《A Narrative Inquiry into Three College Students’ Experiences of English Learning：Toward Understanding of Learner Autonomy Development三位大学生英语学习经历的叙事研究透视自主学习能力的发展及成因.doc》由会员分享，可在线阅读，更多相关《A Narrative Inquiry into Three College Students’ Experiences of English Learning：Toward Understanding of Learner Autonomy Development三位大学生英语学习经历的叙事研究透视自主学习能力的发展及成因.doc（97页珍藏版）》请在三一办公上搜索。
1、三位大学生英语学习经历的叙事研究-透视自主学习能力的发展及成因A Narrative Inquiry into Three College Students Experiences of English Learning：Toward Understanding of Learner Autonomy DevelopmentContents AcknowledgementsI摘要IAbstractIIChapter 1 Introduction11.1 Origins of the research11.2Statement of the problem21.3 The researchers
2、 profile31.4 Significance of the research41.5 Overview of the thesis5Chapter 2 Conceptions and Literature Review62.1 Definitions of learner autonomy62.2 Components and characteristics of learner autonomy72.3 Selected review of recent research on learner autonomy92.3.1 Studies of defining learner aut
3、onomy102.3.2 Research on factors of the development of learner autonomy112.3.3 Research on methods of promoting learner autonomy142.3.4 Comments on the selected review of research on learner autonomy15Chapter 3 Methodology: Narrative Inquiry183.1 Choosing narrative inquiry183.2 Living in the field20
4、3.3 Composing field texts233.4 Composing research texts243.4.1 From field texts to research texts243.4.2 Trustworthiness strategies253.4.3 Ethical considerations26Chapter 4 Pings stories: Should I continue exam-oriented English learning?284.1 Family background284.2 Starting to know English284.3 Juni
5、or high school294.3.1 English learning strategies294.3.2 First chance to speak to a native speaker304.4 Senior high school314.4.1 Tense and simple life314.4.2 Rapid progress in English reading comprehension324.4.3 Puppy love and English diaries334.4.4 Shattering of dreams344.5 University life354.5.1
6、 Dislike of the major354.5.2 Passing the CET 4/6364.5.3 Confusion about English learning and future37Chapter 5 Yings stories: There is no shortcut in English learning395.1 Living and learning space395.2 Primary school life395.3 Junior high school405.3.1 Deep impression of the first English teacher40
7、5.3.2 Keeping up with classmates in English learning415.4 Senior high school425.4.1 Transfer into the best school425.4.2 Survival through hard work in the fierce competition 435.4.3 Great progress in English writing445.4.4 Another try for the dream of university465.5 University life475.5.1 A new sta
8、rt475.5.2 Preparation for the CET 4/6495.5.3 Future career51Chapter 6 Wens stories: I learned how to learn English through self-study526.1 Family background526.2 Twists and turns before senior high school526.2.1 Early pre-school education526.2.2 Carefree elementary school life526.2.3 First junior hi
9、gh school life536.2.4 Dropping out from school546.2.5 Surgery and suspension of schooling546.2.6 Back to junior high school556.2.7 New strategies of learning English556.2.8 Pride and glory in junior high school576.3 Depraved senior high life586.3.1 Self-satisfaction and slackness586.3.2 A series of
10、blows596.3.3 Getting back to reality606.4 University life616.4.1 Rebirth in college616.4.2 A brand new self in university636.4.3 Future plans63Chapter 7 Integration, interpretation and implications647.1 Cross-case analysis in three dimensions647.1.1 The time dimension647.1.1.1 Starting point of Engl
11、ish learning647.1.1.2 Major turning points657.1.1.3 Having passed the CET 4/6657.1.1.4 Having finished the formal learning of English657.1.1.5 Confusion about future667.1.2 The place dimension677.1.2.1 Home677.1.2.2 High schools677.1.2.3 University677.1.3 The relationship dimension687.1.3.1 Family68
12、7.1.3.2 Teachers687.1.3.3 Peers697.2 Factors affecting the development of learner autonomy697.2.1 Internal factors707.2.1.1 Self-efficacy707.2.1.2 Motivation707.2.1.3 Learning strategies727.2.2 External factors737.2.2.1 Teachers737.2.2.2 Peers747.2.2.3 Educational technology747.2.2.4 Environment757.
