影响大学生英语自主学习的因素分析
影响大学生英语自主学习的因素分析-2019年文档
影响大学生英语自主学习的因素分析自主学习(autonomous learning)不是一种行为，而是一种可以通过后天培养的能力，是学习者“确定学习目标、确定内容进度、选择方法技巧、监控学习过程和评估学习效果”的过程。
已有研究表明，自主学习不仅对学好外语具有积极的作用，更是使学习者能够持续学习和发展、以适应新的社会需要而必不可少的一项重要技能，是不断优化学习者的心智结构，从而造就千百万创新人才的有效途径。
2004年全国高校试行大学英语教学改革，让学生学会学习和增强其英语自主学习能力，成为改革的重要目标，同时也成为衡量此次教学改革成功与否的重要标志。
5年来，各试点大学的教改实验报告陆续发表，一个关键性的问题逐渐凸显出来：非英语专业大学生的英语自主学习能力较差。
鉴于此，本文旨在探讨制约非英语专业大学生自主学习的主要因素，并提出对策和建议。
一、制约非英语专业大学生英语自主学习的主要因素1 中小学教育的惯性。
小学到高中12年的应试教育，使学生习惯按照教师的安排被动地接受知识。
进入大学后，这种教育惯性的影响依然存在，一部分学生由于自我控制力和自我管理能力较弱而难以适应大学学习。
有研究显示：大学生确定学习目标的能力不强，导致自主学习的启动作用弱。
在影响大学生学习成绩的主观因素中，意志控制水平尤其是自制能力差，导致学生对自主学习维护功能不强的状况十分突出。
在自主学习的启动机制和维护功能均没有发挥作用的情况下，大学生不可能具有很强的自主学习能力。
2 传统课堂教学模式和角色定位。
传统课堂教学强调以教师、课程和课堂为中心，学生通过听讲、观察、模仿等方式学习，习惯于被动听讲、死记硬背等，不假思索地接受教师或书本的观点。
自古以来，教师即权威，对大学生而言，教师传授知识、控制课堂学习活动以及评价学生的学习是毋庸置疑和理所应当的。
反过来，如果让学生自己来承担学习责任则是难以想象的。
总之，学生将教师作为权威的期待给自主学习带来了极大的消极影响。
大学生英语自主学习影响因素分析及对策讨论
大学生英语自主学习影响因素分析及对策讨论本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！引言随着我国全面实行高校教育体制改革，针对大学生英语教育工作方面提出了更加细化和创新性的发展路径与教学方法，目的是从根本上提升大学生群体的综合英语素养，能够在自发性的状态中完成英语学习行为，以此来不断提升自身的英语口语、英语写作和英语阅读能力，为成为一个高素质的全能型英语人才奠定良好的基础。
在科学技术和教学手段不断丰富和创新发展的环境中，英语教育工作对培养一个全面、高素质和现代化的大学英语人才起到了重要的引导作用，但是在良好的外界教学环境和硬件设施带动下也需要大学生自身具备一定程度的学习自主性。
下面，围绕提升我国大学生自主学习能力和英语自主学习水平进行展开分析，并提出具体的培养路径。
一、大学生英语自主学习的重要性1. 自主学习所谓自主学习，指的是学习者在学习知识的过程中，在自我学习动机的引导下完成自发性的学习行为，比如自我制定学习目标和学习计划、自我管理学习进度、自我调整学习心态和自我进行反思与评估等。
在进行自我学习行为的过程中，学习者充分实现自身在学习活动的主体性地位，发挥主动性作用，使学习行为更加具备主观性和自主性。
2. 大学生英语自主学习的重要性伴随我国全面实行素质教育，致力于打造更加多元化、健康化和活力型的大学英语教育体制，在在这样的背景下，为了实现大学生在英语学习过程中体现自主学习的主动性和积极性，保障英语口语教育的综合全面发展，同时为了提升大学生英语教育的整体教学质量和教学水平，在引导大学生提升自主学习效率的教学中，通过将小组化讨论的方式融入到大学生英语课堂口语和交际教学的过程中，致力于营造英语课堂的英语语境氛围，为大学生打造一个更加丰富多彩且代入感极强的英语课堂，调动大学生对英语学习的自主性和积极性，以此来全面提升大学英语教学效率、提高大学生的综合英语口语素养，为打造新一代综合型的高校英语人才做出贡献。
大学生英语自主学习影响因素分析
（ ） 力因素。 一 智 智 力是一种综合 的认识能 力 ， 它包 括 注 意 力 、 察 力 、 观 记 忆 力 、 象 力 和 思 维 力 五 个 基 本 因素 ， 于语 言 能 力 它 包 括 四 想 至 个 方 面 ： １ 语 言 编码 能力 ；２ 语 言 感 受 能 力 ；３ 语 言 记 忆 能 （） （） （） 力 ；４ 推 理 能 力 。 目前 智 力 对 语 言学 习是 否 有 直 接影 响仍 有 （） 争论 ， 没有获得准确的定义 ， 还 而且 目前 还 没 有 可 靠 的 工具 对 智 力 和语 言 天 赋 作 出 可靠 的测 量 ．所 以讨 论 智力 因 素 及语 言 天 赋对 学 生 的英 语 学 习成 效 的影 响 ．只 能作 为一 种 客 观 因素 参 考。 （ ） 智 力 因素 。 二 非 学 习者 的 内 因包 括 智 力 因素 和 非 智 力 因素 两 个 方 面 。智 力 因素 是 人 的认 知 活 动 中 比较 稳 定 的心 理 特 征 ，是 人 发 展 的 基 础 因素 ， 而非 智 力 因素 对 智 力 的 发 展 起 着 推动 和调 节 作 用 。 １兴 趣 因 素 ． 个 体 一 旦 对 某 种 活 动 产 生 了兴 趣 ，就 能 提 高 这 种 活 动 的 效 率 。 语 言 学 习 活动 亦 是 如此 。英 语 是 世界 上 使 用最 广 泛 的 对 语 言 ， 同 的人 学 习英 语 的兴 趣 点 各 不 相 同 ， 人 为 了通 过 考 不 有
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英语论文-分析影响大学生英语自主学习的因素 Autonomy in English Learning
Analysis of factors influencing college students’autonomyin English learningBy Sophie LeeThesis statement:As one kind of learning activities,autonomous learning is greatly influenced not only by internal essential conditions of learners’interest,learning strategies,learners’motivations as well as learners’willpower,but also by external supporting factors of teachers’role,the Internet along with peer influence,and the full understanding of these factors can help college students further promote their autonomous competence in English learning.Outline:1.Introduction2.Factors influencing college students’autonomy in English learning2.1External factors of autonomous learning2.1.1Teachers’role2.1.2The Internet2.1.3Peer influence2.2Internal factors of autonomous learning2.2.1Learners’interest2.2.2Learning strategies2.2.3Learners’motivations2.2.4Learners’willpower3.Approaches to promoting learners’autonomy3.1Taking advantage of the Internet3.2Stimulating learners’interest3.2.1Using well-designed activities3.2.2Associating English learning with students’daily life3.3Making use of learning strategies3.3.1Formulating learning goals and learning plans3.3.2Self-monitoring and self-evaluation4.Conclusion1.IntroductionIn order to meet the constantly updated challenges and fast pace of development in modern society,people always need to prepare themselves with new knowledge and skills through autonomous learning,which is defined by Holec(1981)as“the ability to take charge of one’s own learning”(p.3).Therefore,the idea of learner autonomy has been increasingly emphasized and highlighted.In recent decades,much importance has been attached to learner autonomy by Ministry of Education and learner autonomy has played an increasingly significant role in college English learning in China.It is now one of the most prominent things to help students become autonomous learners in language education.Aiming to master English,language learners should be encouraged to spend extra time and effort on autonomous learning.It is no surprising that college students who are in charge of their study and do well in English autonomous learning tend to obtain high competence of English and become confident enough to survive,compete and prosper in their future career.However,autonomous English learning is relatively new in China and the current situation of learner autonomy in college is not that satisfactory.The typical English learner in China