高校网络依托型自主学习模式对学习意愿的干预效果

The research of the intervention effect of internet-based autonomous learning model in universities on learners' readiness

随着计算机和网络技术的日益发展,如何充分发挥二者优势并将其与自主学习相结合建立新型自主学习模式成为近10年第二语言教育研究领域的一个热点课题.作为学习行为发生的推动力,学习意愿一直被认为是自主学习过程中不可或缺的主观因素.通过对60名非英语专业学生1.5a时间的跟踪调研,证明网络依托型自主学习模式下学生的学习动机和英语学习中自我及教师角色认知状况、自主学习水平都要优于常规大学英语教学模式中的学生.研究结果还显示网络依托型自主学习模式对于学习意愿产生的积极影响可以一直延续到"后大学英语学习时代".

As computer and web technology have been developing dramatically, how to combine them with learner autonomy in order to establish a new model of autonomous learning has been a focus in the field of Second Language Education. As the motivation of learning behaviours,learners＇ readiness has long been considered an indispensable factor in autonomous learning. While, the specific research of the intervention effect of internet-based autonomous learning on learners＇ readiness is still not ex- plored. This study explores this issue from looking into sixty non-English majors for one and half years. The findings prove the fact that the situation of students~ learning motivation, cognition on self role and teacher role,as well autonomous learning abilities under internet-based autonomous learning model are superior to those under the normal college English teaching model. Additionally, the posi- tive role of internet-based autonomous learning model in learner＇s readiness can extend to the ＂post- college English learning＂ era.