1、XXUniversity（2009屆）本科生畢業(yè)論文(設(shè)計(jì))過(guò) 程 材 料題 目：如何提高中國(guó)英語(yǔ)學(xué)習(xí)者的自主學(xué)習(xí)能力學(xué) 院：外國(guó)語(yǔ)學(xué)院專 業(yè)：英語(yǔ)（師范）班級(jí)序號(hào)：4班5號(hào) 學(xué) 號(hào)：20051115020003 學(xué)生姓名：指導(dǎo)教師：2009年6月過(guò)程材料目錄1. 本科生畢業(yè)論文（設(shè)計(jì)）任務(wù)書2. 本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述3. 本科生畢業(yè)論文（設(shè)計(jì)）開題報(bào)告4. 本科生畢業(yè)論文（設(shè)計(jì)）評(píng)閱教師評(píng)閱意見5. 本科生畢業(yè)論文（設(shè)計(jì)）答辯記錄6. 本科生畢業(yè)論文（設(shè)計(jì)）考核表7. 本科生畢業(yè)論文（設(shè)計(jì)）指導(dǎo)記錄大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）任務(wù)書（由指導(dǎo)教師填寫）題 目如何提高中國(guó)英語(yǔ)學(xué)習(xí)者的自主

2、學(xué)習(xí)能力學(xué) 院外國(guó)語(yǔ)學(xué)院專 業(yè)英語(yǔ)師范學(xué) 生學(xué)號(hào)20051115020003指導(dǎo)教師職稱講師主要任務(wù)及目標(biāo)要求學(xué)生通過(guò)廣泛閱讀國(guó)內(nèi)外相關(guān)資料來(lái)準(zhǔn)確深刻地對(duì)自主學(xué)習(xí)的概念，國(guó)內(nèi)外研究成果等進(jìn)行分析和概括，并適當(dāng)提出自己的觀點(diǎn)和看法。通過(guò)對(duì)自主學(xué)習(xí)概念的透徹分析，可以加深對(duì)自主學(xué)習(xí)這一概念的理解。通過(guò)對(duì)比分析國(guó)內(nèi)外關(guān)于自主學(xué)習(xí)的研究，有助于學(xué)生提出一些提高中國(guó)英語(yǔ)學(xué)習(xí)者提高自主學(xué)習(xí)能力的方法。主要研究?jī)?nèi)容本文通過(guò)對(duì)現(xiàn)在中國(guó)實(shí)行自主學(xué)習(xí)現(xiàn)狀的分析，提出如何從以下三方面提高中國(guó)英語(yǔ)學(xué)習(xí)者自主學(xué)習(xí)能力的方法。一是從學(xué)習(xí)者自身說(shuō)明如何培養(yǎng)自主學(xué)習(xí)能力；二是從教師方面說(shuō)明如何培養(yǎng)英語(yǔ)學(xué)習(xí)者的自主學(xué)習(xí)能力；三

3、是從現(xiàn)代社會(huì)的外部環(huán)境方面探索培養(yǎng)英語(yǔ)學(xué)習(xí)者自主能力的方法。研究方法1. 文獻(xiàn)調(diào)查法；閱讀大量期刊、圖書及網(wǎng)絡(luò)資源信息等參考文獻(xiàn)，了解國(guó)內(nèi)外自主學(xué)習(xí)研究方面的歷史及現(xiàn)狀。2. 分析與綜合的方法；通過(guò)大量閱讀，對(duì)現(xiàn)有的信息和資料進(jìn)行分析，分析該從哪幾方面對(duì)自主學(xué)習(xí)進(jìn)行研究，綜合前人對(duì)該理論所提出的見解。3. 調(diào)查的方法；采用做調(diào)查的方法對(duì)如何提高自主學(xué)習(xí)能力進(jìn)行深入分析及論證。研究進(jìn)度安排總體時(shí)間安排：2008.122009.5具體時(shí)間安排：2009.1.12 論文選題，填寫任務(wù)書2009.2.27 搜集資料，撰寫文獻(xiàn)綜述2009.3.6 填寫開題報(bào)告書和論文提綱2009.4.6 寫論文，完成初

