简析英语学习中的自主学习(英文版论文)

2000论文题目 A Brief Analysis on Autonomous Learning in （英文）English Study论文题目简析英语学习中的自主学习（中文）目录Abstract (ii)摘要.......... .......................................................................................................................... i i Outline .................................................................................................................................. i ii 提纲. .................................................................................................................................... .iv 1. Introduction .. (1)1.1 Definition of learner autonomy (1)1.2 The importance of developing learner autonomy in English self-study (2)2. The factors influenced learner autonomy..................................................... (3)2.1 Motivation (3)2.2 Attitude (4)2.3 Learning strategy (5)2.4 Cognitive style (5)3.The roles in learner autonomy in EFL (6)3.1 Roles of autonomous learners (6)3.2 Teachers’ roles (6)3.3 Roles of materials (7)3.4 Roles of institutions (7)4.Conclusion (8)Works Cited (9)A Brief Analysis on Autonomous Learning in EnglishStudyWang PingAbstract: W ith China entering into WTO, the development of China’s economy and opening policy brings new challenges to English learning. English has become more and more prevailing .So more and more people will pay attention to English learning. The paper mainly focuses on a brief analysis of self-study in English learning, so as to find out the factors influenced learner in self-study and the roles in learner autonomyin EFL.Key words: English learning; autonomous; factors; roles简析英语学习中的自主学习汪萍摘要: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A Brief Analysis on Autonomous Learning in EnglishStudyOutline1.Introduction1.1Definition of learner autonomy1.2The importance of developing learner autonomy in English self-study2.The factors influenced learner autonomy2.1Motivation2.2Attitude2.3Learning strategy2.4Cognitive style3.The roles in learner autonomy in EFL3.1Roles of autonomous learners3.2Teachers’ roles3.3Roles of materials3.4Roles of institutions4.Conclusion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2.32.4学习策略2.5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A Brief Analysis on Autonomous Learning in EnglishStudyFLC 2001 (04) (English) Wang PingTutor: Professor1.IntroductionThere can be no doubt that English is one of the world's most widely used languages. People use a language in one of three ways: as a native language, as a second language, or as a foreign language. English is spoken as a native language by over three hundred million people in the United States, Britain, Australia, New Zealand, Canada, some Caribbean countries and South Africa. As a second language, English is often necessary for official business, education, information and other activities in many countries, it is one of the few "working" languages of the United Nations. And with China entering into WTO, the development of China’s economy and opening policy brings new challenges to English learning. English has become more and more prevailing .So more and more people will pay attention to English learning. School education is very important and useful. Yet, no one can learn everything from school. Even a very good teacher cannot teach his students everything they want to know. Because of the limit of the time, money, energy or some other personal reasons, many things will be learned outside school by the students themselves. So to some extent, it is essential for anyone who's relevant to English to master the ability of self-study. Recently, much attention has been paid on the importance of developing English learners' autonomy. Self-study, as a skill of getting knowledge and information, it is extremely essential in such an information-increased and international communication-frequent society. This kind of study skill is not only helpful for us to pursue our educational goal--to get knowledge, also cultivate a learner's independence of autonomy which should be regarded as the end goal. The paper mainly focuses on a brief analysis of self-study in English learning, so as to find out the factors influencing learner in self-study and the roles in learner autonomy in EFL.1.1 Definition of learner autonomyThe concept of learner autonomy has been introduced into foreign language teaching over twenty years. Nowadays, autonomy has been widely accepted as an educational goal and few teachers will disagree with the importance of helping language learners becomemore autonomous as learners. But as to what learner autonomy really is, various interpretations proposed by different researches and scholars in different contexts. In spite of the various interpretations proposed by different research and scholars in different contexts, even during different periods of time, the definitions of learner autonomy can be classified into the following categories.First, a lot of researches define it in terms of ability or capacity. Holec defines learner autonomy as “the ability to take charge of one’s own learning”. Many researchers agree with Holec that learner autonomy is ability or capacity. For example, D.Little sees learner autonomy as a capacity for “detachment, critical