自主學(xué)習(xí)在語(yǔ)言學(xué)習(xí)中的應(yīng)用

1、自主學(xué)習(xí)在語(yǔ)言學(xué)習(xí)中的應(yīng)用On Learner Autonomy inLanguage LearningOn Learner Autonomy in Language LearningContentsAbstract1Key words 1I. Introduction 1II. T he Concepts LearnerAutonomy 22.1 What is Learner Autonomy? 32.2 Autonomy in Developmental and Experiential Learning 32.3 Comparison between Learner Autonomy

2、and Other Related Terms .4III. The Application of Learner Autonomy .63.1 Autonomous Learner in a Language-learning Environment.73.2 The Autonomous Language Classroom 83.3 Learning Strategies . 83.4 The Application of Learner Autonomy 10IV. Conclusion .12References .13第1頁(yè)共13頁(yè)On Learner Autonomy in La

3、nguage Learning摘 要：“自主學(xué)習(xí)”就是讓學(xué)生真正成為教學(xué)的主體，也就是讓學(xué)生積極能動(dòng)地參與教學(xué)活 動(dòng)，積極主動(dòng)地進(jìn)行學(xué)習(xí)認(rèn)識(shí)和學(xué)習(xí)實(shí)踐活動(dòng)，激發(fā)學(xué)生主動(dòng)參與教學(xué)，給予學(xué)生自主發(fā) 展的空間，促使學(xué)生想學(xué)，愿學(xué)，最終達(dá)到通過(guò)語(yǔ)言教學(xué)提高學(xué)生綜合能力的目的。但是，過(guò)度的自主會(huì)導(dǎo)致學(xué)生自由散漫，影響學(xué)生學(xué)習(xí)成績(jī)，背離最初的出發(fā)點(diǎn)。本文論述了自 主學(xué)習(xí)的概念，發(fā)展歷史與其他的相互關(guān)系以及自主學(xué)習(xí)在學(xué)習(xí)中的作用，尤其是在語(yǔ)言學(xué)習(xí)中。因此，研究自主學(xué)習(xí)對(duì)語(yǔ)言學(xué)習(xí)有很重要的作用。關(guān)鍵詞：自主學(xué)習(xí)，語(yǔ)言學(xué)習(xí)，英語(yǔ)Abstract:Lear ner aut onomy can make stude

4、 nt turn in to main body of teach ing. That is,make stude nts take part in teach ing activities. Lear n to study and practice actively, stimulate stude nts to participate in educati on and offer stude nts some space develop freely. With learner autonomy students are willing to learn in order to impr

5、ove their comprehensive abilities. However, over-autonomy, apart from the intention of lear ner aut onomy in itially can make stude nts slack, in flue ncestude nt 'chieveme nt. The article discusses the con cept of lear ner aut onomy, developme nt of the history of lear ner aut onomy, the relati

6、 on ship with others and the role of lear ner aut onomy in learning, especially in Ianguage learning. Therefore, the study of learner aut onomy plays very importa nt part in Ian guage study.Key words: lear ning aut onom y; la nguage lear ning; En glishI. IntroductionThe topics of autonomy and indepe

7、ndence play an increasingly important role in Ianguage education. They raise issues such as learners responsibility for their own learning, and their right to determ ine the direct ion of their own learni ng, the skills which can be lear ned and applied in self-directed lear ning and capacity for in

8、 depe ndent lear ning and the exte nts to which this can be suppressed by in stituti onal educati on.The paper offers new in sights into the prin ciples of aut onomy and in depe ndence and the practices associatedwith them focus ing on the area of EFL teachi ng. The editors ' in troducti on prov

9、ides the con text and outli nes the main issues invo Ived in aut onomy and independence. Later chapters discuss the social and political implications of autonomy and in depe ndence and their effects on educatio nal structures. The con seque nces for the desig n第2頁(yè)共13頁(yè)On Learner Autonomy in Language

10、Learningof lear ner-ce ntered materials and methods are discussed, together with an explorati on of the practical ways of impleme nti ng aut onomy and in depe ndence in Ian guage teach ing and learning.This is probably the single most difficult question to answer about autonomy in Ian guage lear nin

11、g and any an swer to it is likely to be subjective. To me aut onomy is about people tak ing more con trol over their lives in dividually and collectively. Aut onomy in learning is about people tak ing more con trol over their lear ning in classrooms and outside them and autonomy in Ianguage learning

