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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-12编辑:lgg点击率:3335
论文字数:36100论文编号:org201407121038295206语种:英语 English地区:中国价格:$ 66
摘要:本文是英语论文范文,Though oral English learning is emphasized in curriculum and educationrequirements for decades, the learning result is still unsatisfied. It is a fact that mostEnglish majors’ performance in speaking and writing lags their performance inreading and listening.
2.1 Definitions in this study
Though Holec (1981) had promoted his definition of LA– the ability to takecharge of one’s own learning – and this primitive definition took off for more than 30years in language teaching area, the explicit border of LA in language learning is stillcontroversial.Since the appearance of the concept of LA, various related terms were created toexhibit their different properties. Among them, self-regulated learning, self-instruction,self-direction were widely seen in many literature. Self-regulated learning requiredstudents to perform metacognitively, motivationally, and behaviorally in their ownlearning process, it also stressed students’ ability on the use of specified strategies toachieve academic goals with the premise of self-efficacy perceptions (Zimmerman,1989). Self-instruction indicated that students could continue study without directguides from the teacher. Self-direction was a little different from the terms abovebecause it emphasized the learner’s attitude on learning. The self-directed learner hadresponsibility to make any decisions related to learning process, but they might notcarry out all the decisions (Xu, 2007). There were other terms, such as self-access(stressing the approach, resource and technology for learning), self-organized learning,active learning, self-planned learning and so on. The myriad and miscellaneous termsconcerning various aspects boosted the difficulty of making a unified definitionindeed, but on the aspect of term using, learner autonomy (LA) is widely accepted andmost frequently discussed.
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2.2 Factors influencing LAIOE
LA in language learning could be regarded as an activity or a kind of learnerability. In this study, the author tends to see LAIOE as the later one. Researches haveshown that LAIOE, as an interactive-developed ability, could be influenced by avariety of factors, both internal and external. Cotterall (1995) carried out a survey andconcluded that in the eyes of language learners, six factors were able to influence theirLA. They were role of the teacher, role of feedback, learner independence, learnerconfidence in study ability, experiences of language learning and approach tostudying. In the research conducted by Young (2005), classroom environments andteachers who were autonomy-supportive were identified by large data to haveinfluences on students’ LA and motivation. Among these factors, some were learners’inhouse properties (e.g. learner independence, learner confidence and experiences),but others were external (e.g. role of teacher, role of feedback and classroomenvironment). In the work of Xu (2007), a comprehensive introduction was made by awhole chapter to depict the most common factors influencing LA in English learning.Xu classified seven factors (such as self-efficacy, attribution, motivation, attitudes,etc.) into the category of internal factors and five into the category of external .
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Chapter 3 Research methodology ....23
3.1 Research questions and hypothesized model........23
3.2 Phase I -- Pilot study .........25
3.2.1 Subjects .......25
3.2.2 The Questionnaire.........25
3.3 Phase II -- the study ....27
Chapter 4 Results and discussions .........31
4.1 The current situation of LAIOE....31
4.1.1 Overall situation of LAIOE ......31
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