has long been characterized as heavily dependent,passive, and lacking in incentive(Pierson,1996).In order to change the current situation for the better,it is urgent to enhance college students’autonomy in English learning.2.Factors influencing college students’autonomy in English learningFactors of autonomous learning can be classified into two groups:external factors and internal factors.These factors are not isolated from each other.Instead,external factors and internal factors greatly influence one another,and all together forming a sophisticated system for autonomous learning.2.1External factors of autonomous learningAccording to Xu(2007),learning autonomy,one kind of learning capabilities,is a relatively stable characteristic under the influence of interaction between learnersand exterior conditions.2.1.1Teachers’roleFrom a macro point of view,learner autonomy can be basically divided into out-of-class learning and in-the-class learning.Students mainly depend on themselves in the out-of-class learning while in-the-class learning is greatly influenced by the role of teachers.Xu(2007)claims that it’s far from enough for university English teachers to only impart knowledge and skills to their students in class.More importantly,it’s teachers’responsibility to teach students how to learn independently and encourage students to manage their own learning.However,in China,owing to the influence of the traditional teacher-dominated teaching pattern,many teachers primarily concentrate on how they teach and neglect students’initiative in English learning.Those teachers unilaterally emphasize one specific role of“input”.Gradually,students lose the initiative and interest of English learning.Worse still,the teaching pattern hurts the students’autonomous learning ability.As a result,a lot of students lack the ability and strategies for English autonomous learning.The bright side is that in recent years the reform of college English teaching emphasizes learner-centered mode and students’capability of autonomous learning is highly valued in achieving the language competence.According to College English Curriculum Requirements(Ministry of Education,2007),one of the principal aims of English education is to promote autonomy among learners.And autonomous learning centers on the shift of more responsibilities from teachers onto students.There is thus no denying that this new teaching model of college syllabus represents a transform of focus from teacher-centered pattern to learner-centered pattern throughout the entire English learning process.It is now educator’s primary task to develop students’autonomous learning ability.Nevertheless,it does not imply that teachers’function can be neglected in the process of students’English autonomous learning.In this new teaching model, teachers assume important new roles as a guide,facilitator and resource person(Hua,2001).It’better to teach people how to fish than simply give away them fish.Teachers had better focus on helping students master how to learn English independently.As guides,teachers need to offer college students suggestions for making their workable learning plans.Teachers can also help students recognize the potential problems behind the learning tasks,so that students can learn more efficiently;being facilitators, teachers are supposed to provide students with learning strategies training for their autonomous learning;as resource persons,teachers need to offer students necessary learning materials or recommends proper ways accessing to learning resources.In this way,students are highly motivated and able to approach autonomous learning with useful guidelines provided by teachers.2.1.2The InternetAccording to the research conducted by Wang and Zhao(2010),91.1%of university students show a positive attitude towards autonomous learning and intend to spend extra time on it outside the classroom.And the Internet serves as a crucial tool for autonomous learning.It is currently believed that computer network has great potential to improve learner autonomy if used effectively.Godwin(2011)points out that the Internet has contributed enormously to autonomous learning in terms of facilitating learner autonomy by providing a great deal of materials for self-learning.In recent years,computer-assisted language learning(CALL)has promoted the education dramatically and the Internet is commonly used in students’English autonomous learning.In fact,the Internet has gradually become a part of the daily environment for students.Online resources, educational services and softwares together provide college students with new chances for autonomous learning in English.The reason why web-based environment attracts so many students is the“more effective leaning materials as well as flexible pace of learning”(Newlands&Ward, 1998,p.71).With the Internet,college students exceed the limits of classroom,thus have freedom to arrange their own learning contents,time and