12、 about people taking more control over the purposes for which they lear n Ian guages and the ways in which they lear n them.Aut onomy can also be described as a capacity to take charge of, or take resp on sibility for, or control over your own learning. From this point of view, autonomy invoIves abi

13、lities and attitudes that people possess, and can develop to various degrees. There are differe nt poi nts of view, though, on what these abilities. There are also differe nt poi nts of view on whether or not autonomy also invoIves a“situational ” element (i.e., the freedoto exercise control over yo

14、ur own learning). These differences explain why it is so difficult to explain exactly what autonomy is. Autonomy, or the ability of Ianguage learners to con trol their own lear ning, has become a key con cept in Ian guage educati on. The paper shows what is aut onomy in Ian guage lear ning, how it i

15、s impleme nted and how research and in depe nden ce/aut onomy can inform each other. I n keep ing with the aims of the series, it identifies key issues in research and practice,establishes clear and conceptual themes and draws links with other areas in applied linguistics.Autonomy, or the ability of

16、 learners to control their own learning, has become a key con cept in Ian guage educati on, in flue ncing activities as diverse as self-access, dista nce learning, computer-assistedla nguage lear nin g, lear ner trai ning, classroom practice and curriculum desig n.Teach ing and researchi ng aut onom

17、y in Ian guage lear ning is the acco unt of aut onomy in Ian guage lear ning, and the educati onal practices associated with the con cept.II. T he Concepts Learner AutonomyOver the last two decades, the con cepts of lear ner aut onomy and in depe ndence have gained mome ntum, the former beco ming a

18、“ buz-word ” withi n the con text of Ian guage learning (Little 1991: 2). It is a truism that one of the most importa nt spin-offs of more com muni catively orie nted Ian guage lear ning and teachi ng has bee n the premium placed on the role of the learner in the Ianguage learning process (Wenden 19

19、98: 46). It goes without第3頁(yè)共13頁(yè)On Learner Autonomy in Language Learningsaying, of course, that this shift of responsibility from teachers to learners does not exist in a vacuum, but is the result of a con cate nati on of cha nges to the curriculum itself towards a more learner-centered kind of learn

20、ing. What is more, this reshaping, so to speak, of teacher and learner roles has been conducive to a radical change in the age-old distribution of power and authority that used to plague the traditional classroom. Cast in a new perspective and regarded as hav ing the “ capacityfor detachme nt, criti

21、cal reflect ion, decision-making, and independent action” (Little 1991: 4), learners, autonomous learners,that is, are expected to assume greater resp on sibility for, and take charge of, their own learning. However, lear ner aut onomy does not mean that the teacher becomes red undant, abdicati ng h

22、is/her con trol over what is tran spiri ng in the Ian guage lear ning process. In the present study, it will be shown that learner autonomy is a perennial dynamic process amenable to“ educational interventions” (Candy 1991), rather than a static product, a state,which is reached once and for all. Be

23、sides, what permeates this study is the belief that in order to help lear ners to assume greater con trol over their own lear ning it is importa nt to help them to become aware of and identify the strategies that they already use or could potentially use (Holmes & Ramos 1991:198). At any rate, i

24、ndividual learners differ in their learning habits, interests, needs, and motivation, and develop varying degrees ofin depe ndence throughout their lives (Tipsy 1982).2.1 What is Learner Autonomy?There is broad agreeme nt in the theoretical literature that lear ner aut onomy grows outof the in divid

25、ual lear ner' s accepta nee of resp on sibility for his or her own lear ning (Holec1981; Little 1991). This means that learner autonomy is a matter of explicit or conscious inten ti on: we cannot accept resp on sibility for our own lear ning uni ess we have some idea of what, why, and how we are

26、 trying to learn. The learner must take at least some of the in itiatives that give shape and directi on to the lear ning process, and must share in mon itori ng progress and evaluati ng the exte nt to which lear ning targets are achieved. The pedagogical justificati on for wanting to foster the dev

27、elopme nt of lear ner aut onomy rests on the claim that in formal educati onal con texts, reflectivity and self-aware ness produce better lear ning.2.2 Autonomy in Developmental and Experiential LearningIt is a mistake to supposethat learner autonomy rests on capacities that come into play only in c