13、2.2.5 Social culture757.2.3 Summary of the analysis on the factors of learner autonomy767.3 Implications and suggestions767.3.1 For learners767.3.2 For teachers777.3.3 For parents777.4 Limitations and recommendations77References79Appendix I The informed consent (Chinese version)86Appendix II The int
14、erview questions (Excerpt of the Chinese version)87Appendix III The researchers research journal (Excerpts)89Acknowledgements This paper is the result of six months of continuous hard work. From the moment I came up with the idea until editing the final chapter not a day went by that I did not work
15、on it or think about it. What I have gained in this painstaking process was far more than completion of the thesis. However, this study would not have been accomplished without the support, information and advice of many people who have stood by me through the whole journey. I am so grateful to many
16、 people who helped me with their friendship and care. First and foremost, I wish to express my heartfelt gratitude to my supervisor, Professor Liu Xuehui, who suggested me innovating research on learner autonomy by using case study rather than questionnaire survey, and trusted and helped me since I
17、embarked on this journey of narrative inquiry. Her talks with me at various stages of the research clarified my misunderstanding and puzzles and broadened my vision in the field of language learning and teaching; her professional insights and critical feedback oriented the research to a right direct
18、ion; her careful proofreading ensured satisfactory completion of the thesis. I would extend my thanks to the faculty of the School of Foreign Languages and Cultures of Nanjing Normal University. Among these, I am especially obliged to Professor Linell Davis, who led me to cross the threshold of the
19、field of fascinating qualitative research which was totally new to me. Her patient instruction and valuable advice inspired me to conduct this investigation. I am greatly indebted to the three participants who agreed to join my study and to share their wonderful stories, and whose names I cannot eve
20、n mention for the nature of this study. I am also grateful to my classmates and friends for their spiritual and moral support when I needed them most. Last but not least, I would like to express my sincere thanks to my family and my boyfriend who sacrificed and supported me with endless patience and
21、 constant encouragement in this journey. They are my roots. 摘要自主学习是学习型社会的必然要求，也是近年来国际国内外语教学界的研究热点之一。目前关于学习者自主的概念及特征的理论、英语自主学习现状以及促进自主学习的方法等研究已有相当丰富的成果。已有研究大多是从“客观”角度进行的调查研究，而从学习者的角度探讨自主形成过程的叙事研究还不多见。本研究采用了社会科学研究中魅力日见凸显的质性方法，并选择了其中的“叙事探究”，通过深度访谈与观察了解英语学习者自主学习能力的发展过程和影响因素。本研究选取了三位来自不同学校、不同专业的在校大学生作为研究
22、对象，对发生在他们英语学习过程中的大量事件进行了“深描”，力图通过这些故事全面形象地展现他们学习英语的经历。这些事件包括记忆英语单词、朗读英语课文、和英语老师互动、用英语和外教交流、探索英语学习策略以提高英语水平、准备并通过四六级考试等等贯穿了研究对象从初步接触英语到中学以及大学正式学习英语的整个过程。在此基础上，本研究对三位学习者在英语学习过程中的故事进行了汇总和深入解读。通过对三位研究对象英语学习经历进行时间，空间以及关系的三维对比分析，总结出学习者自主形成过程的相同点和不同点，探讨了影响英语学习者自主培养的主要因素。本研究发现，就内部因素而言，学习者的自我效能感、学习动机和学习策略等都会
23、对自主的形成产生至关重要的影响；而外部因素则主要包括教师的指导、同辈群体的影响、教育技术的支持等。根据研究发现，作者建议：学习者个人要增强自主学习意识、加强自我反思、进行适当的自主性训练，学校教师和家长要帮助学生树立正确的学习动机，提供必要的物质和社会支持以促进学生英语学习自主性的发展。关键词：大学英语学习；学习者自主的培养；叙事研究Abstract Learner autonomy is essential for a lifelong learning society; it is also a hot issue in the English teaching field both at
24、 home and abroad. Research about learning autonomy in English learning has been fruitful, including theories of defining and characterizing learner autonomy, investigations on learner autonomy situations and strategies used to promote learning autonomy. Most of the existing studies were conducted fr
25、om an “objective” point of view, and very few were attempted from the perspective of English learners themselves to explore the process and mechanism of learner autonomy development.Taking the narrative inquiry approach, one of the increasingly popular qualitative research methods, the present study
26、 intended to achieve a fuller understanding of learner autonomy development and its influential factors through in-depth interviews and observations. The researcher investigated three undergraduates doing different majors from different universities. “Deep description” of events and stories in the p
27、articipants English learning histories was made to offer a holistic picture of their learner autonomy development. These events run through their entire English learning process from the initial contact with English to the instructed English learning at high schools and universities, including rote
28、learning of English words, reading English passages, classroom interaction with English teachers, communicating with foreign teachers, trying learning strategies to enhance English learning, as well as preparing for and passing the CET 4/6. The research then provides integration and interpretation o
29、f their English learning experiences. By doing a cross-case analysis in such three dimensions as time, place and relationship, the researcher is committed to compare the similarities and differences in the participants learner autonomy development and summarize the main influential factors of the pr
30、omotion of learner autonomy. The paper reaches a conclusion that, among many factors that affect the fostering of learner autonomy, self-efficacy, motivation and learning strategies of learners are three most important internal ones, and external factors mainly include teachers instruction, influenc
