外语学习者个体差异与学习自主性PDF电子书下载

SECTION Ⅰ AUTONOMY FROM LEARNER CONTROL 1

1.MOTIVATIONAL STRATEGIES TO STIMULATE ENGLISH SRL OF INDEPENDENT COLLEGE STUDENTS 1

1.1 INTRODUCTION 1

1.2.LITERATURE REVIEW 1

1.2.1 L2 Motivation 1

1.2.2 Self－regulated Learning in SLA 1

1.2.3 Motivational Regulation 2

1.2.4 Dornyei’ s Motivational Strategies 3

1.2.5 Summary 4

1.3 METHODOLOGY 5

1.3.1 Introduction 5

1.3.2 Research Design of the Survey Study 5

1.3.3 Research Design of the Case Study 5

1.4 RESULTS AND DISCUSSIONS 6

1.4.1 Results of the Survey Study 10

1.4.2 Results of the Case Study 18

1.4.3 Motivational Strategies Taking Effects on SRL 26

1.5 CONCLUSION 27

1.5.1 Major Findings 27

1.5.2 Pedagogical Implications 28

1.5.3 Limitations and Recommendation 29

2.THE INFLUENCES OF THE WHOLE BRAIN TEACHING STRATEGIES ON AFFECTIVE CHANGES OF COLLEGE NON－ENGLISH MAJORS 30

2.1.INTRODUCTION 30

2.2.LITERATURE REVIEW 30

2.2.1 Brain Structure， Function and Brain Imaging Research 30

2.2.2 Left and Right Hemisphere Theory 32

2.2.3 Brain－based Learning and Teaching Theory 34

2.2.4 Emotion， Brain and Language Learning 34

2.2.5 Applications of Brain－based Teaching Strategies in Classroom Instruction 35

2.3.RESEARCH DESIGN 36

2.3.1 Introduction 36

2.3.2 Research Design for the Quantitative Research 36

2.3.3 Research Design for the Qualitative Research 41

2.3.4 Summary 43

2.4.RESULTS AND DISCUSSION 43

2.4.1 The Choice of Experimental Group and Control Group 43

2.4.2 Testing Structural Validity and Reliability of Constructed Questionnaires 43

2.4.3 The Influence of WBTSI in EFL Class on Learners’ Hemispheric Preferences 44

2.4.4 The Influence of WBTSI in EFL Class on Learners’ Emotion 45

2.4.5 The Influence of WBTSI in EFL Class on Learners’ Learning Behaviors 46

2.4.6 Relationship between Whole Brain Teaching Strategies and Student English Learning Motivational State 49

2.4.7 Findings on Evaluations from the Experimental Group on the Whole Brain Teaching Strategies 51

2.4.8 Findings from Interview with the Cases and Their Journals 52

2.4.9 Findings from the Class Observation 54

2.5.CONCLUSION AND SUGGESTIONS 55

2.5.1 Summary of the Study 55

2.5.2 Pedagogical Implications 56

2.5.3 Limitations of the Study 56

2.5.4 Suggestions for Future Study 56

3. PROMOTING LEARNER AUTONOMY THROUGH METACOGNITIVE STRATEGY TRAINING 58

3.1 INTRODUCTION 58

3.2 LITERATURE REVIEW 58

3.2.1 Theoretical Perspective of Metacognition and Metacognitive Strategies 58

3.2.2 Theoretical Basis of Learner Autonomy 61

3.3 DESIGN OF THE RESEARCH 62

3.3.1 The Research Hypothesis 62

3.3.2 Participants 62

3.3.3 Instruments 63

3.3.4 Procedures 64

3.3.5 Metacognitive Strategy Training Program 65

3.4 RESULTS AND DISCUSSION OF QUANTITATIVE RESEARCH 66

3.4.1 Results of Hypothesis One 66

3.4.2 Results of Hypothesis Two 68

3.4.3 Results of Hypothesis Three 70

3.5 FINDINGS AND DISCUSSIONS 72

3.5.1 Findings from Qualitative Research in Experimental Group 72

3.5.2 Findings from Both Quantitative and Qualitative Research 75

3.5.3 Findings from Classroom Observations 76

3.5.4 Other Findings 77

3.6 CONCLUSIONS 79

3.6.1 Implications of the Study 79

3.6.2 Limitations of the Study 79

3.6.3 Recommendations for Further Research 79

4.THE APPLICATION OF MEMORY WORKING PRINCIPLE TO COLLEGE ENGLISH VOCABULARY MEMORY STRATEGIES TRAINING 80

4.1.INTRODUCTION 80

4.1.1 Background of the Study 80

4.1.2 Purpose and Significance of the Study 80

4.2.LITERATURE REVIEW 80

4.2.1 Memory Working Principle 81

4.2.2 Vocabulary Memory Strategy 81

4.2.3 Psychology Theory Researches on Vocabulary Memory Strategies 81

4.2.4 Empirical Researches on Vocabulary Memory Strategy 85

4.3.METHODOLOGY OF THE STUDY 88

4.3.1 Research Questions 89

4.3.2 Subjects 89

4.3.3 Design and Process of the Experiment 89

4.4.RESULTS AND DISCUSSIONS 89

4.4.1 Results and Discussions of Pre－tests 96

4.4.2 Results and Discussions of Post－tests of the Two Classes 96

4.4.3 Results and Discussions of Pre－tests and Post－tests of Experimental Class 97

4.4.4 Results and Discussions of Recalled－interview 99

4.4.5 Summary 100

4.5.CONCLUSION AND IMPLICATION 100

4.5.1 Conclusion 101

4.5.2 Implications for English Teaching and Learning 101

4.5.3 Limitations and Suggestions 101

SECTION Ⅱ AUTONOMY IN PRACTICE 102

