How to Promote Learners’ Autonomy in the Language Classroom 英语专业毕业论文.doc
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1、How to Promote Learners Autonomy in the Language ClassroomAbstract: Learning autonomy is an effective way to improve the efficiency of ELT. But, in China, learning autonomy is very weak because of examination systems. Learners autonomy in language classroom means that learners take more control over
2、 the purpose for learning the target language and the ways to learn it and it needs some conditions for motivating learners autonomy. for example, learning style and learning strategies, affective factors, motivation for learning language and so on, thats to say, learners autonomy is influenced by t
3、hese factors. There are four approaches to promote learners autonomy in language classroom. Firstly, psychological training for autonomy learning. Secondly, encouragement of learners to reflect their situation on learning. Thirdly, training of strategies to encourage learner to be active. Fourthly,
4、encouragement of learners to monitor and check their own progress. These methods above are quietly effective for promoting learners autonomy. However, it will take a long time to develop learners autonomy because its hard to break away from old habits or old ways of thinking. Whats more important, t
5、he education system must be reformed in order to give learners more opportunities to take responsibility in their own learning.Key words: learners autonomy, language classroom, learning autonomy, examination- oriented education system摘 要:学习自主是一种提高英语教学效率的有效方法。但是在中国,由于应试教育体系的原故,学习自主性很差。在语言课堂上,学习者的自主性是
6、指学习者更多的由自己控制学习目标语言的目的和学习目标语言的方法。我们需要一些条件去激发学习者的自主性。例如,学习风格和学习策略,情感因素,语言学习动机等等。也就是说,学习者的自主性受这些因素影响。在语言课堂上,我们可以从四个方面着手去激发学习者的学习自主性:一是自主学习的心理训练;二是鼓励学习者反应学习情况;三是鼓励学习者积极参与活动的策略训练;四是鼓励学习者检测他们自己的进步情况;以上这些方法对提高学习者的自主性是非常有效的。然而,因为很难摆脱一些旧的习惯和思维方式,所以需要相当长的时间来发展学习者的自主性。其中更重要的是。为了给予学习者更多的机会去承担他们自己的学习,教育体制必须改革。关键
7、词:学习者的自主性;语言课堂;学习自主性;应试教育体制ContentsAbstracti摘要iiContentsiiiIntroduction11 Definition of Learners Autonomy 12. Conditions for Learners Autonomy22.1 Learning Style and Learning Strategies22.2 Affective Factors 32.3 Motivation for Learning English 42.4 Self-esteem 43. Approaches to Promote Learner Auto
8、nomy in Language Classroom 5 3.1 Psychological Training for Autonomous Learning5 3.2 Encouragement of Learners to Reflect on Learning 6 3.3 Training of Strategies to Encourage Learners to be Active 7 3.4 Encouragement of Learners to Monitor and Check their own Progress94. Problems 9Conclusion 10Bibl
9、iography 11Acknowledgement 12IntroductionIt is well known that English Language Teaching (ELT) in China has been inefficient and ineffective for years. The root cause may lie in the so-called examination-oriented education systems, which prepare students for examinations. Under this policy, learners
10、 autonomy has been neglected or even repressed so that the linguistic knowledge can not be transformed into linguistic competence. Many studies indicate that learners needs and attitudes play a very important role in their English learning, and that the analysis of learners learning styles and strat
11、egies is necessary and desirable to improve English Language Teaching. Thus, more and more attention has been drawn to English learners and learning process. It has become more and more obvious that learners autonomy is an effective way to improve the efficiency of English Language Teaching and thus
12、 should be introduced into and promoted in language classrooms. 1 Definition of Learners AutonomyLearner autonomy in language classroom means that learners take more control over the purposes for learning the target language and the ways to learn it. It can also be described as a capacity to take ch
13、arge of or take responsibility of ones own learning. From this point of view, learners autonomy involves abilities and attitudes learners possess, thus can be promoted by teachers and exercised by learners in language classroom. 2. Conditions for Learners Autonomy2.1 Learning Style and Learning Stra
14、tegiesLearner style can be defined as a characteristic and preferred way of approaching learning and processing information. According to Kinsella (2002:170), a learning style refers to an individuals natural, habitual, and preferred ways of absorbing, processing, and retaining new information and s
15、kills which persist regardless of teaching methods or content area. Researches on learning styles have made practical suggestions for expanding ones teaching style to accommodate a wider range of learner characteristics when helping learners develop a more flexible, effective approach to various lea
16、rning contexts and tasks.1 Learning strategies refer to the techniques used by learners to deal with input, assimilate new language, store, retrieve and practicing using it. These strategies include both cognitive strategies and metacognitive strategies. Cognitive strategies are thought process used
17、 directly in learning which enable learners to deal with the information presented in tasks and materials by working on it in different ways such as analogy, memorization, repetition, note-taking or inferencing. Metacognitive strategies involve planning for learning, thinking about learning and how
18、to make it effective, self- monitoring during learning, and evaluation of how successful learning has been after working on language in some way. In order to help learners to assume greater control over their own learning it is important to help them to become aware of and identify the strategies th
19、at they already use or could potentially use. Research into learner strategies has contributed much to the field of English Language Teaching by highlighting the possibilities of learners becoming more self-reliant in their learning, and by generating discussion of how learners can be trained to tak
20、e on more responsibility for their learning. Much of the research has tried to establish whether it is possible to facilitate learning through the use of certain strategies, or whether learners can modify their strategies and learn new, more effective ones. 2. 2 Affective FactorsKrashen (1985) has s
21、uggested the notion of affective filter, which plays an important role in language learning process on the part of learners. Affective filter is a representation of the way in which affective factors such as attitude, anxiety, competitiveness, and other emotional responses can help or hinder languag
22、e learning. A learner who has generally negative attitudes toward learning English will have a high affective filter, which as a result will make his language learning ineffective or even unsuccessful.2 Wenden (1998: 52) defines attitudes as “learned motivations, valued beliefs, evaluations, what on
23、e believes is acceptable, or responses oriented towards approaching or avoiding”.3 For her, two kinds of attitudes are crucial: attitudes learners hold about their role in the learning process, and their capability as learners.I think that attitudes is very important whatever you do, of course inclu
24、ding learning language .Some people said that attitudes decided everything. You do a thing with two different attitudes; the one is disregarding attitude, the other is regarding. It will appare two results .She/He will get a good, satisfactory result with regarding attitudes, in contrst, she/he will
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