玲.外语教学中自主学习能力培养.西安外国语学院学报,12(2003):20-22.研究的目标及内容：针对在中国如何发展英语学习者的自主能力进行了探究，为学习者今后的学习打基础，同时提高教师的教学效率。本文通过对现在中国实行自主学习现状的分析，提出如何提高
39、中国英语学习者自主学习能力的方法。拟解决的关键问题：本课题从中国的教育情况出发，提出一些有助于中国英语学习者提高自主学习能力的方法。研究方法(技术路线、实验方案)：本课题主要采用文献综述法来搜集中外相关文献并综合、消化资料；同时采用做调查的方法对如何提高自主学习能力进行深入分析及论证。可行性分析：本课题从中国教育的实际情况出发，深入分析及论证了学习者，教师，环境三方面对学习者自主学习能力的影响，提出一些有助于中国英语学习者提高自主学习能力的方法。 研究进度安排总体时间安排：2008.122009.5具体时间安排：1. 2008.12.12009.1.12 论文选题，填写任务书2. 2009.1
40、.152009.2.27 搜集资料，撰写文献综述3. 2009.3.22009.3.6 填写开题报告书和论文提纲4. 2009.3.72009.4.6 写论文，完成初稿5. 2009.4.72009.4.20 修改论文，完成二稿6. 2009.4.212009.4.30 修改论文，完成三稿7. 2009.5.12009.5.15 修改论文，定稿，打印8. 2009.5.192009.5.25 论文答辩指导教师评语:签字:年 月 日学院教学指导委员会意见:签字:年 月 日 大 学本科生毕业论文（设计）评阅教师评阅意见姓 名学号20051115020003所学专业英语（师范）题 目如何提高中国英语
41、学习者的自主学习能力评语内容： 1. 论文（设计）选题是否符合专业培养目标并有一定的意义；2.运用中外文献是否充实、全面、理解是否准确；3.研究方法是否得当，数据是否可靠；4.是否论点明确、论证充分、有自己的观点并有一定的创新性；5.结构、语言、图表等是否符合写作规范。评语：评定意见：是否同意参加毕业论文（设计）答辩 同意 修改后同意 不同意评阅人（签字）：职称 年 月 日注：评定意见请在相应选项前打大学本科生毕业论文(设计)答辩记录姓名学号20051115020003专 业英语（师范）参加答辩人数答辩小组成员名单：题目：如何提高中国英语学习者的自主学习能力答辩时间年 月 日 点 分至 点 分
42、答辩地点答 辩记录 记录人（签字）： 答辩小组组长（签字）：答辩记录记录人签字：答辩小组组长签字：大学本科生毕业论文(设计)考核表学 院外国语学院专业英语（师范）总评成绩等级姓 名学号20051115020003指导教师职称讲师分数题目：如何提高中国英语学习者的自主学习能力成绩（分数） 指导教师评语：指导教师（签字）： 年 月 日成绩（分数）答辩小组评语：答辩小组组长（签字）： 年 月 日答辩委员会意见： 答辩委员会主任（签字）： 年 月 日注： 1.成绩按百分制计算。 2总评成绩等级按“优秀、良好、中等、及格、不及格”五级制记录；总评成绩分数=指导教师评定分数40% + 答辩小组评定分数60%。 3答辩小组负责计算总评成绩并登记分数，在评语中要给出结论。大学本科生毕业论文（设计）指导记录学 号20051115020003姓 名题 目如何提高中国英语学习者的自主学习能力指导时间指 导 内 容教师签字学院 外国语学院 专业 英语（师范） 第（1）页指导时间指 导 内 容教师签字注：本表在毕业论文（设计）工作结束后由学院存档。 第（2）页