reflection, decision-making and independent action”. Nunan also believes that this ability is extraordinary important. The learners who are able to fix their own aims and produce chances for learning are autonomous learners. Littlewood talks about learner autonomy as “the ability to use the knowledge one has learned without the help of the teacher”. One of the widely accepted of learner autonomy is put forward by Benson who defines it as “the capacity to take control of one’s own learning”.Second, some writer defines it in terms of performance. Huttunen insist that a certain kind of learning behavior is important.Third, some researcher defines it in terms of attitude. Dickinson sees autonomy very much as an attitude to language learning. In his opinion, autonomous learners are ready to take responsibility for their own learning and show their willingness by setting their own goals, selecting their materials, deciding on their own methods, place time and pace for study, monitoring their study and making proper evaluation.Fourth, some researches define it in terms of ability and willingness. They define an autonomous learner as one who has the ability and willingness to act independently and decisively. In this view, attitudes translate into practice, and motivation is a necessary precursor of autonomy.Finally, with the development of researches on learner autonomy, the term autonomy has come to be used in at least five ways:1) For situations in which learners study entirely on their own;2) For a set of skills which can be learned and applied in self-directed learning;3) For an inborn capacity which is suppressed by institutional education;4) For the exercise of learners’ responsibility for their own learning;5) For the right of learners to determine the direction of their own learning.1.2 The importance of developing learner autonomy in English self-studyIn general, importance of developing learner autonomy in EFL can be summarized asfollows:1) It matches our educational goal. The final product of education is an independent learners and cultivating a learner’s independence of autonomy should be regarded as the end goal that teachers or educators try to pursue. And it also meets life-long learning and creative education.2) It helps students to make improvements beyond knowledge. The present epoch is one with an explosion of knowledge and information. So it is impossible for one to adapt to this changing society with the knowledge acquired at school. If learner autonomy is developed, then students become skillful in learning how to learn. And they will be able to master new knowledge, new technology, face new challenges and task.3) It can adapt to students’individual differences. Different students have different preferred ways of learning. However, every teacher has his or her own relatively stable teaching method and teaching style. Therefore, it is particularly hard for teachers to satisfy the need of each student in traditional language teaching. In autonomous learning, students participate learning by their own volition, make their own decisions on learning goals, learning pace and progression and learning strategies, and self-evaluate their learning outcomes.4) It facilitates personal growth. Once students become autonomous, they have acquired a life-long learning skill and a habit of independent thinking, which will benefit them long after leaving schools. Moreover, it supports individualism but does not exclude collaborative learning. Therefore, in autonomous learning, students learn to how to get along with others. This is also important to them.5) It can lead to better, more effective learning. Learner sets the agenda, learning should be more focused and more purposeful, and thus more effective both immediately and in the longer term.2. The factors influenced learner autonomyLearner 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 on certain conditions: motivation, attitudes, learning strategies and cognitive styles etc. Therefore, it is very necessary for teachers to pay much attention to these factors for the aim of developing students’ autonomy English learning.2.1 MotivationMost scholars seem to agree that one of the key factors that influences the rate and success of the second or foreign language learning. And it provides the primaryimpetus to initiate learning the foreign language and later the driving force to sustain the long and often tedious learning process. A number of reviews and discussions provide evidence that motivation and learner autonomy go hand in hand. Therefore, no matter from which angle we consider the relationship, we must recognize the important role that motivation plays in learner autonomy.2.1.1 Intrinsic motivation2.1.1.1 Definitions of intrinsic motivationIntrinsic motivation means the kind of motivation caused by the interest, pleasure, satisfaction or curiosity directed to the activity. Intrinsic motivation is generally considered as that produces more benefits than extrinsic motivation. Because the intrinsically motivated learners undertake a task from their genuine will but not from some external pressure, they perform the action harder and deeper and sustain their efforts longer than the extrinsically