4、稿2009.4.20 修改論文，完成二稿2009.4.30 修改論文，完成三稿2009.5.15 修改論文，定稿，打印2009.5.25 論文答辯主要參考文獻(xiàn)1Benson, P. Autonomy and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.3Gardner, D. and M. Linsdsay. Establishin

5、g Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4Little, D. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik, 1991.5范燁.淺談大學(xué)英語(yǔ)教學(xué)中的學(xué)習(xí)者訓(xùn)練.外語(yǔ)界,3(1999):32-37.6惠亞玲.外語(yǔ)教學(xué)中自主學(xué)習(xí)能力培養(yǎng).西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào), 12(2003):20-22.7彭金定.大學(xué)英語(yǔ)教學(xué)中的學(xué)習(xí)者自主問題.外語(yǔ)界,3(2002):

6、15-19.8魏玉燕.促進(jìn)學(xué)習(xí)者自主性-外語(yǔ)教學(xué)新概念.外語(yǔ)界,3(2002):8-13.指導(dǎo)教師簽字: 年 月 日 學(xué)院教學(xué)指導(dǎo)委員會(huì)意見: 簽字: 年 月 日大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述題 目 如何提高中國(guó)英語(yǔ)學(xué)習(xí)者的自主學(xué)習(xí)能力綜述完成時(shí)間2009.2.23 學(xué) 院外國(guó)語(yǔ)學(xué)院專 業(yè)英語(yǔ)（師范）姓 名學(xué)號(hào)20051115020003指導(dǎo)教師職稱講師查閱的主要文獻(xiàn)1Benson, P. Autonomy and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction

7、 in Language Learning. Cambridge: Cambridge University Press, 1987.3Gardner, D. and M. Linsdsay. Establishing Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4Little, D. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik, 1991.5范燁.淺談大學(xué)

8、英語(yǔ)教學(xué)中的學(xué)習(xí)者訓(xùn)練.外語(yǔ)界,3(1999):32-37.6惠亞玲.外語(yǔ)教學(xué)中自主學(xué)習(xí)能力培養(yǎng).西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào),12(2003):20-22.7彭金定.大學(xué)英語(yǔ)教學(xué)中的學(xué)習(xí)者自主問題.外語(yǔ)界,3(2002):15-19.8魏玉燕.促進(jìn)學(xué)習(xí)者自主性-外語(yǔ)教學(xué)新概念.外語(yǔ)界,3(2002):8-13. 9文秋芳.英語(yǔ)學(xué)習(xí)策略論.上海:上海外語(yǔ)教育出版社,1996. 10張立新,李霄翔.中國(guó)-西歐學(xué)生自主學(xué)習(xí)能力對(duì)比調(diào)查研究.外語(yǔ)界, 4(2004):15-23.文獻(xiàn)綜述Ever since the concept of “Learner Autonomy” has been raised i

9、n the 1980s, many linguists both at home and abroad state their views on learner autonomy. Hence many researches on learner autonomy have been carried out and turned out to be fruitful.1. Approaches on Developing Learner AutonomyThere are numerous approaches in the term of developing learner autonom

10、y and the number has tended to increase as interest in the area has grown. These approaches are described in various terms. The most common are self-directed learning, self-instruction, independent learning and learner autonomy.Self-directed learning describes a particular attitude to the learning t

11、ask, where the learner accepts responsibility for all the decisions concerned with his learning but does not necessarily undertake the implementation of the decisions. Dickinson made a distinction between self-direction and self-instruction, the latter being a neutral term describing a context where

12、 learners are not under the direct control of their teachers (Dickinson 19).Independent learning is seen by Sheerin as an educational philosophy and process, whereas Gardner and Miller see it as one stage in a process in which learners are moving towards autonomy in their learning.Learner autonomy d

13、escribes the situation in which the learner is totally responsible for all the decisions concerned with his learning and the implementation of those decisions.From the above approaches, we can see that although they differ in the degree of responsibility on the part of the learners, all of these app

