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1、学校代码 研究类型 基础研究 教育硕士专业学位论文题 目:On Developing Normal College Students English Learning Autonomy through Implementing Extra-curricular Assignment On Developing Normal College Students English Learning Autonomy through Implementing Extra-curricular AssignmentA Thesis Presented toThe College of Foreign La
2、nguagesZhejiang Normal UniversityIn Partial Fulfillment of the RequirementFor Degree of Master of ArtsBy XXXXXXXXXUnder the Supervision of Professor YYYYYYYYYOct. 2008摘要为了了解课外作业的实施对提高师范大学生自主学习能力的影响, 本文围绕以下几个问题进行了研究: 1. 师范生的英语课外作业现状是怎样的? 2. 能提高师范生自主学习能力的课外作业的实施模式是怎样的? 3. 课外作业模式对提高师范生自主学习能力有何影响? 本文在二语
3、习得和自主学习等理论的基础上，通过以问卷为主、访谈为辅的方法，对宁波大学教师教育学院的学前教育大专一年级学生的课外作业情况进行了调查和分析，发现大部分学生在完成课外作业方面缺乏主动性和自主学习的能力，不善于反思和评价自己的学习方法和过程。在此基础上，文章首先通过文献研究的方法阐述了课外作业的定义、基本特征、类型，并提出了适合师范生自主发展的英语课外作业实施原则：师导生主，兴趣导向，合作与自主结合。本文重点从实施原则出发，对学生课外作业的实施进行了为期一年的行动研究。探索了适合师范大学生，且有利于发展他们自主学习能力的课外作业新模式：1. 作业与专业相结合、练习与活动相结合、学习内容与学习策略相
4、结合的实施形式；2. 课外作业课内展示、制定学习计划和记录学习日志的实施方法。在此基础上，通过书面打分、口头评价与情感交流的评价方法；设计者，促进与监督者，评价者的教师角色；浙江省英语三级考试年级段成绩对比和问卷调查，发现学生的学习成绩有较大提高，学生的自我管理、自我规划、自我评价、自我引导、自我监控能力得到较快发展, 从而为自主学习能力较弱的师范大学生的课外作业实施提供借鉴与启示。关键词：课外作业；自主学习；师范大学生；大学英语AbstractTo investigate the effect of developing normal college students English lea
5、rning autonomy through implementing extra-curricular assignment, the following specific questions are addressed in the research:1. What is the present condition of English EA for normal college students?2. What is the implementing model of EA which can develop normal college students learning autono
6、my?3. What are the effects of EA model to develop normal college students learning autonomy?With the theories of second language acquisition and learning autonomy as its major theoretical base, this paper, mainly conducted by questionnaire and supplemented by interviews, investigates the implementat
7、ion of extra-curricular assignment (henceforth, EA) among freshmen of preschool education in Teacher Education College, Ningbo University. The study finds that most of the normal college students lack initiative and autonomous learning ability, and are weak in reflective learning and self-evaluation
8、.Based on the investigation and literature review, this paper first discusses the definition, features and types of EA, and it puts forward some principles of implementing EA among the normal college students, which will benefit their autonomous development: being teacher-guiding and students-center
9、ed, being interest-leading, and combing collaborative learning with autonomous learning.With these principles, the paper then carries out a one-year action study, aiming at a new model of EA, which is suitable for the students and will promote the development of their autonomous learning ability: 1.
10、 As for implementation patterns, combining EA with specialty study, combining exercises with activities, and combining learning content with learning strategies; 2. As for implementation methods, combining classroom show with formulating learning plan and keeping learning diaries. Furthermore, throu
11、gh the evaluation, combining written score with oral comment and affection communication; through the teachers role, combining the designer, the promoter and the monitor with assessor; through the score analysis in CET Band 3 and a second questionnaire, it is found that the students scores have been
12、 improved to a big extent and their self-management, self-planning, self-evaluating, self-direction and self-monitoring have been developed rapidly, which means that the new model has provided reference and enlightenment for those students who are weak in learning autonomy. Key words: extra-curricul
13、ar assignment; learning autonomy; normal college students; college EnglishContents摘要IABSTRACTIICHAPTER ONE INTRODUCTION11.1Research Purpose11.2Research Significance21.3Research Questions31.4 Organization of Thesis3CHAPTER TWO LITERATURE REVIEW42.1 Second Language Acquisition42.2 Learning Autonomy62.