motivated learners do.2.1.1.2 The factors influencing intrinsic motivationThere are various internal and external factors influencing students’ intrinsic motivation. However, it is affected to a great extent by what happens in the classroom, and by students’ personal factors and mood at that time as well. Therefore, we consider factors affecting intrinsic motivation under the heading of interest, learning environment, English teachers’ teaching method and material.2.1.2 Extrinsic motivationExtrinsic motivation, on the hand, derives from an anticipation of rewards such as praise, awards, prizes, evaluation, and fear for punishment. Although extrinsic motivation is also beneficial sometimes, there are some negative aspects of it. They state that learners will lose motivation and reason to do something when rewards are no longer available, and that giving external rewards to them previously withintrinsic motivation can harm the good effect of it.2.2 AttitudeLanguage learning is not merely a cognitive task. And success of a learning activity is, to some extent, contingent upon learner’ stance towards the word and the learning activity in particular, their sense of self, and their desire to learn.The term “attitude” has been defined in many ways. Common to psychological theories on attitudes is the notion that attitudes actually have three components: affect, cognition, and behavior. Affect concerns feelings, moods, and emotions toward the attitudinal object. For example, some learners may agree with the idea that theyshould take more responsibility for their learning, while others may prefer to depend on the teacher. Cognition refers to what a person knows about the attitudinal object.In language learning, it refers to “attitudes learners hold about their role in the learning process and their capability as learners”. And the third attitudinal component, behavior has to do with intentions or actions related to the attitudinal object. Learners who hold positive attitudes toward learner autonomy may be more likely to take the responsibility than those who hold negative attitudes. It is these affective reactive reactions, cognitions, and behaviors comprise the overall attitudetoward the language and culture.In general, attitudes have a profound influence on learning behavior. And the attitudes may either contribute to or impede the development of their potential for autonomy. Positive attitude towards learner autonomy can be expected to enhance learning and negative attitudes to impede learning. So for teachers, identifying learners’ attitudes and modifying negative attitudes should be the important step inautonomous learning.2.3 Learning strategyLanguage learning strategies were generally defined as specific actions, behaviors, steps or techniques that learners employed to comprehend, store, remember new information, and to use the second language. Unanimous opinions that mostresearches have been reached are as follows:1) Strategies refer to both general approaches and specific actions or techniques usedto learn a second language;2) Strategies allow learners to become more self-directed;3) Strategies are problem oriented;4) Strategies are flexible;5) Strategies are influenced by a variety of factors;6) Strategies support learning both directly and indirectly;7) Strategies can be taught or trained.All learners have certain preferred learning strategies and employ them more or less consciously. Learning strategy is firmly believed to be the key to promoting learner autonomy and when students are inhibited to use their preferred strategy, it is impossible for them to learn the English efficiently. We can find that learning autonomy is the most important individual factor relating to learner autonomy and helping students understand the importance of strategies and train them to use somestrategies suited for them is an effective way to enhance their learner autonomy.2.4 Cognitive styleCognitive style refers to the ways that individuals organize, analyze and recall newinformation and experience.Cognitive style has been identified as field dependence vs. field independence. Persons who are more predominantly field independent tend to be generally more independent, competitive, and self-confident while field dependent persons tend to be more socialized, tend to derive their self-identity from persons around them, and are usually more empathic and perceptive of the feelings and thoughts of others. The factors briefly touched on the above are necessary but not sufficient conditions for the development of learner autonomy, and many more factors such as needs, language awareness, teachers, social and cultural influences have to be taken into consideration. Therefore, it is of consequence to note that autonomy is a process, not aproduct.3. The roles in learner autonomy in EFLLearner autonomy is characterized by its initiative, independence, effectiveness and relativity. This involves a change both in teachers’ roles and learners’ roles, and even in the roles of educational institutions. The traditional teachers’ roles: the instructor and container of knowledge, and learner’role: the passive “empty vessels”waiting to be filled with knowledge by the teachers will