14、roaches encourage learners to take responsibility in process of learning by setting and pursuing of their personal language learning goals.文獻(xiàn)綜述2. Previous Studies on Learner Autonomy AbroadIn the west, the concept of autonomy has been evolved over time, but it was in the 1970s that Henri Holec intro

15、duced the term as a conceptual tool to discuss alternatives to the established language teaching tradition in the context of adult language learning. Therefore, in foreign language teaching, the shift has shifted from how to teach (teacher-centered) to how to learn (learner-centered).In 1980s, in th

16、e foreign language teaching field, learner autonomy has been a buzzword. In 1981, Holec published a book named “Autonomy and Foreign Language learning” in which he interpreted the concept of learner autonomy. Holec defines learner autonomy as “the ability to take charge of ones own learning”. In his

17、 opinion, autonomy is not inborn but must be acquired either by natural means or by formal learning as most often happens. He claims that the gist to take charge of ones learning is to have and to hold the responsibility for all the decisions concerning all aspects of ones learning. It includes: 1)

18、determining the objectives; 2) defining contents and progressions; 3) monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc); 4) evaluating what has been acquired.Holec has been a major influence and his initial definition has been taken as a starting point for the othe

19、r studies on this area. Although the concept appeared in 1980s, it has been widely and deeply discussed at the end of 1990s. In 1990s many famous educators abroad published articles on learner autonomy, discussing the theoretical background of learner autonomy, defining it and putting forward sugges

20、tions on how to improve learner autonomy in real teaching.David Little considers learner autonomy as a capacity: learner autonomy is essentially a matter of the learners psychological reaction to the process and content of learning. It is to be found in a wide variety of behaviors as a capacity for

21、detachment, critical reflection, decision-making and independent action.Nunan claims that learners who have reached a point where they are able to define their own goals and create their own learning opportunities, have, by definition, become autonomous. Principally, autonomous learners are able to

22、1) self-determine the overall direction of their learning; 2) become actively involved in the management of the learning process; 3) exercise freedom of choice in relation to learning resources and activities.With the rapid development of technology, culture and society, the issue of learner autonom

23、y has gained much more attention in the 2000s.3. Previous Studies on Learner Autonomy at HomeResearchers in our country began studying learner autonomy in the midlate 1980s. Many researchers published a variety of articles on key issues. The important scholars are: Wen Qiufang, she published her fam

24、ous works entitled “On English Learning Strategies”. Fan Ye wrote the article about “The Learner Training in College English Teaching”. He put forward the content of learner autonomy and then listed the domains and ways to train learner autonomy. Hui Yaling suggested some ways to improve learner aut

25、onomy in foreign language teaching. From the angle of educational philosophy and based on the empirical study, Peng Jinding explored on how to cultivate and develop learner autonomy in college English teaching. Wei Yuyan introduced the definition of learner autonomy, the reasons why it must be learn

26、er autonomy in foreign language teaching and the elements which affect autonomous learning, etc.Autonomous language learning might have some development in China since文獻(xiàn)綜述the communicative teaching method and some other learner-centered approaches were introduced to English teaching during the 1980s

27、. By stimulating a high level ofstudent involvement in the language learning process, these learner-centered approaches do make some changes in traditional teacher-centered classroom, but wehave to admit that to develop autonomous language learning in China, we still have along way to go.4. Comparis

28、on Between Studies on Learner Autonomy Abroad and at HomeSuch the oversea educationalists on language teaching as Holec, Dickinson, Little, Benson and Voler, Cotterall and Crabbe, Gardner and Miller, and so on had published a series of monographs about the concept of learner autonomy, the theoretica

29、l foundations of learner autonomy and methods of developing learner autonomy. They also analyze all kinds of factors about learner autonomy step by step, such as factors on learners themselves, social factors, cultural factors and so on, and explore how to develop learner autonomy in practice. All t

30、hese monographs have provided an integrative framework and guideline for educationalists to develop learner autonomy in teaching practice.Besides publishing these monographs, some scholars abroad had published some important articles on famous foreign language magazines. They discussed thoroughly on