place based on their English level,special needs,and actual situation.Students can also constantly updatetheir knowledge anywhere and anytime owning to the Internet.What’s more,network provides students with various means to obtain English learning resources.Students can easily browse,download or print all sorts of classified materials from the Internet, which can facilitate their autonomous learning.Therefore,the Internet can no longer be considered optional for autonomous learning.It is very essential for college students to strengthen learner autonomy in English through the technology.2.1.3Peer influenceAutonomous learning does not mean that learners are isolated from others. Instead,the learning process is closely related to the surrounding and massively influenced by the peers of the learners.Xu(2007)points out that learner autonomy goes through the process of observation,imitation,self-control and self regulation.It implies that students begin their learning by observing peers whose actions can be of great influence on students’autonomous learning.People all have experienced peer influence from time to time and it follows people throughout their whole life.It can not be avoided,nor can it be ignored.After analyzing all kinds of research results in the domestic and overseas,Pang(2001) summarizes peer influence in three aspects:the action or academic achievement of peers has quite an impact on the learners’assessment for their autonomous learning; the independent study of peers will set an example for learners and inspire them to do the same;whether learners will ask for help from their peers depends on how close the relationship between them.In most cases,it is true that students tend to compare the academic accomplishment with their peers so as to evaluate their English autonomous learning.Peer influence has either positive or negative effect on college students’autonomous English learning.The scene of students participating in harmful activities tends to spring in mind,when people think of the phrase‘peer influence’.Peer influence does have a negative side when students’peers all show bad attitude towards language learning.They skip English classes,get addicted to computer games, spend much money on alcohol or online shopping rather on learning materials,andfinally cheat on exams.They not only commit those things themselves,but also tempt the students around them to go through the activities with them.There is no doubt that this kind of peer influence is extremely harmful to autonomous language learning.Xu(2007)claims that peer influence actually does more good than harm and students should be given opportunity to become actively involved with peers in the language learning.For example,if learners are surrounded by friends who go to the library for English learning everyday,study hard for good grades,and desire to achieve high proficiency of English,they are more likely to be interested in learning as well and will try to catch up with their peers.Because the last thing one wants is to be left behind or isolated.In college,it is crucial for students to be associated with peers.Everyone needs some help sometimes.When students are faced with obstacles in learning,they may want to search for guidance or support from their peers.It is true that college students can be influenced by peers for better or for worse.Therefore,students need to choose their friends carefully and make peer influence work to its advantage.In that way, peer influence can be one of the most effective ways to improve English autonomous learning.2.2Internal factors of autonomous learningAlthough external factors play a very important role in students’English autonomous learning,internal factors including learners’interest,strategies, motivations and willpower have a more essential impact on learner autonomy.2.2.1Learners’interestSchiefele(1991)claims that interest can be interpreted as the attitude or perception toward a situation and entails the dream people insist on.It is the most enjoyable state of wanting to learn and it has the irresistible power to hold people’s attention and curiosity.Learning interest is the most active and impressive element in English learning and has a significant influence on the outcome of autonomous learning.Einstein once said:“Interest is the best teacher.”Learning interest can promote students to engage themselves in study with enthusiasm.Having interest in English, college students will search diligently for all kinds of resources,be more willing to learn the language both in and outside the classroom and devote more efforts to carrying out learning activities.Besides,they will not consider English learning a burden no matter how much work they have put into it,simply because they enjoy it. For example,students who have intense interest in reading are more likely to get involved in reading during their spare time than those who are less interested.Besides,interest can enhance