an analysis of factors influencing college students autonomous learning of english英语Word格式文档下载.docx

an analysis of factors influencing college students autonomous learning of english英语Word格式文档下载.docx

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学生姓名：

学号：

************

指导教师：

教师职称：

副教授

2014年5月20日

AnAnalysisofFactorsInfluencingCollegeStudents’AutonomousLearningofEnglish

SchoolofForeignLanguages

of

HenanUniversityofTechnology

Supervisor:

ChengXiongyong

May20，2014

Acknowledgements

Manypeopledeservemysincerethanksforhelpingmeinallkindsofaspectsandatvariousstagesofcompletingthispaper.Firstofall,Iwouldliketoextendmysinceregratitudetomysupervisor,ChengXiongyong,whohasgenerouslygivenmesomuchofhertimeandvigortoreadthroughthewholethesisandhasofferedmewarmsupportandgreatencouragement.Icannotthankhisenoughforherconstructivesuggestions,word-for-wordscrutiny,andotherexpertguidance.Withouthispainstakinginstruction,thecompletionofthepresentthesiswouldnothavebeenpossible.

Mythanksalsogotothescholarswhohavedonealotofresearchworkonthecomparisonofdifferentfamilyvalues,andtotheauthorswhoseworksIhavequoteddirectlyandindirectly.

Furthermore,IshouldalsorecordveryspecialthankstomyschoolmatesLiZhibinwhogavemetheirpatienceandtimeinhelpingmewithmyworkasaleaderofthisteamduringthetensecourseofthethesis.

Lastbutnottheleast;

mythankswouldgotomybelovedparentsfortheirlovingconsiderationsandgreatconfidenceinmeallthroughfouryears.Withouttheirunderstandingandmutualsupport,IdonotthinkIcouldenjoythefour-yearuniversitylife.Ialsoowemysinceregratitudetomyfriendswhosupportedmeandaccompaniedmeduringthedifficultcourseofthethesis.

Abstract

Inthepastfewdecades,CollegeEnglisheducationinourcountryhasobtainedcertainoutstandingachievement.Buttherearealsodisadvantages.Manystudents 

havebeenlearningEnglishformorethantenyears,buttheystillevencannotreadtextsanddon'

tunderstandclearlytheoriginalfilmandmusic,evenmorestudentsdon’tcommunicatewithforeignersdirectly.Overall,CollegeEnglisheducationlevelisnothigh,thetraditionalteachingmodeisrigid,theyoftenspendmuchtimeinstuddingEnglish,buttheeffectislower（Dickinson18）.Englishtalentsfromcollegeisexcellentinlanguageknowledge,buttheability 

of 

languagecommunicationisverypoor,theyknowalittleforeignculture,theycanget 

highmarks,withtheapplicationofnetworktechnology,EnglisheducationinChinahasbroughtanenormousandfar-reachinginfluence,whichmakestheEnglishteachingmethodsandlearningmethodschangealot.In2007,educationdepartmentissued“anewcollegeEnglishcurriculumrequirements“thatstatedclearlythat"

thenewteachingmodelshouldbebuiltbythesupportofinformationtechnology,whichletstheEnglishteachingisnotlimitedbytimeandplace,towardingthepersonalizedlearning,autonomouslearninginthedirectionofdevelopment.ItshowsthatCollegestudents'

autonomouslearninghasbecomethefocalpointandcoreofcollegeEnglishteachingreform.Thearticleattemptsthroughthein-depthanalysisoftheinfluencefactorsofcollegestudents'

autonomouslearning,discussingthattrainscollegestudents'

Englishautonomouslearningability.Finallythoseimprovethelearningabilityofcollegestudentsandsetthestageforlife-long 

learning.Thepaperanalyzesthefactorsthatisdividedintotwoparts.Thoseareinternalcauseandexternalcausewhichaffectcollegestudents’autonomouslearningEnglishinChina.Firstly,itshowstheconnotationofautonomouslearningandtheinfluencingfactorsofcollegestudents'

autonomouslearningEnglishinChinaforpersonalandsocialsignificance.Second,itanalyzesmainlytheinternalcausesofaffectingcollegestudents'

autonomouslearningEnglishandexternalofaffectingcollegestudents'

autonomouslearningEnglish.thirdlythearticleshowsthatsurveydesignandanalysis,finallytheauthorSummarizethewholethesisandonceagainpointsouttheimportanceofcomparativestudyinthisthesis.

Keywords：

analysis:

factor:

influencing:

college:

autonomous:

learning:

English.