5. ENGLISH LEARNING EXPERIENCE OF NON－ENGLISH MAJORS AND LEARNING AUTONOMY 103

5.1 INTRODUCTION 103

5.2 RESEARCH ON AUTONOMOUS LANGUAGE LEARNING IN CHINA AND ABROAD 103

5.2.1 Research on Autonomous Language Learning Abroad 103

5.2.2 Research on Autonomous Language Learning in China 104

5.3 RESEARCH DESIGN AND METHODOLOGY 105

5.3.1 Research Objective 105

5.3.2 Subjects of the Research 105

5.3.3 Instruments 108

5.3.4 Procedures for Data Collection 109

5.4 ANALYSIS ON STUDENTS ’ LANGUAGE LEARNING EXPERIENCE AND AUTONOMOUS LEARNING 109

5.4.1 Quantitative Analysis on Students ’ Language Learning Experience and Autonomous Learning 113

5.4.2 Qualitative Analysis on Students’ Language Learning Experience and Autonomous English Learning 113

5.5.FINDINGS AND DISCUSSION 120

5.5.1 Subject’General Attitudes towards Autonomous Learning 120

5.5.2 Influence of Learning Experiences on Autonomous Learning 121

5.5.3 Differences among Better Average and Less Proficient Learner in Autonomous Learning 124

5.6.CONCLUSION 125

5.6.1 Summary of the Research 125

5.6.2 Pedagogical Implications 125

5.6.3 Limitations andRecommendations oftheResearch 127

6.PROMOTING LEARNING AUTONOMY OF STUDENTS IN INDEPENDENT COLLEGE THROUGH TASK－BASED LANGUAGE TEACHING 128

6.1 INTRODUCTION 128

6.2 LITERATURE REVIEW 128

6.2.1 Task－based Language Teaching 128

6.2.2 Autonomous Learning 135

6.2.3 The Relationship between TBLTand Autonomous Learning 140

6.2.4 Studies at Home and Abroad 141

6.3 RESEARCH DESIGN AND METHODOLOGY 142

6.3.1 Research Questions 142

6.3.2 Subjects and Instruments 142

6.3.3 Procedures of Data Collection and Analysis 142

6.4 IMPLEMENTATION OF TBLT 143

6.4.1 Rationale of Tasks Designing 143

6.4.2 Standards of Good Tasks 143

6.4.3 Implementation of Task－based Approach 144

6.5 RESULTS AND DISCUSSION 146

6.5.1 Results and Discussion of the Quantitative Research 146

6.5.2 Results and Discussion of the Qualitative Research 152

6.6 CONCLUSION 156

6.6.1 Implication for Teaching 157

6.6.2 Limitations andRecommendations forFuture Research 157

7. THE RELATIONSHIP BETWEEN UNIVERSITY ENGLISH CLASSROOM INTERACTION AND STUDENTS’ SELF－EFFICACY 158

7.1 INTRODUCTION 158

7.2 SELF－EFFICACY AND ENGLISH CLASSROOM INTERACTION 158

7.2.1 The Concept of Self－efficacy 158

7.2.2 The Concept of English Classroom Interaction 159

7.3 THEORETICAL CONSIDERATION AND LITERATURE REVIEW 161

7.3.1 Psychological Theories Related to Foreign Language Learning 161

7.3.2 Theories of Second Language Acquisition 163

7.4 RESEARCH DESIGN AND METHODOLOGY 166

7.4.1 Research Questions 166

7.4.2 Participants 166

7.4.3 Instruments 167

7.4.4 Training Procedures 168

7.5 RESULTS AND DISCUSSION 170

7.5.1 Analysis of the Relationship between English Classroom Interaction and Self－efficacy 170

7.5.2 Analysis of Self－efficacy and Hierarchy of English Classroom Interaction 172

7.5.3 Analysis and Discussion of the Author’s Classroom Observation 175

7.5.4 Discussion of Language Learning Diaries 176

7.6.CONCLUSION 177

7.6.1 Summary of the Research 177

7.6.2 Theoretical and Practical Implications 178

7.6.3 Limitations 178

7.6.4 Suggestions for Further Study 179

8.THE INFLUENCE OF TEACHER－STUDENT RELATIONSHIP ON COLLEGE STUDENTS’ AUTONOMOUS ENGLISH LEARNING 180

8.1 INTRODUCTION 180

8.2 THEORETICAL BACKGROUND 180

8.2.1 Definition of Teacher－student Relationship 180

8.2.2 Main Theories on Teacher－student Relationship from Different Perspectives 181

8.2.3 Research Review of Teacher－student Relationship at Home and Abroad 182

8.2.4 The Impact of Teacher－student Relationship on Autonomous Learning 183

8.2.5 The Impact of Previous Teacher－student Relationship Experiences on Later language Learning 184

8.3 RESEARCH DESIGN AND METHODOLOGY 184

8.3.1 Research Questions 185

8.3.2 Participants 185

8.3.3 Instruments 185

8.3.4 Data Collection 187

8.4 PROCESS OF ESTABLISHING HARMONIOUS TEACHER－STUDENT RELATIONSHIP IN AND AFTER CLASS 187

8.4.1 Facilitating Student－centered Learning in Class 187

8.4.2 Developing Teacher－student Relationship after Class 189

8.5 FINDINGS AND DISCUSSIONS 190

8.5.1 Findings from the Quantitative Research 190

8.5.2 Findings from the Qualitative Research 195

8.6.CONCLUSION 198

8.6.1 Conclusion 198

8.6.2 Pedagogical Implications 199

8.6.3 Limitations and Suggestions for Future Study 199

REFERENCES 200

中文摘要 220

附录 226