the efficiency and effectiveness of English autonomous learning as well.According to Schiefele(1991),interest will drive individuals to obtain an integrated understanding of an object,event or a concept and lead to much better learning performance.With interest in study,students’learning performance can be dramatically lifted and students may gain twice the result with half the effort.There are always some students who may spend less time in learning English than other students.However,they are highly interested in English and thus easily stay focused when they enthusiastically study the language.As a result,they achieve flying efficiency and better performance within a comparatively smaller amount of time.On the contrary,lacking interest is the main barrier to English learning.You may think that students do not achieve their best in English learning because of their laziness.But in fact,the problem often lies in students’lack of proper interest in the language study.It goes without saying that college students who lack interest in English learning would hardly want to complete the required assignments given by their English teacher,not to mention spend time and energy on autonomous English learning.Students who do not have learning interest,even if they are academically capable,will not devote themselves to academic pursuit,let alone perform to their full potential in English study.2.2.2Learning strategiesLanguage learning strategies are skills that learners apply in order to makelanguage learning more self-directed,effective,and enjoyable(Oxford,1989).From previous learning experience,college students all have their strategies for autonomous English learning.And those learning strategies determine their approaches towards achieving the goals of language learning.Wen(1995)points out that autonomous learners adopt effective learning strategies so as to promote English proficiency.According to Wen(1995),learning strategies can be classified as metacognitive strategies,affective strategies,social strategies,cognitive strategies and memory strategies.Metacognitive strategies are used by learners in order to plan,organize, supervise,and evaluate one's own study.For example,one aims to remember100new English words.He then divides the task into7parts and plans to complete them in a week.During this week,he monitors his work and urges himself to remember10 words a day.When it comes to the end of the week,he can evaluate whether he is able to remember those100words;social strategies refer to the communication and cooperation among people during the learning process.It is cooperative learning involving working with peers and asking others to clarify or repeat certain concepts, so that they can better understand the special subject.Learners use affective strategies to deal with emotions in English autonomous learning.It can help students remove learning anxiety and maintain stable emotion throughout the language learning.Learners should manage to handle their feelings well during the learning process.Otherwise,if one does not know how to control his emotions and panics when a learning project goes wrong,it may do harm to the learning result;learners use cognitive strategies to infer,analyze,and summarize learning contents.It is quite useful when learners need to find out the meaning of certain text or relate new concepts or information to existing knowledge.For instance, there are some difficult words that are new for students in the reading text.Students can thus use cognitive strategy to infer or work out the meaning of the words from the context;memory strategies are basically for putting new information and concepts into memory.If students find the laws of memory and proper memory techniques that suit themselves,their learning efficiency can be pleasantly enhanced.Learners with different learning styles accordingly adopt different learningstrategies in English autonomous learning.That is to say,learning strategies can be quite different from person to person.However,some strategies are more frequently used by college students than other strategies during students’learning process.A research conducted among English learners at the tertiary education level in Malang tries to find out the frequency of the use of different learning strategies.The results are as follow:No.Strategy Category Mean Standard Deviation Frequency of Use1Metacognitive Strategies3.81.61High2Social Strategies 3.50.62High3.Affective Strategies 3.27.62Medium4Cognitive Strategies 3.24.54Medium5Memory Strategies 3.13.59Medium(Mistar,2007,p.25) From the chart,we can see that memory,cognitive,and affective strategies were less frequently used compared with metacognitive and social strategies which were used at a high frequency by the students.The study suggests that metacognitive and social strategies have greater influence on college students’English autonomous learning.However,it does not necessarily mean that memory,cognitive,and