《On_Developing_Normal_College_Students’_English_Learning_Autonomy_through_Implementing_Extra-curricular_Assignment硕士论文.doc》由会员分享，可在线阅读，更多相关《On_Developing_Normal_College_Students’_English_Learning_Autonomy_through_Implementing_Extra-curricular_Assignment硕士论文.doc（76页珍藏版）》请在三一文库上搜索。
1、学校代学校代码码 研究研究类类型型 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 On Developing Normal College Students English Learning Autonomy through Implementing Extra-curricular Assignment A Thesis Presented to
2、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
3、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。 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。 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
4、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。 关键词：课外作业；自主学习；师范大学生；大学英语 ii Abstract To investigat
5、e the effect of developing normal college students English learning autonomy through implementing extra-curricular assignment, the following specific questions are addressed in the research: 1. What is the present condition of English EA for normal college students? 2. What is the implementing model
6、 of EA which can develop normal college students learning autonomy? 3. What are the effects of EA model to develop normal college students learning autonomy? With the theories of second language acquisition and learning autonomy as its major theoretical base, this paper, mainly conducted by question
7、naire 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 learnin
8、g ability, and are weak in reflective learning and self-evaluation. 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 thei
9、r autonomous development: being teacher-guiding and students-centered, being interest-leading, and combing collaborative learning with autonomous learning. 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 w
10、ill promote the development of their autonomous learning ability: 1. As for implementation patterns, combining EA with specialty study, combining exercises with activities, and iii combining learning content with learning strategies; 2. As for implementation methods, combining classroom show with fo
11、rmulating learning plan and keeping learning diaries. Furthermore, through the evaluation, combining written score with oral comment and affection communication; through the teachers role, combining the designer, the promoter and the monitor with assessor; through the score analysis in CET Band 3 an
12、d 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 th
13、ose students who are weak in learning autonomy. Key words: extra-curricular assignment; learning autonomy; normal college students; college English iv Contents 摘要摘要.i Abstract.ii Chapter One Introduction1 1.1Research Purpose.1 1.2Research Significance2 1.3Research Questions3 1.4 Organization of Thes
14、is.3 Chapter Two Literature Review4 2.1 Second Language Acquisition4 2.2 Learning Autonomy.6 2.3 Humanistic Psychology8 2.4 Motivation9 2.5 The Enlightenment to the EA.10 Chapter Three The Present Condition of English EA12 3.1 Interview 12 3.1.1 The Purpose and Method .12 3.1.2 The Interviewees13 3.
15、1.3 The Results and Analysis.13 3.2 Survey.14 3. 2.1 The Subjects and Method14 3. 2. 2 The Content14 3.2.3 The Analysis and Inspiration .21 Chapter Four The Fundamental Elements of English EA23 4.1 The Definition.23 4.2 The Basic Features24 4.3 Types 25 4.3.1 Classification by Form.25 4.3.2 Classifi
16、cation by Timespan25 4.3.3 Classification by the Extent of Autonomy.25 4.3.4 Classification by the Extent of Independence26 4.4 The Principles of EA Arrangement 26 4.4.1 The Teacher Guiding and the Students Centered.26 4.4.2 The Backbone Students Promoting27 4.4.3 EA Optional .27 4.4.4 Classroom Tea
17、ching Combining28 v 4.4.5 Interest Oriented.29 4.4.6 Independence and Cooperation Combining.29 Chapter Five The Implementation of EA .31 5.1 The Implementing Model of Students EA 31 5.1.1 Formulating Learning Plan 31 5.1.2 Discussing Assignment Patterns33 5.1.3 Performing Classroom Show .39 5.1.4 Ke
18、eping Learning Diaries40 5.2 The Evaluation of Students EA.45 5.2.1. Written Score 45 5.2.2. Oral Assessment45 5.2.3. Affectional Communication46 5.3 The Teachers Roles in the Process of EA46 5.3.1 At the Stage of Preparation- Designer46 5.3.2 At the Stage of Implementation-Facilitator and Monitor .
