论课堂环境下的自主英语学习

Autonomous Learning in the Foreign Language Classroom Setting

"课堂环境下"的英语学习"少有习得"(acquisition-poor)。外语课堂环境至少有以下含义:英语较大程度上是知识而非必需的谋生手段,这一特点常常导致学习动机不足;用于真实交际的语言输入数量严重不足,质量粗糙;外语学用分开;学习难度大、所需时间跨度长、学习过程易受干扰,学习者难以长期保持英语学习自觉性。这些特点影响了二语习得的过程,并与其它因素共同造成外语学习的"费时低效"。文章以英语学习为例,论证了自主学习的必要性和重要性,并指出教师帮助学生获得自主学习能力的途径:重视学习兴趣的培养,激发学习动机;强调学习的责任感,鼓励学生对自己的学习负责;唤起策略意识,辅以学习策略的训练。

EFL learning in the classroom setting is 'acquisition-poor'. The term 'foreign language classroom setting' implies at least the following: English is knowledge rather than a skill essential for survival; Linguistic input for authentic communication is insufficient in quantity and low in quality; English is learned but not put to everyday use; and English learning is a difficult cognitive task which requires long-term commitment from learners but which can be easily influenced by external factors. These characteristics, together with other factors, result in the apparently low efficiency of English learning in China. Based on the above analysis, this paper attempts to provide a rationale for advocating autonomous learning in the classroom setting and point out a possible route to the acquisition of learner autonomy: to foster learners' interest in English learning and thus to motivate their learning; to encourage learners to take the responsibility of learning; and to raise learners′ awareness of learning strategies and to train them in effective use of learning strategies.