affective strategies should be underestimated.For some students,these strategies can also be the dominant strategies that contribute to the success of their English autonomous learning.All in all,learning strategies are closely associated with the efficiency of the learner autonomy.According to Wen(1995),the more proficient students are in using learning strategies,the greater their learning achievement becomes.Therefore, learning strategies when used appropriately can positively influence college students’autonomous English learning in various aspects including helping students master the language,reduce confusion or anxiety which occurs in learning process,keep up the learning enthusiasm and motivation throughout the language learning.2.2.3Learners’motivationsMotivation is generally acknowledged as one of the key influences in learning a foreign language.Gardner&Lambert(1972)define motivation as“individual’s desire to learn the language and the satisfaction experienced in this activity”(p.135).It is the intention to learn the language and positive attitude in learning process.With strong motivation,students will work harder and do well in their English autonomous learning.College students’motivation towards learning English is complicated and may differ from person to person.Gardner and Lambert(1972)classify motivations as integrative motivation and instrumental motivation.Gardner and Lambert(1972)explain integrative motivation as the learner's desire to learn a language in order to integrate successfully into the target language community.The integratively motivated learners wish to communicate with the community members and have the goal of becoming a part of the new cultural or social group when they pick up a new language.In college,the integratively oriented learners are eager to communicate with foreign teachers and study English earnestly, thus generally achieve high scores in English proficiency tests.The learners are highly motivated to study English at any available time and they want to learn the culture of the target language.They may embrace any opportunities to be involved in foreign environment.Gardner and Lambert(1972)regard instrumental motivation as the desire to learn a language for utilitarian purposes.Instrumental motivation highlights the intention or goals to gain certain social or economic benefits through language achievement. Instrumentally motivated learners may consider English a means of passing an exam, finding an ideal job or pursuing a desirable life.It is currently true that many students have strong motivation to learn English earnestly,because they think it is a useful tool to get certain certificate or it is a part of the requirement of their future jobs.Both integrative motivation and instrumental motivation can motivate college students to expand time and efforts in English autonomous learning.Students may learn English well through an integrative motivation or with an instrumental motivation,or in many cases with both.However,different motivations are generallybelieved to be differentially associated with learning outcomes.Gardner and Lambert (1972)point out that integratively motivated learner is more persistently and intensely motivated than instrumental oriented learners.Integrative motivation has been considered as a more favorable form of motivation for it motivates learners to expand more efforts and it brings lasting as well as more desirable outcome in the language learning.While instrumental motivation will disappear quite soon once people obtain the goals or benefits from it.2.2.4Learners’willpowerAs a saying goes,“willpower holds the key to the treasure-house of knowledge.”Willpower is the capability to control your thoughts and behavior in order to accomplish your goal(Pang,2001).Willpower refers to carrying on hard work nonstop until success is achieved.Learning English is not an easy thing even for college students.And there is no short cut in language learning,learners should never believe in the advertisement of the books boosting to improve one’s English effortlessly within a very short period of nguage study asks for strong willpower which greatly influences the duration and commitment of college students’autonomous English learning.College students can improve their English dramatically or gradually through autonomous learning,as long as they stick to it with willpower.Because strong willpower can help students get through all kinds of difficulties that occur in English learning.Students with great strength of willpower can always concentrate their forces and energy persistently on a tough task.On the contrary,lacking willpower, college students may easily become quitters in their autonomous English learning.Apart from the difficulties of learning English,college students are often faced with negative temptation which may do harm to their autonomous English learning. However,willpower can successfully reduce the strength of temptation.In autonomous learning,staying focused can be really hard.Many college students have a rather difficult time resisting short-term temptations which may damage long-term goals.In this case,willpower serves as a crucial factor to bring students back to theright track.In a study,the children,test subjects,were told that they could eat one marshmallow right away or two if they were willing to wait for a few minutes.The researchers recorded the result and later followed the children’s growth.The study shows that those children who used their willpower to resist the temptation of having the marshmallow immediately has generally obtain higher academic scores.In addition,according to their parents,they are better in handling stress,making plans,as well as focusing on important tasks without getting distracted.Similarly in English autonomous learning,if learners are able to use willpower to resist playing computer games or other temptation before they finish their study task,the constant hard work will eventually pay off and they will make much progress in English over a period of time.3.Approaches to promoting learners’autonomy3.1Taking advantage of the InternetFrom what has been discussed,we know the Internet has a great impact on English autonomous learning.Therefore,the question now is how to make full use of the Internet to boost college students’learning efficiency.If college students desire to impel their autonomous English learning,some necessary steps need to be taken to make sure that they are empowered with required skills to help the autonomous learning go smoothly.First of all,college students should at least have basic knowledge and skills of computer.In order to achieve that,university should offer relevant courses to ensure that students not only learn the systemic theory of computer but also know how to operate it through practice.Second,teachers can provide students with guidance on the choice of online resources.As we all know,due to the diversity of the resource and anomaly of the Internet resource management,the Internet is intermingled with the good and the bad. Users need to select suitable information from a huge number of web pages,which sometimes can be really difficult for college students.In this case,teachers shouldoffer students instructions in terms of utilizing and evaluating online resources and guide the students to choose learning materials that correspond with the curriculum goals.Third,students should learn to make full use of online resources in order to facilitate autonomous English learning.For example,if students want to improve their reading ability and obtain the news around the world at the same time,they can follow closely websites like ,, etc., which contain the latest articles from home and abroad.If students browse the relevant websites persistently and earnestly in their spare time,there is no doubt that their reading competence will be surprisingly improved over a period of time.And those who want to enhance their writing ability can find a pen pal on the Internet and communicate with him by writing e-mails in English.Generally speaking,with the proper use of the Internet,students can effectively improve their autonomous English learning in an all-round way.3.2Stimulating learners’interest3.2.1Using well-designed activitiesIn order to arouse students’attention and curiosity in English learning,teachers should carefully design creative activities such as role play,spelling bee,drama competition,and story-telling match.Participation in these activities can help students realize that English learning can be interesting and entertaining.When it comes to the end of an activity,teachers should appropriately give students encouragement or praise their performance,which helps build students’confidence and interest in English learning.3.2.2Associating English learning with students’daily lifeAs for students themselves,one way to build their interest in English learning is relating the learning process to things they enjoy doing in daily life.For instance,a student who is a fan of music can search for English songs and find his favorite ones. He can sing the songs,remember the lyric and probably create his own English songs!At the same time,the student will be surprised how much better his pronunciation and intonation become.Therefore,it is both entertaining and beneficial.Besides,if students find out that English is very useful in everyday life,they will be interested in learning more about English.For example,the new English words which learners have learned today help them understand their favorite TV show.I am sure that will brighten their day and they are ready to learn more words in English autonomous learning.What’s more,most college students have the ability to write English diary.If they attempt to keep an English diary,they will find the excitement to express their unique feelings and memorable experiences in their life.In