This article is mainly divided into three chapters.docx
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This article is mainly divided into three chapters.docx
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Thisarticleismainlydividedintothreechapters
Introduction
Inrecentyears,languageteachingexpertsbothathomeandabroad,paymoreattentiontotheresearchofautonomousconsciousness.IntheprocessofEnglishlearning,cultivatingautonomouslearningabilityisparticularlyimportant.Fundamentally,thelanguageacquisitionistheirownwork,notateacher’sjob.Onlytheyhaveastrongdesireforknowledge,haveaclearlearningobjectives,useallkindsofmeansindependently,self-monitoring,overcomedifficultiesbythemselves,togaintheabilitytouselanguageskillfullyeventually.Juniormiddleschoolstudentsareinacriticalperiodofgerminationofautonomousconsciousness,thecultivationofautonomouslearningabilityisveryimportantfortheirEnglishlearning.Andthefulldevelopmentofmodernnetworktechnologyalsoprovidesarareopportunityforthecultivationofjuniormiddleschoolstudents'Englishautonomouslearningability.
Thisarticleismainlydividedintothreechapters.Thefirstchapterisrelatedtheoreticalresearchliteraturereview,includingthedefinitionofautonomouslearning,thedevelopmentofautonomouslearningandWeb-basedautonomouslanguagelearning.ThesecondchapterstudiestheinvestigationofpresentsituationofEnglishautonomouslearningunderthenetworkenvironment.ThethirdchapterputsforwardsuggestionstocultivateEnglishautonomouslearningabilityofjuniormiddleschoolstudentsunderthenetworkenvironment.
ChapterOneLiteratureReview
1.1Autonomouslearning
1.1.1Definitionofautonomouslearning
Holecputforwardthetermlearnerautonomyinthe1970sfirstly.Eversinceitsbirth,ithasbeenacontinuoustopicofforeignlanguageeducatorsbothindomesticandabroad.JustasLittle(1991:
2)describes,itisanew"buzzword"withinthecontextoflanguagelearning.Althoughnoonestatesdisagreementonthesignificanceofautonomyinlanguageeducation,thereisagreatdealofuncertaintyaboutitsmeaning.Itremainsatermwhichisnotoriouslydifficulttodefineprecisely.Differentresearchersdefineditfromdifferentpointsofviewandindifferentways.
Someresearchersdefinelearnerautonomyfromthepointofresponsibilityandcapacity.Holec(1981:
3)definesitas"theabilitytotakechargeofone'sownlearning.Totakechargeofone'sownlearningistohave,andtohold,theresponsibilityforthedecisionsconcerningallaspectsofthislearning."Healsoexplainsthatthisabilityhasapotentialcapacitytoactinagivensituation-inourlearning.Soheholdsthatlearnerautonomyisnotone’sactionbutacapacitythatpotentiallyexists.Similarly,DavidLittleconsiderslearnerautonomytobe"essentiallyamatterofthelearner'spsychologicalrelationtotheprocessandcontentofleaningacapacityfordetachment,criticalreflection.”Inhisheart,autonomyisacapacity,butthereisamajordifferencefromHolee'sexplanation.It’sthatthereisagreatdealofawareness("criticalreflection")involved.AndNunanbelievesthatwhenlearnersareabletodeterminetheirowngoalsandcreatetheirownlearningopportunities,theyareautonomous.
SomeresearchersdefineLearnerautonomyfromthepsychologicalpointofview.Rathbone(1971:
100,104,citedinCandy,1991:
271)pointsout,"theautonomouslearnerisaself-activatedmakerofmeaning,anactiveagentinhisownleaningprocess.Fromthisdefinition,wecanseethattheautonomouslearnerisnotsimplyreactingtovariousstimulioftheteacher,butmoreimportantistotakea(pro-)activeroleinthelearningprocess,developingideasandmakingfulluseoflearningopportunities(Boud,1988;Kohonen,1992)Tootherresearchers,theytakedifferentfactorsintoconsideration.Dickinson(1987),forinstance,definesautonomyasthesituationinwhichlearnersaretotallyresponsibleforallofthedecisionsconcernedwithhisorherlearningandtheimplementationofthosedecisions.ForHuttunen,theactofacertaintypeoflearningisimportant.Whenastudentisworkingbytakingresponsibilityfortheplan,monitoringandevaluationofhisstudies,heisfullyautonomous.Summarizingallthedifferentdefinitionsofautonomy,BensonandVoller(1997:
1)offeraratherfullanddetailedconceptionoflearnerautonomyforus.Theystatedthatautonomyhasbeenusedinatleastfivedifferentways:
theirownlearningsituations;self-directedleaningskills;individualcapacity;theirownlearningexercise;therighttodeterminetheirownlearning’sdirection.
Agreatamountofdifferentdefinitionsoflearnerautonomyareprovidedthatitishardandmeaninglesstojudgewhichoneisthebest.Ifwewanttohaveabetterunderstandingandfullviewofit,weshoulddofurtherdescriptionsandanalysis.
