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1、Promoting Learner Autonomy in College English Teaching在大学英语教学中如何提高学生的自觉性内容摘要：中国学生在英语学习方面过度依赖老师。与此同时，他们喜欢自学而不是合作学习。本篇在调查的基础上试图提高学生的自主性与合作精神。关键词：自主性 合作学习 新教学模式Outline1.Introduction2.Literature review 3.Methodology3.1.Subjects3.2.Procedure4.Results1.IntroductionAs English learners whose native language
2、 is not English, Chinese college students always have such a problem about how to learn English effectively. They are good at reading and writing, but they are poor at listening and speaking. In order to improve Chinese college students ability of language communication and stimulate them to be more
3、 independent and cooperative in learning English, scholars at home and abroad have pursued a large number of researches in this field. Their researches have been fruitful, however, most of the researches just mention the English learning situation of Chinese college students. Few of them can find ou
4、t an effective way to help them. It is still a big problem that college students lack of language learning strategy and the ability of language communication. The aim of the experiment described in this present paper is to find out an effective way to eliminate the unfavorable effect of middle schoo
5、ls traditional teaching pattern and to establish a quotable teaching mode for college English teachers.2.Literature review Many scholars have shown great interest in English learning of Chinese college students. The results of their researches indicate that Chinese college students are used to learn
6、ing English from grammar-centered way but not from communicative way. In this case some western scholars call the students as” silent learners ”or as” text-centered Confucius-style learners”. Many college students over- depend on their teachers to help them decide what to do, how to do and then just
7、 remember what their teachers told them. They dont have the autonomy of learning. This is how they learn English from middle school and this isnt consistent with the view that” The goal is learning, not teaching”. At the same time, most of college students are the only children in their families, th
8、ey dont know how to cooper-ate with the other people, obviously, lacking of the spirit of co-operation in English learning. As a result, although they have been studying English more than ten years and they have already mastered much knowledge of English language, especially grammar, this kind of kn
9、owledge is eager to be transferred into the ability of language communication. The shortcoming of previous researches lies in that there hasnt been a suitable and effective way to solve this problem. What I am going to describe in this paper will try to fill the gap.3. Methodology3.1 SubjectsThe sub
10、jects were 38 college students of a class chosen randomly from 9 classes of the first-year in College. The subjects didnt know they would be tested in advance. It consists of three parts, each of which is related with the issues in English learning either in middle school or at college. Part 1 conce
11、rns communication status in English learning. Part2, which is the main part of the questionnaire, enquires the students about the ways, approaches and process of English learning in different period. Part 3 contains questions about the cooperation in English learning. To ensure the reliability of th
12、e research, questionnaire is written in Chinese, which is easier for the students to understand.3.2.ProcedureThe experiment lasted for one semester. At the beginning of the experiment, from the placement test the required original data was adopted. A new teaching mode was organized and ad-ministered
13、 to the students. The class was divided into groups each of which had 5 to 7 students. The students were asked to learn English in-group at least twice a week after class. Ad-equate information should be gathered from different sources before or after class through group work or individual work. In
14、class, besides lecturing and answering the students questions, the teacher paid more attention to training the students ability of language application and learning strategy. He/She encouraged each student to take part in all kinds of classroom activities, such as discussion in group, reading, makin
15、g sentences, story dominoes, debates, making speeches and so on. In this way, the teacher-centered situation had gradually turned into the learner-centered situation. At the end of the semester, related data was got from the final examination and a questionnaire.4.ResultsThe following are two tables
16、 indicating the results of this experiment. (Table 2, Table 3)The Whole Grade Tested Class Student Number39038Average156158Standard Deviation14.4Z Score1Table 2 The difference analysis between the score of tested class and that of the whole grade before the experiment ( =0.01)The Whole Grade Tested
17、Class Student Number39038Average40.942.74Standard Deviation3.7Z Score3Table 3 The difference analysis between the score of tested class and that of the whole grade after the experiment ( =0.01)From Table 2 we know that Z score is 1. And according to statistics theory, if =0.01, z 2.58, that indicate
18、s the difference is not obvious. That means before the experiment the difference between the score of tested class and that of the whole grade is not obvious. However, from Table 3 we know that Z score is 3.And according to statistics theory, if =0.01, z 2.58, that in-dictates the difference is obvi
19、ous. In another word, that means after the experiment the difference between the score of tested class and that of the whole grade is obvious. Analysis statistics and questionnaire information indicated that the new teaching mode introduced was effective both in helping students acquire knowledge an
20、d in promoting learner autonomy and cooperation. The results of the experiment provide a quotable teaching mode for English teachers of colleges.5. Conclusion During the process of the experiment of the new teaching mode, what the teacher acted is exactly the” helper, instructor, and co-learner”. Th
21、e results of the experiment prove again that “Language is not taught but learnt”. The teaching mode of stimulating the students to be independent and cooperative in learning English is proved to be valid in English teaching at collages. This is the main purpose of this paper.References:1Dirksen, C. (1990). Learning style of mainland Chinese students of English. Ideal, 5, 29-38.2Gethin, A. (1997). Learning the world language: Today and tomorrow. English Today, 1, 42-46.3Zhao, Y. (2000). Daily talk: over to you! Modern English Teacher, 9(1), 38-40.