that case, they are much likely to have the desire to learn more about English so that they are able to write their English diary in an all-round way and meaningfully express themselves in the writing.3.3Making use of learning strategies3.3.1Formulating learning goals and learning plansStudents need to make goals for their autonomous learning.Goal setting provides students with long-term vision as well as short-term motivation.Clearly defined goals allow students to be aware of what they want to accomplish,so that they can focus on the task and achieve efficiency in learning.For example,many college students learn English in order to pass CET4and CET6.These tests can serve as an effective goal, which is relatively obtainable and may boost students’confidence in the language learning.What’s more,students need to make plans for their learning activities.The learning plans are supposed to benefit the goals and are based on learners’actual situation.Students may write down the plans in details on a piece of paper,so that they can see the whole picture of the learning process and are aware of all the necessary steps to achieve the goals they make.Proper learning plans can dramatically promote the efficiency and effectiveness of their language study.3.3.2Self-monitoring and self-evaluation。
促进大学生英语自主学习的课程因素分析
促进大学生英语自主学习的课程因素分析随着全球化的发展，英语作为国际交流的重要工具，已经成为大学生必备的基本技能。
传统的英语教学方式往往过于依赖教师，缺乏对学生自主学习能力的培养。
促进大学生英语自主学习成为当前英语教育的重要课题。
本文将从课程因素的角度分析促进大学生英语自主学习的关键要素，并提出相关建议。
一、课程内容的设计课程内容是影响学生学习的关键因素之一。
对于促进大学生英语自主学习，课程内容的设计应该具有以下特点：1. 目标明确：课程内容应该明确指出学习的目标和期望结果，帮助学生建立学习动力和明确的学习方向。
2. 多样性：课程内容应该多样化，包括听力、口语、阅读、写作等不同形式，满足不同学生的学习需求，激发学生的学习兴趣。
3. 个性化：课程内容应该充分考虑学生的个性差异，帮助学生根据自身特点定制学习计划，提高学习效果。
4. 实用性：课程内容应该注重实际运用，帮助学生掌握实用的英语技能，提升学生的学习动力和兴趣。
在课程内容的设计上，可以引入项目式学习、任务型教学等方法，激发学生的学习兴趣和主动性，培养学生解决问题的能力，提高自主学习意识和能力。
二、教师的角色1. 激发学生学习兴趣：教师应该以身作则，积极参与课堂教学，激发学生的学习兴趣和主动性。
2. 提供引导：教师应该做好学习引导，帮助学生建立学习目标和计划，根据学生的学习风格提供个性化学习建议。
3. 提供资源支持：教师应该提供丰富的学习资源支持，如教学资料、实践机会等，帮助学生进行自主学习。
4. 提供反馈：教师应该及时提供学习反馈，帮助学生认识到自己的学习成果和不足之处，激励学生继续学习。
三、学习环境的营造1. 自由开放的学习氛围：学校和班级应该营造开放自由的学习环境，鼓励学生自由表达，互相学习和交流。
3. 学习支持：学校和教师应该提供学习支持，包括学习指导、学习辅导等，帮助学生克服学习困难，提高自主学习能力。
4. 学习评价：学校和教师应该建立科学的学习评价体系，鼓励学生通过自主学习获得学分，提高学生的学习动力和自主学习意识。
大学生英语自主学习能力及相关影响因素的分析研究-2019年文档
大学生英语自主学习能力及相关影响因素的分析研究大学英语是我国高等教育所规定的必不可少的一门课程，学好大学英语不仅是英语学习的一次升华，更为大学生日后就业机遇的提升增加了砝码。
英语自主学习能力的发展不仅会使学生的语言实践运用能力获得提高，语言自主学习的过程也是学生积极心态、主动思维和跨文化意识产生的过程。
自主学习能力的培养是学生学好英语的一个严重前提。
学生以积极的心态自觉参与学习过程、深入体会学习过程中的欢乐与收获，大大提高学习效率。
因此，提高非英语专业大学学生的自主学习能力值得英语教育者进一步探讨与研究。
一、自主学习的定义自主学习是指学生个体在学习过程中一种主动而积极自觉的学习行为，是与传统的接受学习相对应的一种现代化学习方式。
建立在学生具有内在学习动机基础上的“想学”；建立在学生掌握了一定的学习策略基础上的“会学”；建立在意志努力基础上的“坚持学”。
因此，自主行为需要行为主体具有能动选择的能力，具有实施行为的意志与毅力。
二、自主学习的严重性（一）培养优良的学习习惯自主学习作为终身学习的基础已经越来越受到人们的重视，无论是在校大学生还是社会工作人员，具备优良的自主学习习惯都会对其自身的发展产生积极有力的影响。
大学课堂教学只是起引导作用，它提供给学生更多的是自主学习，学校开设的课程也是针对本专业所有方向的学生开设的，当然，我们无法做到面面俱到，学生只有在老师讲解的基础上，针对自己的弱点及兴趣点进行深入的研究、自主学习，才能真正学到东西，能更好地实现语言教与学的目标。
众所周知，英语语言学习是一个积极的动态过程，虽然只有26个字母和48个音素，但其排列组合却构成了反映现代世界生活多姿多彩的严重交际语言。
由于英语课堂教学自身的局限性，学生不可能只通过无限的课堂教学一下子获得知识和能力，英语学习成绩更多地要依靠学生根据自己的详尽情况在课后进行自主学习，随着教学改革的深入，英语考试不再是对英语知识的考查，而更多的是对运用能力的检验。
影响大学英语自主学习能力形成的因素及其对策探析
影响大学英语自主学习能力形成的因素及其对策探析影响大学英语自主学习能力形成的因素及其对策探析:提倡自主学习是近几年来我国大学英语教学改革的一个热点。
而自主学习能力的形成受多种因素的影响。
1引言近年来,大学英语教学改革一直是高校教学改革的热点问题,而改变传统的以传授语言知识和技能为主的被动式教学模式为以学生为中心,更加注重语言运用能力和自主学习能力培养的主动式教学模式则成为了当前改革的重要举措。
在这一情势下,倡导“自主学习”则顺应了这一发展趋势,并成为了近年来语言学习和教学研究领域的热点和发展趋势。
自主学习(autonomous learning)又称自我指导学习(self-directed learning)、学习者自主learner autonomy),是一种以人本主义心理学、认知心理学和建构主义心理学为基础的现代学习理念,这一概念的提出“不仅对西方语言学领域的探索产生了巨大的推动作用,更引起了国内英语教学界的思考和讨论”(郑敏,2000)。
Henry Holec是最早将自主(autonomy)这一概念引人外语教学界的。
他提出,自主是“对自己学习负责的一种能力”,学习者具备自主性学习的能力,意味着学习者自己能够确定学习目标、内容、材料和方法,能够确定学习的时间、地点和进度,并对学习进行评估,其中包括确立学习目标、自我监控和自我评价等(Holec,1981)。
根据Dickinson(1987)的观点,自主学习者具备的基本能力包括能够理解教学目的和教学方法,能够确立自己的学习目标,能够选择合适的学习策略,能监控自己的学习策略,能够评价自己的学习结果Dickinson(1987)认为,学习的自主性是指学习者在学习过程中负责有关学习的所有决策并负责实施这些决策。
“以学生为中心”的教学理念的确定,使培养学习者自主性成为外语教学界的共识。
培养学生自主学习能力是改变学生被动学习状况的有效举措,因此,如何提高学生的自主学习能力就成为了大学英语教学研究的一个重要课题。
影响大学生英语自主学习的因素分析
本科毕业论文（设计）题目（中文）：影响大学生英语自主学习的因素分析（英文）：Analysis of Factors Influencing College Student On Autonomous English Learning学院医药化工学院年级专业 12化工学生姓名学号 1232210028指导教师完成日期2008 年4 月Analysis of Factors Influencing College Student On Autonomous English LearningWritten by Zhang DongyeSupervised by Professor Wang HuiminA Thesis Submitted toTai Zhou Universityin Partial Fulfillment of the Requirements forthe Degree of Bachelor of Artsin English EducationForeign Languages College, Shanghai Normal UniversityApril 2008AcknowledgementsThis thesis is dedicated to all the teachers who have taught me a lot, especially to my supervisor, who has helped to work out the outline, giving me enlightening advice throughout the whole process of the present thesis. To her, I owe a profound debt of gratitude.The work would not have been possible without the help of my roommates and friends, who gave me a lot of encouragement when I was at a loss. We discussed a lot and moved forward.I am particularly indebted to my father and mother, who