How to Promote Learners’ Autonomy in the Language Classroom英語專業(yè)畢業(yè)論文

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1、How to Promote Learners’ Autonomy in the Language Classroom Abstract: Learning autonomy is an effective way to improve the efficiency of ELT. But, in China, learning autonomy is very weak because of examination systems. Learners autonomy in language classroom means that learners take more control

2、 over the purpose for learning the target language and the ways to learn it and it needs some conditions for motivating learners autonomy. for example, learning style and learning strategies, affective factors, motivation for learning language and so on, thats to say, learners autonomy is influenced

3、 by these factors. There are four approaches to promote learners’ autonomy in language classroom. Firstly, psychological training for autonomy learning. Secondly, encouragement of learners to reflect their situation on learning. Thirdly, training of strategies to encourage learner to be active. Four

4、thly, encouragement of learners to monitor and check their own progress. These methods above are quietly effective for promoting learners autonomy. However, it will take a long time to develop learners autonomy because its hard to break away from old habits or old ways of thinking. Whats more import

5、ant, the education system must be reformed in order to give learners more opportunities to take responsibility in their own learning. Key words: learners autonomy, language classroom, learning autonomy, examination- oriented education system 摘 要：學習自主是一種提高英語教學效率的有效方法。但是在中國，由于應試教育體系的原故，學習自主性很差。在語

6、言課堂上，學習者的自主性是指學習者更多的由自己控制學習目標語言的目的和學習目標語言的方法。我們需要一些條件去激發(fā)學習者的自主性。例如，學習風格和學習策略，情感因素，語言學習動機等等。也就是說，學習者的自主性受這些因素影響。在語言課堂上，我們可以從四個方面著手去激發(fā)學習者的學習自主性：一是自主學習的心理訓練；二是鼓勵學習者反應學習情況；三是鼓勵學習者積極參與活動的策略訓練；四是鼓勵學習者檢測他們自己的進步情況；以上這些方法對提高學習者的自主性是非常有效的。然而，因為很難擺脫一些舊的習慣和思維方式，所以需要相當長的時間來發(fā)展學習者的自主性。其中更重要的是。為了給予學習者更多的機會去承擔他們自己的學

7、習，教育體制必須改革。 關鍵詞：學習者的自主性；語言課堂；學習自主性；應試教育體制 Contents Abstract………………………………………………………………………i 摘要………………………………………………………………………ii Contents…………………………………………………………………iii Introduction…………………………………………………………………1 1 Definition of Learners’ Autonomy…………………………………… 1 2. Conditions for Learners’ Autonomy……………

8、………………………2 2.1 Learning Style and Learning Strategies………………………………2 2.2 Affective Factors ……………………………………………………3 2.3 Motivation for Learning English ……………………………………4 2.4 Self-esteem ……………………………………………………………4 3. Approaches to Promote Learner Autonomy in Language Classroom 5 3.1 Psychological Trai

9、ning for Autonomous Learning……………………5 3.2 Encouragement of Learners to Reflect on Learning………………… 6 3.3 Training of Strategies to Encourage Learners to be Active………… 7 3.4 Encouragement of Learners to Monitor and Check their own Progress9 4. Problems……………………………………………………………… 9 Conclusion …

10、………………………………………………………………10 Bibliography ………………………………………………………………11 Acknowledgement ………………………………………………………12 Introduction It is well known that English Language Teaching (ELT) in China has been inefficient and ineffective for years. The root cause may lie in the so-called examination-oriented

11、education systems, which prepare students for examinations. Under this policy, learners’ autonomy has been neglected or even repressed so that the linguistic knowledge can not be transformed into linguistic competence. Many studies indicate that learners’ needs and attitudes play a very import

12、ant role in their English learning, and that the analysis of learners’ learning styles and strategies is necessary and desirable to improve English Language Teaching. Thus, more and more attention has been drawn to English learners and learning process. It has become more and more obvious that learn

13、ers’ autonomy is an effective way to improve the efficiency of English Language Teaching and thus should be introduced into and promoted in language classrooms. 1 Definition of Learners’ Autonomy Learner autonomy in language classroom means that learners take more control over the purposes for