19、47 5.3.3 At the Stage of Evaluation-Assessor 47 Chapter Six Conclusion48 6.1 Summary.48 6.1.1 Self-managed Learning Ability49 6.1.2 Self-planned Learning Ability50 6.1.3 Self-evaluated Learning Ability.53 6.1.4 Self-directed Learning Ability .54 6.1.5 Self-monitored Learning Ability56 6.2 Limitation
20、s58 References.59 Appendices62 vi Contents of Tables Table 1 .16 Table 2 .16 Table 3 .17 Table 4 .17 Table 5 .18 Table 6 .18 Table 7 .18 Table 8 .19 Table 9 .19 Table 10 .20 Table 11 .20 Table 12 .21 Table 13 .21 Table 16 .50 Table 17 .50 Table 18 .51 Table 19 .51 Table 20 .52 Table 21 .52 Table 22
21、.53 Table 23 .54 Table 24 .55 Table 25 .55 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. M
22、oreover, the diploma orientation of teachers has risen from technical secondary schools to colleges or universities. 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 ai
23、m 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 p
24、romote college students autonomous learning ability and overall literacy level to meet the needs of the economic development and international communication. However, time for classroom teaching is rather limited. At present, college English has only 4 periods per week. But time for extra-curricular
25、 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
26、 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
27、 empirically in the academic field. On one hand, this paper discusses how to help the students to extend classroom teaching and acquire broader knowledge through the research in the implementation and evaluation of extra-curricular assignment (henceforth, EA). What is more 2 important is to make ful
28、l 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. On the other hand, in the implementation of EA, the students should be responsible for their own learning, and the
29、 teacher should consider how to instruct and monitor correctly, how to foster and develop students autonomous learning ability. The teachers role should not be confined in classroom, but also work outside classroom. 1.2Research Significance As we know, English learning is not restricted in class, an
30、d 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
31、 natural extension of in-class lecturing, because the materials covered in lectures must be solidified and developed through EA. First, EA can provide a natural environment for students to use English, thus creating a seamless connection between learning and using. Second, EA can help identify the l
32、earning 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 kno
33、wledge horizon. 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. Overall, as future teachers, they should establish the mind-set of
34、combining in- class lecturing and extra-curricular activity. In a long run, this will have significant 3 impacts on the learning abilities of the future generation. 1.3Research Questions In exploring the effect of EA on students ability of learning autonomy in their English learning, the study mainl
35、y aims to seek answers of the following questions: 1. What is the present condition of English EA for normal college students? 2. What is the implementing model of EA which can develop normal college students learning autonomy? 3. What are the effects of EA model to develop normal college students l
36、earning autonomy? 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. Chapter Two theoretically states
37、 that the study is founded on an understanding of literacy as second language acquisition, learning autonomy, humanistic psychology, and motivation. The third chapter gives a statement of the present condition of normal college students extra-curricular English assignment based on an interview and a
38、 survey. The fourth chapter analyzes the definition, basic characteristics, types and principles of English EA for normal college students. 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
39、EA; the teachers roles in the process of EA; and states the students development of learning autonomy. 4 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 mon
40、itor hypothesis, the input hypothesis and the affective filter hypothesis. According to Ellis (1986), acquisition-learning hypothesis is the essential component to Krashens theory. Language acquisition occurs subconsciously while children participate in natural conversations or communications where
41、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
42、. 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. Formal language learning is not nearly as important as previously thought in developing communi
43、cative 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 natura
44、l, 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).
45、As Krashen mentioned that the characteristics of acquisition is similar to childrens first language acquisition, and formal teaching does not help. Therefore, 5 extra-curricular learning is as important as classroom learning to provide a proper acquisition environment. The second hypothesis, which i
46、s related to EA, is the input hypothesis. The Input Hypothesis is Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens explanation of how second language acquisition takes place. In a way, the Input hypothesis is only concerned with “acq
47、uisition”, 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 acquisiti
48、on takes place when he or she is exposed to “Comprehensible Input” that belongs to level “i + 1” ( Krashen, 1983:37) . 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
49、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 langua