encouraged me to persist and gave me the best they could offer.Without all the support, I could not have completed this tough work.AbstractColour terms are abundant in both English and Chinese，such as red, yellow, and blue. In this thesis, I have attempted to make a comparison between the sense of red in English and that in Chinese by studying the examples collected from all the materials available.The thesis is divided into three parts. In Chapter One, I relate colour terms with cognition and culture in English and Chinese. In Chapter Two, I list a lot of examples related to red in English and Chinese and analyse them from three aspects in terms of their sense: exact equivalence, partial equivalence, no equivalence. In Chapter Three, I find out the factors that cause these semantic similarities and differences of red from the perspective of cognition and culture.Through a comparative study of the sense of red in English and Chinese, I shed light on the three kinds of equivalent relationship of red terms in English and Chinese. The three kinds of equivalent relationship indicate that there exist similarity and difference in red terms between English and Chinese. Both similarity and difference are attributed to cognitive basis and cultural influence. If people know them well, they can achieve better cross-culture communication.Key words: the sense of red; semantic equivalence; similarity; difference; cognition;culture摘要在这个科技日益发达的社会，自主学习能力变得越来越重要。
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影响大学生英语自主学习的因素分析
尹为
绥化学院外国语学院黑龙江绥化 152061
摘要：随着社会主义现代化进程的发展与社会生产力水平的不断提高，改革开放以来，我国的高校开始实行扩招，并为我国社会生产的各个领域提供了大批的人才。
作为高校课程学习的重要组成部分，英语学习不仅关系到大学生自身的成长与发展，同时对于社会的全面发展也具有较大的促进作用，本文通过对现阶段我国大学生英语自主学习的现状进行研究，并结合容易导致大学生英语自主学习出现问题的相关因素，为提高大学生英语自主学习能力提出了合理的意见和建议。
关键词：大学生英语；自主学习；资源利用率；教学改革
前言：英语作为世界范围内应用最广泛的语言，其具体的发展情况不仅关系到我国教育事业的总体发展，同时，对于促进国家的经济、贸易增长也具有重要的促进作用。
本文从大学生英语自主学习的角度出发，结合影响大学生英语自主学习的相关因素，对提高大学生英语自主学习能力的对策展开了具体的研究。
一、我国大学生英语自主学习现状
2012年，在对北京市某大学200名学生的英语自主学习调查过程中发现，有将近80%的大学生喜欢学习英语，且对英语抱有较强的学习和愿望和学习兴趣，而且多数学生能够意识到英语对于未来自身乃至社会发展的必要性，因此，大学生将其作为一种发展工具的内部动力很强。
但就现阶段我国的多数大学生而言，虽然其认识到了英语学习的重要性，但是其对英语学习的自主管理能力较差，具体表现为对自主学习英语缺乏详细的计划且缺乏利于自我约束和自我管理的相关策略，这不仅严重影响了我国大学生英语自主学习能力，同时，对于其英语水平的提高也产生了较大的阻碍作用，束缚了学生自身的发展。
另一方面，对于现阶段我国大学生英语自主学习的渠道而言，主要集中在对课程的预习、复习和对单词的记忆等方面，而对于关系到其自身英语基本能力的听、说、读、写等方面的学习意识却不够强烈，不仅影响了大学生英语水平的提高，同时对于英语学科在整个大学范围内的发展也产生了较大的不利影响。
因此，为了使得英语作为
社会生产的一种工具和动力，对影响大学生英语自主学习的因素进行分析，并解决大学生在英语自主学习过程中出现的相关问题已势在必行[1]。
二、现阶段我国大学生在英语自主学习过程中出现的问题
（一）自主学习意识薄弱
自主学习意识薄弱是现阶段我国大学生在英语自主学习的过程中出现的主要问题，虽然大部分大学生对英语的重要性都具有较深的理解，但由于受到现阶段高校整体松散学习环境的影响，使得我国大学生并未形成良好的英语自主学习意识，从而阻碍了其自身英语水平的提高。
自主学习意识的缺乏具体表现在两个方面，一是在课堂上，学习知识一味地听取教师对相关课程的讲解，而缺乏其对问题的自主探究和分析能力；其次，由于现阶段我国大学的综合性较强，在众多的教学活动和社团活动中，能够留给大学生英语自主学习的时间则少之又少，严重影响了其自身英语自主学习意识的形成[2]。
（二）缺乏科学的自主学习方法
缺乏科学的自主学习方法是目前我国大学生英语自主学习过程中出现的另一主要问题。
对于已经具备良好自主学习意识的大学生而言，由于其对英语的自主学习缺乏科学性，使其虽然花费了较多的时间在英语自主学习上，但是收到的效果却微乎其微，久而久之，低效率的学习方式又影响了大学生英语自主学习的积极性，最终使其放弃了英语自主学习，在为其英语水平的提高带来较大阻力的同时，也阻碍了我国高效英语学科的整体发展。
（三）教学观念落后
对于现阶段我国各高效的英语教学而言，仍然沿用传统的教学方法和教学理念，这种不符合时代发展的教学观念在阻碍了学生发展和个人能力提高的同时，也对英语学科在我国高校内的开展和学习产生了较大的阻力。
一方面，在教学模式上，现阶段，我国英语教学仍然以教师为主体，英语课堂仍然维持着“老师讲，学生听”的现状，学生对英语的自主学习兴趣和对英语未知领域的探究乐趣并未得到相应的重视，在影响了英语学习效果的同时，也严重阻碍了英语在我国高校的发展。
另一方面，对于目前的大学英语教材而言，基本具有统一的课程格式，即在文章后设置相关问题，这种教材格式看似是将学生对文章的理解加以巩固，但却忽略了当代大学生学习和探究知识的自主性和开放性，在束缚了其英语思维的同时，也严重影响了其英语自主学习的效率[3]。
（四）资源利用率较差
改革开放以来，我国高校图书馆的建设取得了较大的成果和进步，各类英文报刊、辅导资料、语言类教学节目、音像制品的完善和补充为我国大学生的学习提供了相当大的便利，但就目前我国高校大学生英语自主学习的方面来看，学生对相关图书资料的利用率还处于较低水平，高校图书馆的现代化信息建设仍不完善，这不仅降低了大学生自主学习英语的兴趣，同时，对于英语学科在高校的整体发展也产生了较大的消极影响。
三、提高大学生英语自主学习能力的对策
（一）提高大学生英语自主学习意识
提高大学生英语自主学习意识是提高大学生英语自主学习能力的首要步骤。
首先，相关教育部门和高校需要对现阶段大学生英语自主学习的能力和意识进行分析，并结合大学生具体的英语水平，定期开展对大学生英语自主学习的宣传教育活动，通过宣传英语学科的重要性，来提高其对英语学科的重视程度。
另一方面，除了学校的外部作用外，大学生自身也应该不断加强自身对英语学科的重视程度并提高对英语的应用频率，例如，可以将英语融入生活中，并在具体的生活实践中发现自主学习英语的乐趣，从而全面提升自己的自主学习意识[4]。
（二）培养大学生英语自主学习策略
培养大学生英语自主学习策略并帮助其掌握科学的自主学习方法对于其英语水平的全面提高具有重要的促进作用。
首先，高校教育工作者应该对现阶段学生的整体英语水平具备初步的了解，并在尊重个体发展具有差异性的基础上，有针对性地进帮助学生制定英语的自主学习策略，例如，对文章的理解存在偏差的学生，教师则可以以引导的方式使学生掌握文章正确的中心思想。
其次，在就学生个体而言，则需要通过将其自主学习过程中所遇到的相关问题进行记录，从而对自身无法解决的问题详细地咨询教师，并掌握相关问题的有效解决办法，最终提高其自身的英语水平。
最后，在平时的英语学习中，教师应该高度重视听、说、读、写等英语基础能力的培养，通过提高大学生在英语方面所掌握的基础能力，使其掌握科学的学习方法，从而促进其自身英语水平的提高。
（三）深化大学英语教学改革
深化大学英语教学改革是提高大学生自主学习能力的重要手段。
首先，国家相关部门应该对当下大学生的整体水平进行分析和评估，并结合英语在高校发展的实际情况，从国家的角度出发，加大对英语教学改革的政策和资金扶持，从而为大学生的英语自主学习提供可靠的外部支持。
另一方面，相关教育部门需要对现阶段的英语教材进行分析，对其中不合理且不利于学生养成发散性思维和形成自主学习意识的部分进行合理去除，并加入可以调动学生学习兴趣的相关内
容，从而提高大学生英语自主学习的积极性，最终提高其英语自主学习的综合能力。
（四）提高资源利用率
提高资源利用率是从整体上提高大学生英语自主学习能力和水平的有效措施。
首先，高校应该在全面掌握学生整体英语学习水平的前提下，合理购进相关教学资源，从而提高学生英语自主学习的效率。
例如通过引进先进的多媒体设备，将相关教学内容以幻灯片和视频影片的形式呈现到学生面前，从而提高其对英语自主学习的效率和兴趣。
其次，高校也应该加大对教学资源的管理力度，通过规范相关资源的使用方法，实现教学资源的优化配置，从根本上提高高校的教学资源利用率。
最后，大学生应该掌握合理运用现有教学资源的方法，例如对多媒体设备的正确使用以及对相关书籍的正确检索等，通过相关教学资源的有效利用，从而为其英语的自主学习提供便利，并最终提高其自身英语的综合水平。
结论：本文通过对我国大学生英语自主学习的现状进行分析，并结合大学生英语自主学习过程中出现的相关问题，从加强自主学习意识、培养自主学习策略、深化教学改革等方面，为解决我国大学生英语自主学习过程中出现的相关问题提出了合理的意见和建议。
可见，未来加强对影响大学生英语自主学习因素的分析力度，对于提高我国大学生英语水平、促进英语学科的蓬勃发展具重要的历史作用和现实意义。
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