14、learning the target language and the ways to learn it. It can also be described as a capacity to take charge of or take responsibility of one’s own learning. From this point of view, learners’ autonomy involves abilities and attitudes learners possess, thus can be promoted by teachers and exercised

15、by learners in language classroom. 2. Conditions for Learners’ Autonomy 2.1 Learning Style and Learning Strategies Learner style can be defined as a characteristic and preferred way of approaching learning and processing information. According to Kinsella (2002:170), a learning style refers t

16、o an individual’s natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills which persist regardless of teaching methods or content area. Researches on learning styles have made practical suggestions for expanding one’s teaching style to accommodate a w

17、ider range of learner characteristics when helping learners develop a more flexible, effective approach to various learning contexts and tasks.[1] Learning strategies refer to the techniques used by learners to deal with input, assimilate new language, store, retrieve and practicing using it. Thes

18、e strategies include both cognitive strategies and metacognitive strategies. Cognitive strategies are thought process used directly in learning which enable learners to deal with the information presented in tasks and materials by working on it in different ways such as analogy, memorization, repeti

19、tion, note-taking or inferencing. Metacognitive strategies involve planning for learning, thinking about learning and how to make it effective, self- monitoring during learning, and evaluation of how successful learning has been after working on language in some way. In order to help learners to a

20、ssume greater control over their own learning it is important to help them to become aware of and identify the strategies that they already use or could potentially use. Research into learner strategies has contributed much to the field of English Language Teaching by highlighting the possibilities

21、of learners becoming more self-reliant in their learning, and by generating discussion of how learners can be trained to take on more responsibility for their learning. Much of the research has tried to establish whether it is possible to facilitate learning through the use of certain strategies, or

22、 whether learners can modify their strategies and learn new, more effective ones. 2. 2 Affective Factors Krashen (1985) has suggested the notion of affective filter, which plays an important role in language learning process on the part of learners. Affective filter is a representation of the way

23、 in which affective factors such as attitude, anxiety, competitiveness, and other emotional responses can help or hinder language learning. A learner who has generally negative attitudes toward learning English will have a high affective filter, which as a result will make his language learning inef

24、fective or even unsuccessful.[2] Wenden (1998: 52) defines attitudes as “l(fā)earned motivations, valued beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding”.[3] For her, two kinds of attitudes are crucial: attitudes learners hold about their ro

25、le in the learning process, and their capability as learners. I think that attitudes is very important whatever you do, of course including learning language .Some people said that attitudes decided everything. You do a thing with two different attitudes; the one is disregarding attitude, the other

26、 is regarding. It will appare two results .She/He will get a good, satisfactory result with regarding attitudes, in contrst, she/he will not succeed .So teacher should help students upright their attitudes of learning. Anxiety is a response learned through early experiences and it can increase unti

27、l the whole process of learning is badly affected. Thus, teachers have both the power and the responsibility to counter the development of anxiety by building self-confidence through positive early experiences, through providing reassuring feedback and through promoting self-perception of developing

28、 proficiency. 2.3 Motivation for Learning English What most scholars seem to agree on is that motivation is “one of the key factors that influence the rate and success of second or foreign language (L2) learning. Motivation provides the primary impetus to initiate learning the L2 and later the dr

29、iving force to sustain the long and often tedious learning process” [4]. According to Gardner and MacIntyre (1993: 3), motivation is comprised of three components: desire to achieve a goal, effort extended in this direction, and satisfaction with the task. It is now clear that motivation is of cruci

30、al importance in the language classroom, as many studies indicate the high correlation between motivation and successful learning. Motivation in language learning is a complex phenomenon which can be defined in terms of two factors: llearners communicative needs and their attitudes towards the la

31、nguage community If learner need to speak the second language in a wide range of social situations or to fulfill professional ambitions ,they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it .like wise, if learners have favour

32、 able attitudes towards the speakers of the language ,they will desire more contact with them. In the teachers mind, motivated students are usually those who participate actively in class, express interest in the subject-mtter and study agreat deal. Teachers can easily recognize characteristics su