31、 the concept, the theoretical background, history and methods of learner autonomy. By comparison with the studies on learner autonomy abroad, there has no monograph about learner autonomy at present in China. From the aspect of foreign language magazines, these articles in the magazines can be divid

32、ed into two groups : 1）introducing and commenting on overseas theory of autonomous learning; 2）introducing how to promote learner autonomy. The first kinds of articles make up 71,while the second ones make up only 29(He Xiaodong 20).To sum up, the studies on learner autonomy are prosperous abroad bu

33、t inadequate in China, which doesnt seem to be strange because the definition of learner autonomy originates from western academic circles and the researches on learner autonomy in China are in the starting stage.The above illustrations are a brief review of the researches on learning autonomy abroa

34、d and at home. They provide us an important framework of the researches on learning autonomy abroad and at home. They provide us an important framework of the development of learner autonomy. Yet the cultivation of English learner autonomy in China is not rich enough. This study is trying to explore

35、 some practical methods for developing autonomous learning abilities of Chinese learners of English according to the reality of Chinese education. Hopefully, it will be good for learners study in future and will be good for improving the efficiency of teachers teaching.備注大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開題報(bào)告(由學(xué)生填寫)題 目如

36、何提高中國(guó)英語(yǔ)學(xué)習(xí)者的自主學(xué)習(xí)能力學(xué) 院外國(guó)語(yǔ)學(xué)院專 業(yè)英語(yǔ)（師范）姓 名學(xué)號(hào)20051115020003指導(dǎo)教師職稱講師本課題的意義及國(guó)內(nèi)外研究概況：本課題針對(duì)如何發(fā)展英語(yǔ)學(xué)習(xí)者的自主能力這個(gè)問題進(jìn)行了探究，培養(yǎng)自主學(xué)習(xí)能力不僅有利于學(xué)生今后的學(xué)習(xí)，而且能優(yōu)化課堂教學(xué)，提高教師的教學(xué)效率。國(guó)外外語(yǔ)教學(xué)界曾出版了一系列的有關(guān)學(xué)習(xí)者自主概念，理論基礎(chǔ)以及如何培養(yǎng)學(xué)習(xí)者自主等方面的專著。除專著外，國(guó)外也有一些學(xué)者在著名的期刊上發(fā)表文章。而中國(guó)面前還沒有專門論述外語(yǔ)自主學(xué)習(xí)的專著。從外語(yǔ)期刊上來(lái)看，發(fā)表的文章也多偏于理論介紹和對(duì)外國(guó)文章的評(píng)論，如何結(jié)合我國(guó)實(shí)際促進(jìn)學(xué)習(xí)者的自主學(xué)習(xí)只占了一小部分。主要

37、參考文獻(xiàn)：1Benson, P. and P. Voller. Autonomy and Independence in Language Learning. Harlow: Longman, 1997.2Dickinson, L. Self-Instruction in Language Learning. Cambridge: Cambridge University Press, 1987.3Gardner, D. and M. Linsdsay. Establishing Self-Accessfrom Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, 2002.4范燁.淺談大學(xué)英語(yǔ)教學(xué)中的學(xué)習(xí)者訓(xùn)練.外語(yǔ)界,3(1999):32-37.5惠亞玲.外語(yǔ)教學(xué)中自主學(xué)習(xí)能力培養(yǎng).西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào),12(2003):20-22.研究的目標(biāo)及內(nèi)容：針對(duì)在中國(guó)如何發(fā)展英語(yǔ)學(xué)習(xí)者的自主能力進(jìn)行了探究，為學(xué)習(xí)者今后的學(xué)習(xí)打基礎(chǔ)，同時(shí)提高教師的教學(xué)效率。本文通過(guò)對(duì)現(xiàn)在中國(guó)實(shí)行自主學(xué)習(xí)現(xiàn)狀的分析，提出如何提高中國(guó)英語(yǔ)學(xué)習(xí)者自主學(xué)習(xí)能力的方法。擬解決的關(guān)鍵問題：本課題從中國(guó)的教育