两种模式下大学英语自主听说学习的实证研究  

An Empirical Study of College English Autonomy Listening and Speaking Learning Under Two Modes

作　　者：周黎[1] 徐岚[1] 吴美玉[1] 

机构地区：[1]淮海工学院国际学院,江苏连云港222005

出　　处：《西华大学学报（哲学社会科学版）》2013年第4期55-59,69,共6页Journal of Xihua University(Philosophy & Social Sciences)

基　　金：江苏省高等教育教改研究课题"大学英语听说领先教学原则之实践意义研究--以本二层次工科院校大学英语教学改革为例"(项目编号:2011JSJG476)的阶段性成果;淮海工学院高教课题"将英语教学融入大学英语课程体系的研究"(项目编号:GJ2011-37)的研究成果

摘　　要：本研究探讨了在指导性自主学习和完全性自主学习两种模式下,不同英语基础的学生在自主学习动机、能力、评价和听说成绩方面的不同,以及自主学习动机、能力和评价中各因素与听说能力的相关性。统计分析结果显示:(1)在指导性自主学习模式下,不同英语基础的学生,在自主学习能力、积极性和学习效果等方面都得到明显的提高;(2)与基础较好的学生相比,基础较差的学生自主学习较被动,对教师的依赖性大,对完全性自主学习模式适应性较差;(3)自主安排听说训练,选择学习材料,规划学习时间的能力和重视自主听说学习的态度与学生的听说成绩呈显著正相关性。The research studies the influence of two modes of autonomy learning （instructional autonomy learning and complete autonomy learning） on students of comparatively good and bad English levels in the aspects of motivation, competence, evaluation, listening and speaking test, and the correlation between motivation, competence, evaluation and students＇ listening and speaking ability. The analysis shows that through instructional autonomy learning, students of comparatively good and bad English levels all make a difference in autonomy competence, initiatives and performance; complete autonomy learning is inappropriate to students of comparatively bad English levels for their more passive autonomy competence and more dependence on teachers; the competence of arranging the content and time of autonomy listening and speaking learning and the evaluation of stressing listening and speaking in the autonomy learning correlate remarkably with students＇ performance in the positive aspect.

关 键 词：指导性自主学习模式 完全性自主学习模式 不同英语基础 听说能力 

分 类 号：H319[语言文字—英语]