33、ch as these. They also have more opportunity to influence these characteristics than students reasons for studying the language or their attitudes toward the language and its speakers. If we can make our classrooms places where students enjoy coming because the content is interesting and relevant to

34、 their age and level of ability, where the learning goals are challenging yet manageable and clear, and where the atmosphere is supportive and non-threatening, we can make a positive contribution to students motivation to learn. It is now clear that motivation is of crucial importance in the langua

35、ge classroom, as many students indicate the high correlation between motivtion and successful learning. 2.4 Self-esteem Closely related to attitudes and motivation is the concept of self-esteem, that is, the evaluation the learner makes of himself with regard to the target language or learning in

36、general. “[S]elf-esteem is a personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself (Coopersmith, 1967: 4-5, cited in Brown, 1987: 101-102). Therefore, in language classroom, teachers should be fully aware of learners’ self-esteem and try to resp

37、ect or even elevate their self-esteem to facilitate better learning. 3. Approaches to Promote Learners’ Autonomy in Language Classroom 3.1 Psychological Training for Autonomous Learning Since learners’ autonomy is determined by such factors as learners’ motivation, and their beliefs about them

38、selves as learners, it is apparent that changing some negative beliefs and attitudes will surely facilitate learning. In the traditional classrooms, teachers are viewed as authority imparting knowledge and dominating the classroom, while learners are seen as “container[s] to be filled with the knowl

39、edge held by teachers” (Benson & Voller, 1997: 20).[5] Therefore it is not easy for teachers to change their role from authority and dominator to counselor and manager of learning resources, and it is more difficult for teachers to let learners solve problem for themselves. Despite the difficulty, i

40、t is important and worthwhile to change the negative attitudes which might hinder learners’ autonomy. Attitude change can be made through psychological training on learners aiming at enhancing their awareness of their active role in language learning. Psychological training can be described as a c

41、hange in perception about what language learning involves and a change in the expectation that language can only be learned through careful control of a specialist teacher. To ensure the change, teachers may have a discussion with learners at the beginning of a course and make sure what roles they p

42、lay respectively in language learning. It may be better for teachers to show by examples that language learning is a process in which learners are actively involved or even initiated by themselves if they want to achieve successful learning. What’s more important, teachers have to convince learners

43、through specific activities that learners can really learn by themselves when they assume more responsibility in the learning process. 3.2 Encouragement of Learners to Reflect on Learning At the beginning of a course which aims at improving a particular language skill, the teacher can encourage l

44、earners to reflect on their needs and problems in the skill and on the nature of the course they are to follow. It raises their awareness of what they come with to the course, their preconceptions and expectations of the teacher and themselves. It suggests by implication that there are ways of being

45、 more responsible for their learning. In addition, the teacher can ask learners to make personal recordings about their strengths and weaknesses while developing a particular language skill. This allows the learner to reflect and gives the teacher useful ideas for the class or individual guidance

46、for the learner’s private practice. Learners can benefit from writing on their expectations of a course at the beginning of the term, and then filling in evaluation sheets, or reporting on the outcomes of a course, at the end of the term. These activities are bound to help learners put things into

47、 perspective and manage their learning more effectively. 3. 3 Training of Strategies to Encourage Learners to be Active The teacher can introduce learner training activities into classrooms to increase learners’ knowledge of useful ways to learn and develop the strategies they need. Some of these

48、 will be cognitive strategies and will replace the techniques which learners previously expected to come from teachers. For example, instead of expecting the teacher to explain the meaning of new words, learners can be trained to go through a series of techniques such as using clues in the text to g

49、uess meaning, using knowledge of affixation, and checking in a dictionary to establish a word’s meaning for themselves. It can be productive, at the beginning of a course, to ask learners to share ideas about possible metacognitive strategies. The discussion can encourage other learners to adopt s

50、trategies which they find personal attractive or manageable. Metacognitive strategies include the categories of centering learning (for example, overviewing, paying attention); arranging and planning learning (for example, setting goals and objectives, organizing, and seeking out practice opportunit

