一項(xiàng)促進(jìn)高職院校學(xué)習(xí)者自主性的教學(xué)模式研究.pdf

1、In recent years, autonomy learning has become a prominent topic in the educationalcircles and it has become a new trend of foreign language teaching. The team "autonomylearning" was first put forward in 1981 by Henri.Hol

2、ec in his masterpiece Autonomy andForeign Language Learning. According to Holec, autonomy learning is "the ability to takecharge of one's own learning". A learner is considered autonomous when he or she is able toset the

3、 learning objectives; select the contents, the materials and methods to be used;determine the time, place and progressions and evaluate what has been acquired. Ever sincethe birth of the concept, many linguists and resea

4、rchers have paid great attention to it andsubstantial researchers and exploration on it have been carried out.
　　 A great deal of research concerning autonomy learning has been carried out in thewestern countries, fo

5、cusing not only on the rationale of learner autonomy from pedagogicaland philosophical point of view, but also on the means of facilitating the development oflearner autonomy. In recent years, the study of autonomy learn

6、ing has received increasingattention from teachers and researchers in China, but the relevant studies either stay on puretheoretical framework, or concentrate on the regular four-year university students, includingEnglis

7、h majors and non-English majors aiming to investigate the students' autonomouslearning competence. This research is a tentative study on the students of higher vocationaltechnical colleges (HVTC). With an attempt to fill

8、 up such a research gap, this study aims toidentify students' autonomous issues by implementing the suggested ALTM eventually todiscuss how to enhance the autonomy learning ability for students in HVTC.
　　 This paper

9、 presents an experimental study on autonomy learning by a suggested teachingmodel in classroom setting to cultivate the subjects' autonomy in English learning. It startswith a pretest for 111 subjects (from two classes)

10、sophomore students majoring in numericalcontrol from Qin Huangdao Institute of Technology and the equivalent groups are randomlyassigned as the experiment group and the control group. The primary research hypotheses are1

11、) the suggested model can promote students' learning performance; 2) the suggested modelcan enhance students' learning awareness; 3) the suggested model can better stimulatestudents' motivation. The experimental instrume

12、nts are English proficiency tests,questionnaires and learner diaries. SPSS is used to analyze the collected data for researchfindings. Class observation and interview during class break are supplemented for explainingthe

13、 untouched problems in the questionnaire.
　　 The following findings are found from data analysis which verified the assumption, inother words, the suggested ALTM to a certain extend could prompt the autonomy learning

14、ability for students in HVTC, can improve students' learning awareness and stimulatestudents' learning enthusiasm. In the teaching process, the author also obtains muchenlightenment 1) handpicking teaching contents espec

15、ially for HVTC students; 2) impartingstudents learning strategy and methodology; 3) granting students more rights on autonomy; 4)leaving students adequate time for autonomy learning; 5) Providing various learningresource

16、s on autonomy learning for students including information resources, humanresources and environment resources. Through the data analysis we can draw the conclusionthat the suggested ALTM could better cultivate the applic

17、ation ability, cooperation ability andcreativity ability for students in HVTC. But the experimental time for only one semester is solimited for the subjects to enhance their language proficiency quickly and greatly. For