RESPECTING INDIVIDUAL DIFFERENCES AND PROMOING LEARNER AUTONOMY IN CHINA'S FOREIGN LANGUAGE TEACHING (FLT)  

重视个体差异,倡导中国外语教学中的自主式学习(英文)

作　　者：曹荣平[1] 

机构地区：[1]北京林业大学外语学院

出　　处：《Chinese Journal of Applied Linguistics》2003年第2期17+39-42,96-97,共7页中国应用语言学（英文）

摘　　要：The author views' learner autonomy as an important and efficient approach to enhance China's foreign language teaching (FLT). While learner autonomy is being studied and practised at an international level, most of China's foreign language teachers are still giving stereotyped lectures using unified and often officially designated textbooks with strict syllabuses and testing systems under teacher-dominating and material-centered traditional language teaching theories. Learner autonomy would help shift the learning/teaching responsibilities from the teacher to the learners, and establish the classification of teachers' roles as librarians, observers, assistants, course designers, lecturers and researchers instead of the present inefficient and monotonous role of lecturer-deliverers. This paper attempts to set up an individual-centered model for public classroom language teaching/learning, based on the belief that students actually learn languages by themselves through the guidance of their 'inside' teacher rather than a classroom teacher. The model aims at stimulating learning and teaching motivations to the largest possible extent. A pilot quasi- experiment was conducted under this model.学习者自主性研究已成为国际应用语言学界所关心的重要课题。本文作者认为培养学习者的自主式学习是促进中国外语教学的一个重要的、有效的途径。通过对自主治学的理论背景和中国外语教学的实际情况的分析,本文提出了帮助学生建立"自主"的动态模型,并且就制约学生向"自主"转换的因素进行了讨论。作者根据这一模型设计在现有的条件下进行了初步的实验教学,结果表明学习者的学习积极性和自觉性得到了提高,师生关系也更亲和。

关 键 词：中国外语教学 自主式学习 学习者自主性 个体差异 重要课题 应用语言学 作者 动态模型 学生 模型设计 

分 类 号：H319[语言文字—英语]