AN INVESTIGATION INTO LEARNER AUTONOMY IN COLLEGE ENGLISH TEACHING  

大学英语教学中的学习者自主调查(英文)

作　　者：周亚萍[1] 

机构地区：[1]浙江海洋学院

出　　处：《Chinese Journal of Applied Linguistics》2005年第2期95-100,127,共7页中国应用语言学（英文）

摘　　要：This paper presented a study investigating the learner autonomy of the first-year non-English major students studying in Zhejiang University of Technology. The study used the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. . The questionnaire was administered by class teachers in three English classes. The results revealed that students' autonomy in learning was not quite satisfactory. Their sense of self-efficacy, their beliefs about intrinsic value, their strategy use, especially self-regulation, need to be improved. Based on a detailed analysis of the data, the article suggested some implications for promoting learner autonomy in college English teaching and learning.本文,通过采用Pintrich等设计的学习动机和策略问卷,对133位在浙江工业大学就读的非英语专业一年级学生的自主学习能力进行了调查。调查的结果显示非英语专业一年级新生的学习自主性并不非常令人满意。他们的自我效能感,他们的内在价值观,他们的认知策略使用和自我调节都有待于进一步改进,因为这些都是影响学习者自主的关键因素。在仔细分析所得数据的基础上,作者提出了一些在大学英语教学中促进学生自主学习的看法和建议。

关 键 词：大学英语教学 学习者自主 非英语专业 调查 学习动机 自主学习能力 自我效能感 学习自主性 认知策略 关键因素 

分 类 号：H319[语言文字—英语]