51、ies); and evaluating learning (for example, self-monitoring). To investigate what learning strategies learners are using, teachers can ask students to make self-reports either introspectively or retrospectively. An introspective self-report is “a verbalization of one’s stream of consciousness” (We

52、nden, 1998:81). That is to say, a teacher assigns a learning task and has learners report what they are thinking while performing it. Such self-reports are assumed to provide information on the strategies learners are using at the time of the report. However, this method is often criticized as distr

53、acting learners from performing the learning task effectively. A retrospective self-report is made by thinking back or retrospecting on their learning after they finish a learning task. It could be argued that self-reports can be a means of raising awareness of learners strategies and the need for

54、 constant evaluation of techniques, goals, and outcomes. As Wenden (1998: 90) observes, “without awareness [learners] will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous.”[3] To train learning strategies, teachers can use explicit method in which learnin

55、g strategies are identified and discussed openly, discussing with learners when and why to use them and encouraging reflection on their effectiveness. Teacher modeling through thinking aloud while performing a sample task is one effective means to explicitly instruct learning strategies. 3.4 Encou

56、ragement of Learners to Monitor and Check their own Progress Self-assessment is an attractive alternative or addition to traditional forms of assessment for the classroom teacher. It is a particular type of metacognitive strategy which deserves special attention. It aims to help students develop th

57、ose characteristics of the “good language learner” which involve the ability to assess their own performance and the ability to be self-critical. Keeping a learning journal is a good way to monitor one’s own learning process and evaluate one’s own learning progress. Learners can be fully aware of

58、what and how they are learning by recording their own learning performances as well as reflecting their strong and weak points while performing certain learning tasks. If learners can foster the habit of keeping journals throughout their learning processes, they can assume more responsibility in the

59、ir own learning and thus cultivate autonomy in language classroom. 4. Problems For the lack of good Learner Learning Strategy (LLS) textbooks in the EFL market, teachers find it difficult to teach strategies in language classroom. On one hand, it is difficult to describe mental process for teach

60、ers because of “l(fā)anguage barrier”; on the other hand, teachers themselves may prefer to use some of the strategies while avoiding others. Besides, some students do not want to change their way of doing things, thus refusing to modify their own way or learn more strategies to adapt to various learnin

61、g tasks. Since our education system is oriented to examination, learners are given few opportunities to assume responsibility in their own learning. Instead, in order to achieve high scores in examinations, learners like learning grammar and vocabulary quickly, with a lot of exercises. Thus, they

62、may perceive learner training activities as useless or time-wasting and refuse to take charge of their own learning process. Conclusion Learner autonomy consists of becoming aware of and identifying one’s own strategies, needs and goals as a learner and having the opportunity to reflect and mod

63、ify approaches and procedures for effective learning. However, it takes a long time to develop learners’ autonomy for it’s hard to break away from old habits or old ways of thinking even if one has already known the new ones (Candy, 1991:124).[6] In order to promote learners’ autonomy in language cl

64、assroom, efforts made by individual teachers may not be adequate; textbooks on LLS are in great need and course designers are also involved in the collaboration of learning strategy instruction. What’s more important, the education system must be reformed in order to give learners more opportunities

65、 to take responsibility in their own learning, thus learners’ autonomy can be valued and appreciated by both teachers and learners.  Bibliography [1]Kinsella, Kate. Understanding and Empowering Diverse Learners in ESL Classrooms[A]. Learning Styles in the ESL/EFL Classroom [C].北京：外語教學與研究出版社,

66、2002:170-194. [2]Krashen, S. The Input Hypothesis: Issues and Implications[M]. Longman, 1985. [3]Wenden, A.. Learning Strategies for Leaner Autonomy [M]. London: Prentice Hall, 1998:52, 81, 90. [4]Drnyei, Z. & Ott, I. Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics[M].Thames Valley University, London, 1998:49, 43-69. [5]Benson, P. & Voller, P. Autonomy and Independence in Language Learning[M] London: Longman, 1997.