28、on texts of formal lear ning. After all, aut onomy in a gen eral behavioral sense is one of the obligatory outcomes of developme ntal and experie ntial lear ning. For example,第4頁(yè)共13頁(yè)On Learner Autonomy in Language Learningfirst Ianguage acquisition succeeds only to the extent that the child becomes

29、an autonomous user of her mother tongue. Similarly, the learning through experienee that helps to define what it is to be human serves the purpose of enlarging the capacity for aut onom ous behavior. I n this sen se, eve n the most teacher-depe ndent lear ners practice a wide range of autonomous beh

30、avior outside the classroom, which implies that in principle all lear ners should be capable of aut onom ous behavior in the classroom.The con ti nuity betwee n aut onomy in developme ntal and experie ntial lear ning on the one hand and learner aut onomy in formal educati onal con texts on the other

31、 is by no means straightforward. Whereas developme ntal and experie ntial lear ning proceed for the most part without an explicit agenda, formal learning is by definition a matter of conscious intention. In the world outside the classroom we may achieve a high degree of general behavioral autonomy w

32、ithout being explicitly aware of the fact. But when the developme nt of lear ner aut onomy is cen tral to our pedagogical age nda, we cannot help but make it a matter of con scious in ten ti on, as we no ted in our in troductory defi niti on. Of course, in dividual learners will always differ in the

33、 degree to which they develop the capacity for reflective thinking that is cen tral to the con cept of lear ner aut onomy. But this is only to ack no wledge that some lear ners are more successful tha n others.2.3 Comparison between Learner Autonomy and Other Related TermsI ' d like to quote ano

34、ther Chinese saying:“ Give a man a fish, and you will feed himfor a day; teach him how to fish, and you feed him for a life time.” Lear ner aut onolife long mode of leaning, can play an important role in ensuring that academic developme nt con ti nues well bey ond the classroom. So we should push th

35、e idea forward for as far as we can go now. Autonomy learning should be cultivated and developed among EFL learners in China. Learners, teachers, and administrators need to be more aware of the ben efits that SALL brings forth En glish educati on and be ready to take on their new roles. Teachers sho

36、uld desig n and orga nize various activities to prepare stude nts for more independence and responsibility. ALL needs to be integrated into the course curriculum and be assessed on a regular basis. All learning is ultimately autonomous in the sense that learning depends on the efforts of the learner

37、s themselves. It is time for teachers to sow the seeds of autonomy and cultivate a life-long habit of independent learning withi n our stude nts.There are a number of terms related to autonomy that can be distinguished from it in various ways. Most people now agree that aut onomy and aut onom ous le

38、ar ning are not synonymy of,“ se-ihstruction” ：' se-feccess ” , “ seftudy ” , “ se-education ”第5頁(yè)共13頁(yè)On Learner Autonomy in Language Learning“ ouOf-class learning or “ distancdearning ”h. ese terms basically describe various ways and degrees of lear ning by you, whereas aut onomy refers to abili

39、ties and attitudes (or whatever we thi nk the a capacity to con trol your own lear ning con sists of). The point is, then, that learning by you is not the same thing as having the capacity to learn by yourself. Also, aut onom ous lear ners may well be better tha n others at lear ning by themselves (

40、he nee the connection), but they do not n ecessarily have to lear n by themselves. Over the last few years, for example, more and more research is coming out on autonomy in the classroom and “ teacher aut onomy ”.The terms“ independent learning” -dnrectedselarning” also refer to ways oflearning by y

41、ou. But these terms are very ofte n used as synonyms for aut onomy. Whe n you come across any of these terms, it is a good idea to check what the writer means by them exactly.The importanee of learner autonomy understood as the capability, not an inborn ability, to govern and regulate one' own t

42、houghts, feelings, and actions freely and responsibly, while at the same time overcoming feelings of shame and doubt - is in creas in gly recog ni zed by educators. It is emphasized that the un derly ing comp onents of learner aut onomy, that is, read in ess to learn, willi ngn ess to take resp on s

43、ibility for the process of lear ning and con fide nee in one' s ability as a lear ner, ought to be stre ngthe nedby the environment in which learners find themselves. It is also believed that promoting learner aut onomy should be very profitable for lear ners as they get con sciously invo Ived i

