通过学习者训练培养学习者自主性的实验被引量：293

An experiment on the development of learner autonomy through learner training

导出

摘要外语教学的成功与否不只是一个教的问题，在很大程度上取决于学生的学习态度和方法、本文采用课堂上的“元认知策略训练”和课后的“签署学习者合约”相结合的方法，来培养学习者的自主学习能力。通过问卷调查、实验前后的成绩测试和跟踪采访，并运用定量和定性分析，实验结果表明：1)学习者自主意识明显提高；2)运用“元认知策略”的频率增加了；3)学习者合约不仅培养了自主学习的习惯，而且弥补了在听、读和写方面的不足；4)促进了学习者学习成绩的提高。 The efficiency of EFL teaching is largely determined by student's learning attitude and method. What is being advocated here is the development of learner autonomy through learner training. In this experiment, two modes “Metacognitive Strategy Training in Class” and “Signing Learner Contract with the Learner after Class” are used to develop learner autonomy. Data collection was conducted mainly through questionnaires, pre-and post-examination paper and individual interviews. The result, which were analyzed in the quantitative and qualitative methods, showed that 1) the learners' autonomous awareness has greatly improved; 2) learners have employed metacognitive strategies more frequently; 3) the method of signing learner contract with the learners not only developed learners' autonomous learning habit, but also improve learners' listening, reading and writing abilities; 4) development of learner autonomy is helpful in improving learners' learning achievement.

作者张彦君

机构地区宁夏职业技术学院宁夏银川

出处《外语界》 CSSCI 北大核心 2004年第1期54-61,共8页 Foreign Language World

基金上海市教委“曙光项目” 教育部“高校优秀青年教师资助项目”—“外语教改理论与实践”的一部分

关键词外语教学自主性学习元认知策略学习成绩学习态度 learner autonomy learner training learner contract metacognitive strategy

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献21

1Benson P and Voller P. Introduction: autonomy and independenee in language learning [ A]. In Benson P and Voller P ( eds. ). Autonomy and Independence in Language Le,zruing [ C ]. New York: Addison Wesley Longman. 1997.
2Brown H D. Teachiltg By Principles: An Interactive Approach to Language Pedagogy[ M ]. Englewood, Cliffs, New Jersey: Prentice-Hall,1994.
3Dickinson L. Self-htstruction itt Language Learning [ M ]. Cambridge: Cambridge University Press, 1987.
4Dickinson L. Autonomy and motivation: a literature review[J]. System, 1995, 23/2:165 - 174.
5Gardner D & Miller L. Establishing Self-access:From Theory to Practice [ M ]. Cambridge: Cambridge University Press, 1999.
6Holec H. On autonomy: some elementary concepts [ A ]. In Riley P ( ed. ). Discourse and Learning[C]. London: Longman Group, 1985.173 - 190.
7Lee I. Supporting greater autonomy in language learning [J]. ELT Journal, 1998, 52/4:282-290.
8Little D. Autonomy in language learning: some theoretical and practical considerations [ A ]. In Gattercole I. ( ed. ) Autonomy in Language Leanting [ C ]. London : Center for Infomlation on Language Teaching aim Research, 1990. 7 -15.
9Littlewood W. Autonomy: an anatomy and a framework [ J ]. System, 1996, 24/4:427 - 435.
10McDevitt B. Learner autonomy and the need for learner training [ J ]. Language Learning Journal. 1997.9.

二级参考文献9

1Pearson P D & J A Dole.Explicit comprehension instruction: a review of research and a new conceptualization of learning[].The Elementary School Journal.1987
2Oxford R L et al.Strategy training for language learners: six situational case studies and a training model[].Foreign Language Annals.1990
3Green J M & R Oxford.A closer look at learning strategies, L2 proficiency, and gender[].Tesol Quarterly.1995
4White C.Autonomy and strategy use in distance foreign language learning: Research findings[].System.1995
5Nunan D.Strategy training in the language classroom: An empirical investigation[].RELC Journal.1997
6Carrell P L.Metacognitive strategy training for ESL reading[].Tesol Quarterly.1989
7Rogers C R.Freedom to Learn[]..1969
8Chamot A & J M O Malley.The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach[]..1994
9Carrel P L,B G Pharis,J C Liberto.Metacognitive strategy training for ESL reading[].Tesol Quarterly.1989