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简析英语学习中的自主学习ABriefAnalysisonAutonomousLearninginEnglishStudy目录Abstractii摘要……….iiOutlineiii提纲..iv1.Introduction11.1Definitionoflearnerautonomy11.2TheimportanceofdevelopinglearnerautonomyinEnglishself-study22.Thefactorsinfluencedlearnerautonomy……………………………………………..…32.1Motivation32.2Attitude42.3Learningstrategy52.4Cognitivestyle53.TherolesinlearnerautonomyinEFL…………………………………………………….63.1Rolesofautonomouslearners63.2Teachers’roles63.3Rolesofmaterials…………………………………………………………………….73.4Rolesofinstitutions…………………………………………………………………..74.Conclusion………………………………………………………………………………...8WorksCited…………………………………………………………………………………98 Abstract:WithChinaenteringintoWTO,thedevelopmentofChina’seconomyandopeningpolicybringsnewchallengestoEnglishlearning.Englishhasbecomemoreandmoreprevailing.SomoreandmorepeoplewillpayattentiontoEnglishlearning.Schooleducationisveryimportantanduseful.Yet,noonecanlearneverythingfromschool.Becauseofthelimitofthetime,money,energyorsomeotherpersonalreasons,manythingswillbelearnedoutsideschoolbythestudentsthemselves.Sotosomeextent,itisessentialforanyonewho'srelevanttoEnglishtomastertheabilityofself-study.Whereas,itcommonlyhasaseriousproblemthatmostpeoplehavedifficultyinEnglishautonomouslearning,owingtosomefactorsinfluencingit.Thepapermainlyfocusesonabriefanalysisofself-studyinEnglishlearning,soastofindoutthefactorsinfluencedlearnerinself-studyandtherolesinlearnerautonomyinEFL.Keywords:Englishlearning;autonomous;factors;roles简析英语学习中的自主学习摘要:随着中国加入WTO，中国经济的发展和对外开放政策给英语学习者带来了新的挑战，当今世界英语变得越来越盛行。所以越来越多的人重视英语学习。学校的教育是十分重要和有效的，但是没有人可以从那里学到一切。由于受到时间、财力、精力或者其他一些个人因素的影响，许多知识我们要靠自己从学校之外获得。所以从某种程度上来说，掌握英语自主学习能力是必不可少的。然而，因为一些因素的影响，大多数人普遍会在英语自学中遇到问题。本文主要对英语学习中的自主学习作简要分析，并找出其影响因素和在自主学习中每个人所扮演的角色。关键词：英语学习；自主的；因素；角色8 Outline1.Introduction1.1Definitionoflearnerautonomy1.2TheimportanceofdevelopinglearnerautonomyinEnglishself-study2.Thefactorsinfluencedlearnerautonomy2.1Motivation2.2Attitude2.3Learningstrategy2.4Cognitivestyle3.TherolesinlearnerautonomyinEFL3.1Rolesofautonomouslearners3.2Teachers’roles3.3Rolesofmaterials3.4Rolesofinstitutions4.Conclusion8 简析英语学习中的自主学习提纲1.引言1.1学习自主性的定义1.2发展英语自主学习性的重要性2.影响英语自主学习性的因素2.1动机2.2态度2.3学习策略2.4感知方式3.在英语自主学习中的角色3.1自主学习者的角色3.2老师的角色3.3学习材料的角色3.4教育机构的角色4.结语8 ABriefAnalysisonAutonomousLearninginEnglishStudy81.IntroductionTherecanbenodoubtthatEnglishisoneoftheworld'smostwidelyusedlanguages.Peopleusealanguageinoneofthreeways:asanativelanguage,asasecondlanguage,orasaforeignlanguage.EnglishisspokenasanativelanguagebyoverthreehundredmillionpeopleintheUnitedStates,Britain,Australia,NewZealand,Canada,someCaribbeancountriesandSouthAfrica.Asasecondlanguage,Englishisoftennecessaryforofficialbusiness,education,informationandotheractivitiesinmanycountries,itisoneofthefew"working"languagesoftheUnitedNations.AndwithChinaenteringintoWTO,thedevelopmentofChina’seconomyandopeningpolicybringsnewchallengestoEnglishlearning.Englishhasbecomemoreandmoreprevailing.SomoreandmorepeoplewillpayattentiontoEnglishlearning.Schooleducationisveryimportantanduseful.Yet,noonecanlearneverythingfromschool.Evenaverygoodteachercannotteachhisstudentseverythingtheywanttoknow.Becauseofthelimitofthetime,money,energyorsomeotherpersonalreasons,manythingswillbelearnedoutsideschoolbythestudentsthemselves.Sotosomeextent,itisessentialforanyonewho'srelevanttoEnglishtomastertheabilityofself-study.Recently,muchattentionhasbeenpaidontheimportanceofdevelopingEnglishlearners'autonomy.Self-study,asaskillofgettingknowledgeandinformation,itisextremelyessentialinsuchaninformation-increasedandinternationalcommunication-frequentsociety.Thiskindofstudyskillisnotonlyhelpfulforustopursueoureducationalgoal--togetknowledge,alsocultivatealearner'sindependenceofautonomywhichshouldberegardedastheendgoal.Thepapermainlyfocusesonabriefanalysisofself-studyinEnglishlearning,soastofindoutthefactorsinfluencinglearnerinself-studyandtherolesinlearnerautonomyinEFL.1.1DefinitionoflearnerautonomyTheconceptoflearnerautonomyhasbeenintroducedintoforeignlanguageteachingovertwentyyears.Nowadays,autonomyhasbeenwidelyacceptedasaneducationalgoalandfewteacherswilldisagreewiththeimportanceofhelpinglanguagelearnersbecomemoreautonomousaslearners.Butastowhatlearnerautonomyreallyis,variousinterpretationsproposedbydifferentresearchesandscholarsindifferentcontexts.Inspiteofthevariousinterpretationsproposedbydifferentresearchandscholarsindifferentcontexts,evenduringdifferentperiodsoftime,thedefinitionsoflearnerautonomycanbeclassifiedintothefollowingcategories.8 First,alotofresearchesdefineitintermsofabilityorcapacity.Holecdefineslearnerautonomyas“theabilitytotakechargeofone’sownlearning”.ManyresearchersagreewithHolecthatlearnerautonomyisabilityorcapacity.Forexample,D.Littleseeslearnerautonomyasacapacityfor“detachment,criticalreflection,decision-makingandindependentaction”.Nunanalsobelievesthatthisabilityisextraordinaryimportant.Thelearnerswhoareabletofixtheirownaimsandproducechancesforlearningareautonomouslearners.Littlewoodtalksaboutlearnerautonomyas“theabilitytousetheknowledgeonehaslearnedwithoutthehelpoftheteacher”.OneofthewidelyacceptedoflearnerautonomyisputforwardbyBensonwhodefinesitas“thecapacitytotakecontrolofone’sownlearning”.Second,somewriterdefinesitintermsofperformance.Huttuneninsistthatacertainkindoflearningbehaviorisimportant.Third,someresearcherdefinesitintermsofattitude.Dickinsonseesautonomyverymuchasanattitudetolanguagelearning.Inhisopinion,autonomouslearnersarereadytotakeresponsibilityfortheirownlearningandshowtheirwillingnessbysettingtheirowngoals,selectingtheirmaterials,decidingontheirownmethods,placetimeandpaceforstudy,monitoringtheirstudyandmakingproperevaluation.Fourth,someresearchesdefineitintermsofabilityandwillingness.Theydefineanautonomouslearnerasonewhohastheabilityandwillingnesstoactindependentlyanddecisively.Inthisview,attitudestranslateintopractice,andmotivationisanecessaryprecursorofautonomy.Finally,withthedevelopmentofresearchesonlearnerautonomy,thetermautonomyhascometobeusedinatleastfiveways:1)Forsituationsinwhichlearnersstudyentirelyontheirown;2)Forasetofskillswhichcanbelearnedandappliedinself-directedlearning;3)Foraninborncapacitywhichissuppressedbyinstitutionaleducation;4)Fortheexerciseoflearners’responsibilityfortheirownlearning;5)Fortherightoflearnerstodeterminethedirectionoftheirownlearning.1.2TheimportanceofdevelopinglearnerautonomyinEnglishself-studyIngeneral,importanceofdevelopinglearnerautonomyinEFLcanbesummarizedasfollows:1)Itmatchesoureducationalgoal.Thefinalproductofeducationisanindependentlearnersandcultivatingalearner’sindependenceofautonomyshouldberegardedastheendgoalthatteachersoreducatorstrytopursue.Anditalsomeetslife-longlearningandcreativeeducation.8 