31、e from peers and supports of educational technology. Based on the results, the researcher provides some suggestions for learners, teachers and parents respectively. Learners should strengthen their learner autonomy awareness and self-reflection ability and have specific learner training on autonomy;
32、 teachers and parents need to help students to foster correct motive for learning and provide necessary material and social supports for students to promote their English learning autonomy. Key words: College English learning, Development of learner autonomy, Narrative inquiryChapter 1 Introduction1
33、.1 Origins of the research To survive in todays knowledge-based economic society, people need skills which allow them to adapt to quickly changing situations, and there is no longer a fixed body of knowledge that can be transmitted onto learners directly. It is the individual that is responsible and
34、 active in shaping his or her own life. The ability to manage ones own learning, therefore, is becoming increasingly important. People without such skills will be in a disadvantageous position in such a society, perhaps in the same way as people who are illiterate (Toffler & Toffler, 1995; Du Bois &
35、 Staley, 1997). Education, especially the higher education, nowadays must provide all these skills necessary to take control over the processes and content of learning. However, because of wider and easier access to higher education, there has been a vast increase in the university population in man
36、y countries. Limited contact time and large class sizes have made it more difficult for teachers to respond to learners various learning needs, styles and interests directly. Therefore, the importance of helping students become more autonomous in their learning has turned into one of its more promin
37、ent themes (Benson, 2005). Our language teaching practice is more learner-centered as it shifted to a more communicative approach. Autonomy is widely accepted as a desirable goal in education (Candy, 1988; Pennycook, 1997) and many language teachers are now convinced of the importance of incorporati
38、ng principles of learner autonomy“the ability to take charge of ones own learning”(Holec, 1981) into their practice (Xu, 2006). A Confucian proverb, If you give a man a fish, you feed him for a day; if you teach a man to fish, you feed him for a lifetime, has been much quoted in the ELT literature o
39、n autonomous learning. The last 30 years have seen an increasing amount of attention to learner autonomy, self-directed learning, self-access systems and individualized / independent learning in second language learning literature (e.g., Holec, 1981, 1985; Dickinson, 1987, 1992, 1995; Ellis & Sincla
40、ir, 1989; Little, 1988, 1991, 1995; Cotterall, 2000, etc.). The general acceptance of these terms in the profession has prompted Little (1991: 2) to describe learner autonomy as the “buzz-word” in the context of language learning and Wenden (1991: 11) to point out that “few teachers will disagree wi
41、th the importance of helping language learners become more autonomous as learners”.1.2 Statement of the problemDespite the blooming of English teaching and learning in China, educators are worried about the quality of the college English education because many university graduates with the certifica
42、tes of the CET 4/6 are not adequately able to communicate in English. As a part time English teacher in NUPT for a whole year during my Ed. M program study, I felt the same worries about the current situations and future of the college English education. Like most college English teachers in China,
43、I typically had fifty to a hundred students in one classroom. In such large-sized, mixed-level classes, it was difficult for me to know and fulfill everyones learning needs.For most students, the main purpose of learning English is to get good grades, or to pass various exams. They are not intereste
44、d in it and do not find it necessary to use English as a communicative tool in their future life. Besides, lack of an English-speaking environment outside the classroom is an unfavorable factor in their English learning process. This situation deprives students of lots of learning opportunities.Ther
45、efore, for those who like English and want to learn it well even if they are not forced to take English exams, it is extremely important and necessary to become autonomous in their out-of-classroom learning. In order to become autonomous learners, students need knowledge about how to set learning go
46、als, knowledge about their own beliefs and attitudes that lead to use of certain learning strategies, and they also need knowledge about time-management strategies, as well as volitional strategies to sustain their academic motivation and learning for even moderate amounts of time. Unfortunately, as
47、 Du Bois & Staley (1997) concluded, most students are not taught all these necessary strategies explicitly. When getting into universities, students have their fixed beliefs, attitudes and strategies concerning English learning, which are hard to be modified in the English learning in the first two
48、years of the university. Therefore, I have always had these questions in my mind: 1) What impede the students who dislike English to devote themselves to English learning though faced with challenges from the exams? 2) What are the reasons for the inefficiency in English proficiency for students who spend much time and e