14、3 Humanistic Psychology82.4 Motivation92.5 The Enlightenment to the EA10CHAPTER THREE THE PRESENT CONDITION OF ENGLISH EA123.1 Interview123.1.1 The Purpose and Method123.1.2 The Interviewees133.1.3 The Results and Analysis133.2 Survey143. 2.1 The Subjects and Method143. 2. 2 The Content143.2.3 The A
15、nalysis and Inspiration21CHAPTER FOUR THE FUNDAMENTAL ELEMENTS OF ENGLISH EA234.1 The Definition234.2 The Basic Features244.3 Types254.3.1 Classification by Form254.3.2 Classification by Timespan254.3.3 Classification by the Extent of Autonomy254.3.4 Classification by the Extent of Independence264.4
16、 The Principles of EA Arrangement264.4.1 The Teacher Guiding and the Students Centered264.4.2 The Backbone Students Promoting274.4.3 EA Optional274.4.4 Classroom Teaching Combining284.4.5 Interest Oriented294.4.6 Independence and Cooperation Combining29CHAPTER FIVE THE IMPLEMENTATION OF EA315.1 The
17、Implementing Model of Students EA315.1.1 Formulating Learning Plan315.1.2 Discussing Assignment Patterns335.1.3 Performing Classroom Show395.1.4 Keeping Learning Diaries405.2 The Evaluation of Students EA455.2.1. Written Score455.2.2. Oral Assessment455.2.3. Affectional Communication465.3 The Teache
18、rs Roles in the Process of EA465.3.1 At the Stage of Preparation- Designer465.3.2 At the Stage of Implementation-Facilitator and Monitor475.3.3 At the Stage of Evaluation-Assessor47CHAPTER SIX CONCLUSION486.1 Summary486.1.1 Self-managed Learning Ability496.1.2 Self-planned Learning Ability506.1.3 Se
19、lf-evaluated Learning Ability536.1.4 Self-directed Learning Ability546.1.5 Self-monitored Learning Ability566.2 Limitations58REFERENCES59APPENDICES62Contents of TablesTable 116Table 216Table 317Table 417Table 518Table 618Table 718Table 819Table 919Table 1020Table 1120Table 1221Table 1321Table 1650Ta
20、ble 1750Table 1851Table 1951Table 2052Table 2152Table 2253Table 2354Table 2455Table 2555 Chapter One Introduction1.1Research PurposeTeaching normal college students supports the responsibility of cultivating qualified teaching talents for the country and teacher education is becoming more and more i
21、mportant in our higher education system. Moreover, the diploma orientation of teachers has risen from technical secondary schools to colleges or universities.Either English majors or non-English majors, English is an obligatory course. According to Requirements on College English Teaching (on trial)
22、, issued by Ministry of Education, the aim of college English teaching is to foster students integrative skills of English, especially listening and speaking skills, with which they can effectively exchange information either in oral or written form in their future work and social communication. Mea
23、nwhile, it is important for teachers to promote college students autonomous learning ability and overall literacy level to meet the needs of the economic development and international communication.However, time for classroom teaching is rather limited. At present, college English has only 4 periods
24、 per week. But time for extra-curricular learning is far more than that of classroom teaching. Professor Zhao Zhongde points out that, in China, the key to successful English learning lies in after-class learning (Zhao Zhongde, 2001). In other words, if the students are only exposed to English in cl
25、ass, learning effect can not be promoted and language ability can not be formed. That is to say, students have to spend a lot of time doing extra work after class. On the face of it, homework plays an important role in the process of teaching and learning. It occupies a large part of teachers and st
26、udents life; yet it is seldom researched empirically in the academic field. On one hand, this paper discusses how to help the students to extend classroom teaching and acquire broader knowledge through the research in the implementation and evaluation of extra-curricular assignment (henceforth, EA).