2)Ithelpsstudentstomakeimprovementsbeyondknowledge.Thepresentepochisonewithanexplosionofknowledgeandinformation.Soitisimpossibleforonetoadapttothischangingsocietywiththeknowledgeacquiredatschool.Iflearnerautonomyisdeveloped,thenstudentsbecomeskillfulinlearninghowtolearn.Andtheywillbeabletomasternewknowledge,newtechnology,facenewchallengesandtask.3)Itcanadapttostudents’individualdifferences.Differentstudentshavedifferentpreferredwaysoflearning.However,everyteacherhashisorherownrelativelystableteachingmethodandteachingstyle.Therefore,itisparticularlyhardforteacherstosatisfytheneedofeachstudentintraditionallanguageteaching.Inautonomouslearning,studentsparticipatelearningbytheirownvolition,maketheirowndecisionsonlearninggoals,learningpaceandprogressionandlearningstrategies,andself-evaluatetheirlearningoutcomes.4)Itfacilitatespersonalgrowth.Oncestudentsbecomeautonomous,theyhaveacquiredalife-longlearningskillandahabitofindependentthinking,whichwillbenefitthemlongafterleavingschools.Moreover,itsupportsindividualismbutdoesnotexcludecollaborativelearning.Therefore,inautonomouslearning,studentslearntohowtogetalongwithothers.Thisisalsoimportanttothem.5)Itcanleadtobetter,moreeffectivelearning.Learnersetstheagenda,learningshouldbemorefocusedandmorepurposeful,andthusmoreeffectivebothimmediatelyandinthelongerterm.2.ThefactorsinfluencedlearnerautonomyLearnerautonomyisnotanarticleoffaith,aproductreadymadeforuseormerelyapersonalqualityortrait.Rather,itshouldbeclarifiedthatautonomouslearningisachievedoncertainconditions:motivation,attitudes,learningstrategiesandcognitivestylesetc.Therefore,itisverynecessaryforteacherstopaymuchattentiontothesefactorsfortheaimofdevelopingstudents’autonomyEnglishlearning.2.1MotivationMostscholarsseemtoagreethatoneofthekeyfactorsthatinfluencestherateandsuccessofthesecondorforeignlanguagelearning.Anditprovidestheprimaryimpetustoinitiatelearningtheforeignlanguageandlaterthedrivingforcetosustainthelongandoftentediouslearningprocess.Anumberofreviewsanddiscussionsprovideevidencethatmotivationandlearnerautonomygohandinhand.Therefore,nomatterfromwhichangleweconsidertherelationship,wemustrecognizetheimportantrolethatmotivationplaysinlearnerautonomy.2.1.1Intrinsicmotivation8 2.1.1.1DefinitionsofintrinsicmotivationIntrinsicmotivationmeansthekindofmotivationcausedbytheinterest,pleasure,satisfactionorcuriositydirectedtotheactivity.Intrinsicmotivationisgenerallyconsideredasthatproducesmorebenefitsthanextrinsicmotivation.Becausetheintrinsicallymotivatedlearnersundertakeataskfromtheirgenuinewillbutnotfromsomeexternalpressure,theyperformtheactionharderanddeeperandsustaintheireffortslongerthantheextrinsicallymotivatedlearnersdo.2.1.1.2ThefactorsinfluencingintrinsicmotivationTherearevariousinternalandexternalfactorsinfluencingstudents’intrinsicmotivation.However,itisaffectedtoagreatextentbywhathappensintheclassroom,andbystudents’personalfactorsandmoodatthattimeaswell.Therefore,weconsiderfactorsaffectingintrinsicmotivationundertheheadingofinterest,learningenvironment,Englishteachers’teachingmethodandmaterial.2.1.2ExtrinsicmotivationExtrinsicmotivation,onthehand,derivesfromananticipationofrewardssuchaspraise,awards,prizes,evaluation,andfearforpunishment.Althoughextrinsicmotivationisalsobeneficialsometimes,therearesomenegativeaspectsofit.Theystatethatlearnerswilllosemotivationandreasontodosomethingwhenrewardsarenolongeravailable,andthatgivingexternalrewardstothempreviouslywithintrinsicmotivationcanharmthegoodeffectofit.2.2AttitudeLanguagelearningisnotmerelyacognitivetask.Andsuccessofalearningactivityis,tosomeextent,contingentuponlearner’stancetowardsthewordandthelearningactivityinparticular,theirsenseofself,andtheirdesiretolearn.Theterm“attitude”hasbeendefinedinmanyways.Commontopsychologicaltheoriesonattitudesisthenotionthatattitudesactuallyhavethreecomponents:affect,cognition,andbehavior.Affectconcernsfeelings,moods,andemotionstowardtheattitudinalobject.Forexample,somelearnersmayagreewiththeideathattheyshouldtakemoreresponsibilityfortheirlearning,whileothersmayprefertodependontheteacher.Cognitionreferstowhatapersonknowsabouttheattitudinalobject.Inlanguagelearning,itrefersto“attitudeslearnersholdabouttheirroleinthelearningprocessandtheircapabilityaslearners”.Andthethirdattitudinalcomponent,behaviorhastodowithintentionsoractionsrelatedtotheattitudinalobject.Learnerswhoholdpositiveattitudestowardlearnerautonomymaybemorelikelytotaketheresponsibilitythanthosewhoholdnegativeattitudes.Itistheseaffectivereactivereactions,cognitions,andbehaviors8 comprisetheoverallattitudetowardthelanguageandculture.Ingeneral,attitudeshaveaprofoundinfluenceonlearningbehavior.Andtheattitudesmayeithercontributetoorimpedethedevelopmentoftheirpotentialforautonomy.Positiveattitudetowardslearnerautonomycanbeexpectedtoenhancelearningandnegativeattitudestoimpedelearning.Soforteachers,identifyinglearners’attitudesandmodifyingnegativeattitudesshouldbetheimportantstepinautonomouslearning.2.3LearningstrategyLanguagelearningstrategiesweregenerallydefinedasspecificactions,behaviors,stepsortechniquesthatlearnersemployedtocomprehend,store,remembernewinformation,andtousethesecondlanguage.Unanimousopinionsthatmostresearcheshavebeenreachedareasfollows:1)Strategiesrefertobothgeneralapproachesandspecificactionsortechniquesusedtolearnasecondlanguage;2)Strategiesallowlearnerstobecomemoreself-directed;3)Strategiesareproblemoriented;4)Strategiesareflexible;5)Strategiesareinfluencedbyavarietyoffactors;6)Strategiessupportlearningbothdirectlyandindirectly;7)Strategiescanbetaughtortrained.Alllearnershavecertainpreferredlearningstrategiesandemploythemmoreorlessconsciously.Learningstrategyisfirmlybelievedtobethekeytopromotinglearnerautonomyandwhenstudentsareinhibitedtousetheirpreferredstrategy,itisimpossibleforthemtolearntheEnglishefficiently.Wecanfindthatlearningautonomyisthemostimportantindividualfactorrelatingtolearnerautonomyandhelpingstudentsunderstandtheimportanceofstrategiesandtrainthemtousesomestrategiessuitedforthemisaneffectivewaytoenhancetheirlearnerautonomy.2.4CognitivestyleCognitivestylereferstothewaysthatindividualsorganize,analyzeandrecallnewinformationandexperience.Cognitivestylehasbeenidentifiedasfielddependencevs.fieldindependence.Personswhoaremorepredominantlyfieldindependenttendtobegenerallymoreindependent,competitive,andself-confidentwhilefielddependentpersonstendtobemoresocialized,tendtoderivetheirself-identityfrompersonsaroundthem,andareusuallymoreempathicandperceptiveofthefeelingsandthoughtsofothers.Thefactorsbrieflytouchedontheabovearenecessarybutnotsufficientconditions8 forthedevelopmentoflearnerautonomy,andmanymorefactorssuchasneeds,languageawareness,teachers,socialandculturalinfluenceshavetobetakenintoconsideration.Therefore,itisofconsequencetonotethatautonomyisaprocess,notaproduct.3.TherolesinlearnerautonomyinEFLLearnerautonomyischaracterizedbyitsinitiative,independence,effectivenessandrelativity.Thisinvolvesachangebothinteachers’rolesandlearners’roles,andevenintherolesofeducationalinstitutions.Thetraditionalteachers’roles:theinstructorandcontainerofknowledge,andlearner’role:thepassive“emptyvessels”waitingtobefilledwithknowledgebytheteacherswillchangedramatically.3.1RolesofautonomouslearnersWhatarethecharacteristicsofautonomouslearner?Dotheyalwaysdotheirhomeworkandfollowtheteachers’instructions?Therearethetypicalcharacteristicsoftraditionalgoodstudents,andastoautonomouslearners.Intherelevantliteratureautonomouslearnersaredefinedasthosewho-understandthepurposeoftheirlearningplan;-explicitlyacceptresponsibilityfortheirlearning;-shareinthesettingoflearninggoals;-takeinitiativesinplanningandexecutinglearningactivities;-regularlyreviewlearningandevaluateitseffectiveness.Fromthedefinitionswecanconcludethatanautonomouslearnerfirstshouldbewillingtotakeresponsibilityfortheirownlearning,thenhe/sheshouldbeconsciousoforawareofthelearningprocessinvolvedandlearningstrategiesneeded,finallyheshouldhavetheabilitytocarryouthislearningactivitiesandtheabilitytomonitorandevaluatehislearningresultsandeffectiveness.3.2Teachers’rolesTheever-increasingnecessityforteachingstudentshowtobecomeindependentandautonomouslearnershasbroughtnewperspectivestotheteachingprofessionandchangedtraditionalideasaboutlanguageteachers’roles.Teachersaretraditionallyviewedasauthorityfigures,identifiedwithroleslikeparent,instructor,director,manager,leader,controller,orevendoctorwhomust“cure”theignoranceofthestudents.Butthingschangenow.Teachersassumenewfunctionsasaconsultant,advisor,coordinator,helper,communicator,guide,facilitator,andorganizer.Thechangeintherolesstrengthenstheteachers’rolesmakingthemvariedandmorecreative.Theirstatusisnolongerbasedonhierarchicalauthority,butonequalityandimportanceoftheirrelationshipwithlearners.Learnerautonomyinvolvestheteacherto8 