44、n Ian guage process ing and beg in to develop their in dividual strategies. Moreover, lear ners may find their in dividual lear ning styles, start to believe in their own abilities and, fin ally, gai n in depe ndence (Gwiazda-Rzepecka 2000).The term, “ autonomy” semantically complex. Among other thi

45、ngs it carries a strong implication of freedom. The question is, of course, freedom from what? Learner aut onomy has bee n in terpreted as freedom from the con trol of the teacher, freedom from the constraints of the curriculum, even freedom to choose not to learn. Each of these freedoms must be con

46、fronted and discussed in any serious consideration of learner autonomy, but for us the most important freedom that autonomy implies is the learner freedom from self, by which we mean his or her capacity to transcend the limitations of personal heritage (Berofsky 1997). In our view this is the most i

47、mportant sense, educati on ally and lin guistically, in which the developme nt of aut onomy empowers the in dividual lear ner.Because the term aut onomy focuses atte nti on on in dividuality and in depe nden ce, it is sometimes assumed that lear ners make the bests nd fastest progress whe n they wor

48、k on第6頁(yè)共13頁(yè)On Learner Autonomy in Language Learningtheir own. Accordi ng to this view, classrooms are a matter of admi nistrative convenien ce, a n ecessaryevil. This, however, is a mistake. We are social creatures, and as such we depend on one another in infinity of ways. Without the stimulus and c

49、omfort of social in teract ion, for example, child developme nt is disastrously impaired: it is our con diti on that we lear n from one ano ther. Thus, the in depe nden cethat we exercise through our developed capacity for aut onom ous behavior is always con diti oned and con stra ined by our in esc

50、apable in terdepe nden ce. In con texts of formal lear ning as elsewhere, we n ecessarily depe nd on others eve n as we exercise our in depe nden ce.This implies a positive view of classrooms as places where teachers and lear ners can collaborate to con struct kno wledge (cf. Mercer 1995). More prec

51、isely, classrooms are physical environments where teachers and learners have the opportunity to become a learning community. When the focus of learning is a second or foreign Ianguage, the target Ianguage itself is one of the principal tools with which that collaborative process is sh aped (Dam, 199

52、5).III. The Application of Learner Autonomylearner auto'as one vital evidence for the success of the reform of college English pedagogical patterns. Autonomy in learning is an attribute prized by employers, who indicate that they need graduates who have a willi ngn ess to lear n, motivati on to

53、work, positive attitudes, and an ability to solve problems (Andrews 1995). Today' expansive and explosive gamut of knowledge and information requires learners to keep learning for life. Mary Sprat points out that “ ina lear ning con text that n ecessitateslife-lo ng lear ning and in creas in gly

54、 for distance learning, autonomy must surely remain an important aim” (Spra2002). The con cept of lear ner aut onomy lear ning has become in creas in gly popular foreig n Ian guage educati on, which has in spired much in sightfully research (Gremmie & Riley 1995). On the other hand, the article

55、aiming at autonomy development has been published both第7頁(yè)共13頁(yè)On Learner Autonomy in Language Learningabroad and in China. In the actual language classroom in our country, autonomous learning still rema ins quite a new ideology. It is n ecessary for our teacher to comprehe nd the esse nee of lear ner

56、 aut onomy and the aut onomy-favori ng features of teach ing materials before they are able to implement that ideology in teaching practice. This article first discusses the general features of tasks that can encourage learner autonomy. Then it focuses on ide ntify ing the aspects of cask desig n th

57、at con tribute of these features by means of evaluati on of the casks in widely used set of college En glish course books. In additi on, possible ways of importa nt and adaptati on are suggested.3.1 Autonomous Learner in a Language-learning EnvironmentThe concern of the present study has so far been

58、 with outlining the general characteristics of autonomy. At this juncture, it should be reiterated that autonomy is not an article of faith, a product ready made for use or merely a personal quality or trait. Rather, it should be clarified that autonomous learning is achieved when certain conditions

59、 obtain: cognitive and met cognitive strategies on the part of the learner, motivation, attitudes, and knowledge about Ianguage learning, i.e., a kind of met Ianguage. To ack no wledge, however, that lear ners have to follow certa in paths to atta in aut onomy is tantamount to asserting that there has to be a teacher on whom it will be incumbent to show the way. In other words, autonomous learning is by no means “teacheress