1.1.2Thedevelopmentofautonomouslearningbothindomesticandabroad
Autonomouslearninghasbeentheimportanttopicofeducationpsychologyresearch.Sincethe1950s,schoolofVygotsky,operation,theschoolofthephenomenon,socialcognitiveschool,informationprocessingpsychologyfromdifferentperspectivesofautonomouslearninghavedonesomediscussions.TheoperationofthebehaviorismschoolrepresentedbySkinnerholdthattherearethreeprocesses:
self-monitoring,self-guidingandself-reinforcing.RepresentedbyBandura'ssocialcognitiveschoolaboutautonomouslearningaredividedintothreeprocesses:
selfobservation,selfjudgment,selfreaction,emphasisonself-efficacyandexampleinfluence.Thesediscussedstudieshaveanimportantreferenceforautonomouslearningproblems.Inthe1960s,foreignlanguageteachingnotonlypayattentiontotheautonomouslearningtheoryresearch,butalsopayattentiontotheapplicationofthetheoryintheteachingpractice.Bythelateof80s,theoreticalresearchofautonomouslearninghasachievedfruitfulresults.Theresearchofthisperiodfocusedonthedefinitionofautonomouslearningandcultivatinglearners'independentandautonomouslearningability.Inthepracticeoftheperiodofthe90s,westernscholarsnotonlybegantoresearchthetheorybasisofautonomouslearning,implementedstrategyandpracticeresult,butalsobegantotryoutdifferentlevelssuchaspolitical,culturalandpsychological,andrenewedemphasisonpromotinglearners'autonomouslearningandsocialization.Andinthe90s,foreignresearchesonautonomouslearningprobleminvestigatemoreextensiveandin-depth,especiallyintheessence,mechanismofautonomouslearning,intherelationshipbetweenperformanceandautonomouslearningabilityofmajorprogress.
Domesticscholars’researchonautonomouslearningislater;begininthe1980s,thereforethedepthandbreadthofresearchonautonomouslearningisnotenough.Beforeyear2005,thedomesticresearchmainlyfocusedontheintroductionofforeignresearchresultsandthecultivationofautonomouslearningabilityindomesticenvironment.Domesticresearchonautonomouslearningisgivenprioritytowithintelligentresearch,empiricalresearchiscomplementary.ThemostrepresentativesarescholarsPangWeiguo,DongQi.In2006and2007,inthestudyofforeignlanguageautonomouslearningandpresentsthenewresearchAngleofview,andmainlyconcentratedinthenetworkcombinationwithforeignlanguageautonomouslearning,suchasShaoHuijuan.Then,researchesmainlycomefromtwoaspects-educatorsandeducatees:
suchasXuLi,YuHui.Theystudiedfromtheperspectiveofeducators,makesuretheirlocationintheautonomouslearning.Fromtheperspectiveofstudents,learningautonomyresearcharticlesaremore,mainlydividedintothefollowingseveralaspects:
Firstly,fromeducationevaluationtopromotelearnerautonomyintermsofresearch;Secondly,bystimulatinglearners'learningmotivationtopromotelearners’autonomy;Thirdly,throughspecializedtrainingoflearnerstopromotelearnerautonomy.
Around1979,theChineseeducationalteachingreformintothesecondtest,appearedavarietyof"teachingmethod"and"teachingmode",suchasLuZhongheng(1995)carriedout"inspiredguide-readingbooks-autonomousexercises-guidancepracticeresults-theteachersummary"self-studytutorshipteachingexperiment.ZhangYukun,HuJiyuan,ShenZhengyuan(1998)arefocusingonhowtoimprovethestudents'abilitytolearn.Theirresearchonthepremiseofstimulatingstudents'motivationtorecognizeknowledgeabilityasthekeypointtothinkingtrainingasthecenter,tooptimizetheclassroomteachingasthebreakthroughpoint,throughexperimentstomakestudentsstudy,improvecomprehensivequality.ThetheSiyangschool"learningbeforeteaching,traininginclassroom”modeisagoodexample.
Researchonautonomouslearningisalot,itindicatestherichnessandfullness,italsoshowstheimportanceofindependentlearningitselfhasbeenwidespread,indicatingtheaspectsofitsresearchandresultswillbemorecomprehensive
1.2Web-basedautonomouslanguagelearning
Holec(1997:
24)highlightsthatoneofthethreerequirementsforautonomouslearningistoensurethatlearnershave"appropriateresources"todealwith(Theothertwoaretoguaranteethatlearnersobtainthecapacitytoundertakeresponsibilityandtotrainteacherstofitanewrole).Theweb-basedenvironmentoffersthelearnerdifferentkindsofinformationandresources.Andcomputersmakeitaccessibleforlearnerstocommunicateandmakefulluseofthenewestresources.Needlesstosay,networkismoreusefulandconvenientfortheteachingandlearningpractices.Inatrulylearner-centeredresourcecenter,ithastoprovidearesourcefulandvariedinputwithachoicebetweenpedagogicalmaterialsandalargenumberof"rawdata”.Thepedagogicalmaterialsareincludingavariet
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