becomelessofaninstructorandmoreofafacilitator,todiscouragestudentsfromrelyingontheteacherasthemainsourceofknowledge,toencouragestudents’capacitytolearnforthemselves,toencouragestudentstomakedecisionsaboutwhattheylearn,toencouragestudents’awarenessoftheirownlearningstyles,andtoencouragestudents’todeveloptheirownlearningstrategies.Itisevidentthatwhenlearnersbecomemoreandmoreautonomous,theteacherswillnotbecomeredundantorevenhavenothingtodo,assomepeoplewillimagine.Therequirementoftheteacherwillbecomemoredemanding,withnotonlythecontentsofteachingtogetfamiliarwithbutalsotheskillsandknowledgeoffosteringlearnerautonomytomaster.3.3RolesofmaterialsThedesignofgoodautonomouslearningmaterialsisverytrickyandcanbeverydifferentfromdesigningagoodtraditionalface-to-faceinstructionallesson.Oneissuethatwemightfaceisthatteachershaveoftenspentmanyyearscomingtogripswithclassroomteachingandtheskillsofmaterialsdesignandadaptationassociatedwiththiscontext.Theywillinitiallyexpecttheseskillstobeimmediatelytransferableintotheindependentlearningenvironment.Ifthisisnotthecase,teachersmaycometofeelthreatened.However,autonomouslearningmaterialsarenotjusttextbookscutupandcoveredwithsee-throughplastic.Weneedtobecarefulnotjustinthechoiceoftheparticularmaterial,butinhowitispresentedaswell.Peopledon’tlearnmuchjustbyreadingthefinewordsofexperts.Peoplelearnbyhavingagothemselves.Theylearnbydoing.Theylearnbygettingthingsright.Theylearnevenmorebygettingthingswrong,andgettingfeedbackonwhatwaswrong.Thecreationofmaterialthatreflectsanautonomouslearningphilosophyisnotaneasytask,anditinvolvesagreatdealoftimeandeffortfortheteachers,notonlyinselectingandadaptingthecontentofthematerialsbutinthewaytopresentthem.Therefore,teachers’adaptationofmaterialsandwayofusingthemisofvitalimportanceandofgreatvalue.Andwhatteachersdowiththematerialismoreimportantthanwhatmaterialis.3.4RolesofinstitutionsWehavealreadydiscussedtherolesofautonomouslearners,teachers,andmaterials,butwhatrolesshouldschoolsoreducationalsystemplayinfosteringlearnerautonomy?Lotsofscholarsthinkthattheschoolshouldstrivetoensurethateachstudenttakesresponsibilityforhisorherownlearningandfortheresultofhisorherstudies,canassesstheresultofhisorherstudiesandhisorherneedtodevelopinrelationtothedemandsin8 thesyllabuses.Inordertoachievethis,reformsneedtobemadebytheschoolsandhighereducationalinstitutions,includingeducationalpolicies,teachingsyllabuses,andmostimportant,thewayofevaluatinglearningresults,andtoputitmoresimply,wayofexamination.Theeducationpolicyandguidanceoftheeducationalinstitutionsarenotonlynecessary,butalsoindispensableforlearnerautonomy.Nevertheless,intermsofcarryingthemoutandputtingthoseintopractice,morepowersandfreedomshouldbegiventolearnersaswellasteachers.4.ConclusionTosumup,therearemanyfactorsinfluencinglearnerautonomyduringthestudyprocess.What’more,thelearnerthemselves,teacher,materials,institutionsallwillplaydifferentrolesinautonomouslearning.Itisreallynecessarytotrainanddeveloptheabilityofself-studyforstudents.WorksCitedBenson,P.Teachingandresearchingautonomyinlanguagelearning[M].London:Longman,1997.Candy,V.Self-directionforlifelonglearning[M].California:Jowelry,1999.Dickinson,L.Successfullanguagelearners:whatdoweknowaboutthem?[J].EHIGCIL,NewsBullction,May,2-3,1978.Little,D.Learnerautonomy1:Definitions,issuesandproblems[M].Dublin:Authentik,1991.Wenden,A.L.Learnerstrategiesforlearnerautonomy[M].NewYork:PrenticeHallInternational,1998.邓云娟.大学生英语自主学习能力的构建[J].浙江:学科教育,2007,(3).顾日国.外语教学法[M].北京:外语教育研究,2001,(4).华烨.浅谈大学英语教学中“学习者训练”[M].湖南:外语界,1999(3):32-38.刘战清.论大学英语教学[M].北京:外语教学与研究出版社,1999.戚宏波.学习者自主的理论源[J].山东:山东外语教学,2002,(5):83-86.8