change dramatically.3.1 Roles of autonomous learnersWhat are the characteristics of autonomous learner? Do they always do their homework and follow the teachers’instructions? There are the typical characteristics of traditional good students, and as to autonomous learners.In the relevant literature autonomous learners are defined as those who-understand the purpose of their learning plan;-explicitly accept responsibility for their learning;-share in the setting of learning goals;-take initiatives in planning and executing learning activities;-regularly review learning and evaluate its effectiveness.From the definitions we can conclude that an autonomous learner first should be willing to take responsibility for their own learning, then he/she should be conscious of or aware of the learning process involved and learning strategies needed, finally he should have the ability to carry out his learning activities and the ability to monitor and evaluatehis learning results and effectiveness.3.2 Teachers’ rolesThe ever-increasing necessity for teaching students how to become independent and autonomous learners has brought new perspectives to the teaching profession and changed traditional ideas about language teachers’ roles.Teachers are traditionally viewed as authority figures, identified with roles like parent, instructor, director, manager, leader, controller, or even doctor who must “cure”the ignorance of the students. But things change now. Teachers assume new functions as a consultant, advisor, coordinator, helper, communicator, guide, facilitator, and organizer. The change in the roles strengthens the teachers’roles making them varied and more creative. Their status is no longer based on hierarchical authority, but on equality and importance of their relationship with learners. Learner autonomy involves the teacher to become less of an instructor and more of a facilitator, to discourage students from relying on the teacher as the main source of knowledge, to encourage students’ capacity to learn for themselves, to encourage students to make decisions about what they learn, to encourage students’ awareness of their own learning styles, and to encourage students’ to develop their own learning strategies.It is evident that when learners become more and more autonomous, the teachers will not become redundant or even have nothing to do, as some people will imagine. The requirement of the teacher will become more demanding, with not only the contents of teaching to get familiar with but also the skills and knowledge of fostering learner autonomy to master.3.3 Roles of materialsThe design of good autonomous learning materials is very tricky and can be very different from designing a good traditional face-to-face instructional lesson. One issue that we might face is that teachers have often spent many years coming to grips with classroom teaching and the skills of materials design and adaptation associated with this context. They will initially expect these skills to be immediately transferable into the independent learning environment. If this is not the case, teachers may come to feel threatened. However, autonomous learning materials are not just textbooks cut up and covered with see-through plastic. We need to be careful not just in the choice of the particular material, but in how it is presented as well. People don’t learn much just by reading the fine words of experts. People learn by having a go themselves. They learn by doing. They learn by getting things right. They learn even more by getting things wrong, and getting feedback on what was wrong.The creation of material that reflects an autonomous learning philosophy is not an easy task, and it involves a great deal of time and effort for the teachers, not only in selecting and adapting the content of the materials but in the way to present them.Therefore, teachers’adaptation of materials and way of using them is of vital importance and of great value. And what teachers do with the material is more important than what material is.3.4 Roles of institutionsWe have already discussed the roles of autonomous learners, teachers, and materials, but what roles should schools or educational system play in fostering learner autonomy? Lots of scholars think that the school should strive to ensure that each student takes responsibility for his or her own learning and for the result of his or her studies, can assess the result of his or her studies and his or her need to develop in relation to the demands in the syllabuses. In order to achieve this, reforms need to be made by the schools and higher educational institutions, including educational policies, teaching syllabuses, and most important, the way of evaluating learning results, and to put it more simply, way of examination.The education policy and guidance of the educational institutions are not only necessary, but also indispensable for learner autonomy. Nevertheless, in terms of carrying them out and putting those into practice, more powers and freedom should be given to learners as well as teachers.4.ConclusionTo sum up, there are many factors influencing learner autonomy during the study process. 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