大学英语自主学习:教师信念与教师行为的视角

College English autonomous study:Teachers' beliefs and practices

大学英语教学的终极目标之一是培养大学生自主学习的意识和能力。以往的研究关注自主学习理论的探讨以及影响自主学习的学习者因素,忽视教师这一重要主体是如何认识自主学习以及在实践中的具体情况和遇到的问题。事实上,一方面,教师对学生自主学习能力的培养有重要作用;另一方面,教师信念和教师行为又存在着不一致的情况,并会对学生的学习产生影响。本文采用问卷调查、课堂观察和访谈的综合研究方法,对西南某211高校的32名大学英语教师进行信念和行为的双向考察,研究结果表明大学英语教师对学生自主学习的信念和其教学行为之间存在脱节的现象。本文拟从教学方法和课型差异两方面论述产生这一现象的原因以及英语课程培养学生自主学习能力的特殊性,希望对教师教育、英语课程设置和教材编写等提供参考。

One of the ultimate goals of college English education in China is to cultivate students＇ ability for autonomous study. Previous studies focused on the introduction to theories of autonomy,students＇ individual factors,and neglected teachers＇ beliefs and practices. In fact,on one hand,teachers play an important role in the cultivation of students＇ autonomy; on the other hand,teachers＇ beliefs and practices are usually inconsistent with each other,and ultimately have a negative impact on students＇ learning. Therefore,this study is designed to explore college English teachers＇ beliefs and practices about autonomous study in the classroom by the combined methods of questionnaire, classroom observation and interviews. The results show the inconsistency between teachers＇ beliefs and practices. Specifically, college English teachers in China have sufficient understanding of core concepts of autonomous study. They consider that autonomous study can facilitate students＇ language learning and teachers play an irreplaceable role in it. Meanwhile,they think the most efficient activity for autonomous study is learner-centered cooperative learning and autonomous study should involve the multi-interaction between teachers,students and peers. Furthermore,they think it is desirable to give students＇ decision-making authority and let them study autonomously,but that these are often not feasible in practice. Further,classroom observation shows that English teachers will cultivate students＇ autonomy to different degrees in different types of classes. Semi-structured interviews with teachers indicate their lack both of confidence in their students and of systematic training in autonomous study theory and teaching strategies. The results are relevant to teachers＇ education,English curriculum provision and textbook compilation.