摘要

在过去的几十年里，我国的高校英语教育取得了一定令人瞩目的成绩，但是也存在很多不足之处。

很多学生经过十几年的英语学习，甚至读不懂外文原版书籍，听不懂外文原版电影和歌曲，更不会和外国人直接交流。

整体说来，高校英语教育水平不高，教学模式传统死板，英语学习费时低效，高校所培养出来的英语人才语言知识掌握的虽好，但是语言交际运用能力很差，对外国文化习俗知之甚少，高分低能的现象极为普遍。

进21世纪，随着网络技术的应用，给我国的英语教育带来了巨大而深远的影响，使英语教学方法和学习方法发生了变革。

2007年教育部高教司颁布了新版《大学英语课程教学要求》，明确指出新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间和地点的限制，朝着个性化学习，自主学习的方向发展。

由此可见，大学生的自主学习成为高校英语教学改革的焦点与核心。

本文试图通过对大学生自主学习的影响因素的深入分析，探讨培养大学生英语自主学习能力的方法，最终提高大学生自主学习能力，为其成为具有终生学习能力的人打下良好的基础。

本文以调查问卷的形式从内因和外因来分析影响大学生自主学习的因素。

第一部分将重点阐述自主学习的定义以及他对我们大学生的重大意义。

第二部分将会展示调查问卷的设计和分析。

第三部分重点分析影响大学生自主学习的因素。

它包括两大块：

内因和外因。

最后一部分总结全文。

关键词：

分析；

因素；

影响；

大学；

自主；

学习；

英语

Contents

Acknowledgment…………………………………………………………………………….

Abstract（English）………………………………………………………………………………..

Abstract（Chinese）………………………………………………………………………………iii

1.Introduction…………………………………………………………………………………..1

2.Whatisautonomouslearning......................................................………...............................2

3.ThesignificanceofEnglishautonomouslearning..................................................................2

4.InvestigationoffactorsaffectingChinesecollegestudents’autonomouslearning.3

4.1Researchdesign……………………………………………………………………..…...5

4.2Researchanalysis…………………………………………………………………..…....6

5.Theinfluencefactorsofautonomouslearning.....................................................................6

5.1Internalfactors.............................................................................................................7

5.2Externalcause..............................................................................................................9

6.Conclusion.................................................................................................................................12

WorksCited……………………….................................………………………………………14

1.Introduction

Withtherapiddevelopmentofscienceandtechnology,socialprogresshaschangealot.Now,lifelonglearningisnolongerachoicebutasurvivalquestionforsocialindividuals,autonomouslearningabilityisbecomingmoreandmoreimportant.Asinotherfields,thelanguageeducationofautonomouslearningisbecomingmoreandmoreattentive.Theimprovementofcollegestudents’Englishautonomouslearningability（especiallyitsrevolutionthatisshiftedfromtheautonomousconsciousnesstotheautonomouspractice）isnotasimplelongitudinalstraightlineprocess,theexistenceofmanyinfluencefactorsmakeitdifficultandcomplicated（HarcourtBrace199）.

OurcountryhavebeenexploringcollegeEnglishclassroomteachingmethodforalongtime,inordertoimproveteachingefficiency,educationdepartmentandmanyscholarstrytheirbesttocompleteit.thereforetheythinkalotofwayssuchastheuseofmultimediaclassroomteachingandextracurricular,practiceteachingetc.,Buttheteacheristheteachingguider,studentsistheteachingsubject,teachingefficiencycanbeenimprovedtrulywhenonlystudentsexpendtheirlearninginitiativeandenthusiasminlearning,whereverisbothinclassoroutsideofclassOnlywhenimprovestudents'

abilityofautonomouslearning,studentscanabsorbknowledgeandapplytoreallifeandimprovetheirpracticeability.

Wemeetmanycausespreventingourautonomouslearning,Thefactorsaredividedintotwopartsthatareinternalcauseandexternalcause.Internalcauseincludeslearninginterestandlearningaimandlearningmoodetc.Externalcauseincludesteachingmodeandenvironmentandcompanionetc.Iwillanalyzemainlythosecausesinthepaper.Fianlythepaperwillgetmanyconclusionsaccordingtoinvestigation.

2.Whatisautonomouslearning?

Autonomouslearningisthatstudentscanmastertheirownlearning,itisnotacompletelyindependenttocompletelearningtasks,itisthatstudentsemphasizesthelearnerasthefocusandtakeadvantageofeffectiveuseofallresources,itisthelearningwaythatisoppositeoflearningbyotherpeoples’helpandwarning.Thereforeithasmuchdifferencefromautonomouslearning.Theyhaveobviousdifferencesbetweenthem;

“self-study”isonlyapartofautonomouslearning.Itcanbedividedintothreeaspects:

firstpartisthatlearnersshouldhaveactivityplansandarrangementsinadvancefortheirownlearning;

thesecondspartthattheyshouldhaveactivitiessupervisionevaluationandfeedbackfortheirownlearning,thelastpartistheymusttoadjusttheirownlearningactivities,shapingandcontrol.

DuetothedifferentresearchershasdifferentdefinitionaboutautonomouslearningtheorypositionandAngleofview,sotheunityonthedefinitionofautonomouslearningisverydifficult.Zimmermantoldasystemicsummaryaboutthedefinitionofautonomouslearning,summingupatotalofthreecharacteristics:

（1）emphasizingthemetacognitio,motivationandbehavioraspectsoftheuseoftheselfadjustingstrategy;

（2）theemphasisonautonomouslearningisakindofSelfdirectedfeedbackloopprocess,hethinkautonomouslearnerscanmonitortheeffectoftheirlearningmethodsandstrategies,accordingtothefeedbackandadjusttheirlearningprocess;

（3）emphasisonautonomouslearnersshouldknowthatthemselvesmakearrangementplancorrectlyaccordingtheircondition.

3.ThesignificanceofEnglishautonomouslearning

Comparinghighschoollearning,Universitydifferenceisactiveconsciouslylearntogivepriority.thecollegemusttoreducedependenceonteachers.Un