基于MOOC的混合式教学模式对英语学习策略的影响研究——以“基础英语听说”课程为例  

An Investigation of the Influence of MOOC-Based Blended Learning on Learners’ English Learning Strategies——In the Case of Basic English Listening and Speaking Course

作　　者：张欢瑞[1] 张文霞[1] 杨芳[1] ZHANG Huan-rui;ZHANG Wen-xia;YANG Fang(Department o f Foreign Languages and Literatures,Tdnghua University,Beijing 100084,China;Language Center,Tsinghua University,Beijing 100084,China)

机构地区：[1]清华大学

出　　处：《外语电化教学》2019年第5期39-44,共6页Technology Enhanced Foreign Language Education

基　　金：清华大学本科教学改革项目“基于‘通用学术英语’慕课与‘雨课堂’的混合式教学建设与研究”(项目编号:DX02_05)的阶段性研究成果

摘　　要：文章以清华大学2017—2018学年度秋季学期“基础英语听说”课程的混合式教学实践为例,采用问卷调查、测试、课堂观察、反思日志以及半结构式访谈的方法,对基于M00 C的混合式教学模式下英语学习者的学习策略进行了探析。研究表明,在基于M00 C的混合式教学环境下,英语学习者更偏向于使用直接策略。具体而言,其使用补偿策略、认知策略与元认知策略的频率相对更高;不同水平的学习者策略使用有所不同,高、中、低水平的学习者最常使用的策略分别是认知策略、补偿策略、元认知策略;此外,英语水平、学科专业、家庭因素、学习态度、学习环境等因素都可能对策略产生潜在影响。文章对于基于M00 C的混合式教学模式下的英语教学具有重要参考意义。With a case study of the teaching practice of Basic English Listening and Speaking Course in the Fall semester during the 2017-2018 academic year, this article investigated learners’ English learning strategies in the blended learning environment based on Conversational English Skills MOOC. Through a combination of questionnaire, pre-test and post-test, classroom observation, reflective journals and semi-structured interview, it showed that, in such a learning environment, learners tended to use more direct strategies than indirect ones. To be more specific, they used compensational, cognitive and meta-cognitive strategies more frequently. In addition, learners at different levels used learning strategies differently, that is, learners at high, medium and low levels preferred to use cognitive, compensational and metacognitive strategies respectively. Moreover, language proficiency, specialty, family factors, learning attitudes and learning environment were all potential factors that might influence their use of English learning strategies.

关 键 词：MOOC 混合式教学 英语学习策略 影响因素 自主性学习 

分 类 号：H319.3[语言文字—英语]