27、 What is more important is to make full use of extra-curricular learning to improve students interest in English learning, upgrade their overall quality and foster the awareness of autonomous learning and lifelong learning. On the other hand, in the implementation of EA, the students should be respo
28、nsible for their own learning, and the teacher should consider how to instruct and monitor correctly, how to foster and develop students autonomous learning ability. The teachers role should not be confined in classroom, but also work outside classroom.1.2Research SignificanceAs we know, English lea
29、rning is not restricted in class, and out-of-class learning also plays a very important part. Especially for college students, their class time is very limited, so they had to depend on their out-of-class learning to improve their English Learning. English EA is one important component of English ed
30、ucation in college. In fact, it is a natural extension of in-class lecturing, because the materials covered in lectures must be solidified and developed through EA. First, EA can provide a natural environment for students to use English, thus creating a seamless connection between learning and using
31、. Second, EA can help identify the learning need of individual students, create a risk-free environment for students to try different learning styles, help teachers to give students psychological assistance, strengthen teacher-student relationships, enhance independence, encourage collaboration amon
32、g students, and broaden students knowledge horizon. Third, along with in-class lecturing, extra-curricular activity can nurture a curiosity in pursuing new knowledge and a positive learning attitude among students. This will in turn lead to higher learning efficiency. Overall, as future teachers, th
33、ey should establish the mind-set of combining in-class lecturing and extra-curricular activity. In a long run, this will have significant impacts on the learning abilities of the future generation. 1.3Research QuestionsIn exploring the effect of EA on students ability of learning autonomy in their E
34、nglish learning, the study mainly aims to seek answers of the following questions:1. What is the present condition of English EA for normal college students?2. What is the implementing model of EA which can develop normal college students learning autonomy?3. What are the effects of EA model to deve
35、lop normal college students learning autonomy?1.4 Organization of the PaperFrom Chapter One, it is easy to see the focus of this article is on the normal college students EA and how this promotes to the autonomous learning ability. Furthermore, three research questions are listed in this part.Chapte
36、r Two theoretically states that the study is founded on an understanding of literacy as second language acquisition, learning autonomy, humanistic psychology, and motivation. The third chapter gives a statement of the present condition of normal college students extra-curricular English assignment b
37、ased on an interview and a survey. The fourth chapter analyzes the definition, basic characteristics, types and principles of English EA for normal college students. The final one, Chapter Five, discusses the implementation of normal college students EA. It focuses on the implementing model of EA; t
38、he evaluation of students EA; the teachers roles in the process of EA; and states the students development of learning autonomy.Chapter Two Literature Review2.1 Second Language AcquisitionKrashen brought forward five hypotheses in 1982. They are the acquisition-learning hypothesis, the natural order
39、 hypothesis, the monitor hypothesis, the input hypothesis and the affective filter hypothesis.According to Ellis (1986), acquisition-learning hypothesis is the essential component to Krashens theory. Language acquisition occurs subconsciously while children participate in natural conversations or co
40、mmunications where the focus is on meaning. Learning a language is different from acquiring a language. Learning a language is to know the rules and have a conscious knowledge about grammar. Learning a language occurs separately where grammar, vocabulary, and other rules about the target language ar
41、e explicitly taught. There is a focus on analyzing errors and correcting them. The focus on the aspect of “learning” is not on the content or meaning of the conversation or book, but rather on the structure of the language.Formal language learning is not nearly as important as previously thought in
42、developing communicative ability in second language. Many researchers now believe that language acquisition is responsible for the ability to understand and speak second languages easily and well (Krashen,1983:18). Krashen pointed out that second language learners develop ability in the language by
43、using it in natural, communicative situations. Then, how does acquisition take place? It can take place when people understand messages in the target language. We acquire when we focus on what is being said, rather than how it is said. We acquire when language is used for communicating real ideas (K
44、rashen, 1982:19). As Krashen mentioned that the characteristics of acquisition is similar to childrens first language acquisition, and formal teaching does not help. Therefore, extra-curricular learning is as important as classroom learning to provide a proper acquisition environment.The second hypo
45、thesis, which is related to EA, is the input hypothesis. The Input Hypothesis is Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens explanation of how second language acquisition takes place. In a way, the Input hypothesis is only conc
46、erned with “acquisition”, not “learning”. According to this hypothesis, the learner improves and progresses along the “natural order” when he or she receives second language “input”. It is one step beyond his or her current stage of linguistic competence. For example, if a learner is at a stage “i”,
47、 then acquisition takes place when he or she is exposed to “Comprehensible Input” that belongs to level “i + 1” ( Krashen, 1983:37) .The Input Hypothesis has obvious implications for language teaching. First, comprehensible input must be presented as much as possible. Both classroom learning and ext
48、ra-curricular learning are the proper ways of language input and environment creation. Language teachers can organize vivid classroom activities as role play, daily report, etc. However, time for classroom teaching is limited. Continuous practice after the class is very important. Therefore, language teachers can provide more op
