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1、太原理工大学 硕士学位论文 反思性学习策略与大学生英语自主学习能力的关系研究 姓名：冯胜平 申请学位级别：硕士 专业： 指导教师： 太原理工大学硕士研究生学位论文 III 反思性学习策略与大学生英语自主学习能力的关系研究 摘 要 自从Henri Holec 在1981年首次正式提出学习者自主以来，这一概念就引起了应用 语言学领域的极大关注，成为其研究热点。学习者自主是一种可以经过一定的策略训练 获得并不断得以发展的能力， 所以有关培养学习者自主能力的研究大量涌现。 关于反思， 大多数研究关注的是教师的教学反思。事实上从学生角度来看，它是学生学习能力的一 个重要组成部分，同时还是发展这一学习能力
2、的一个基本途径，而这是二十世纪九十年 代开始受到研究者的关注的。有关反思在学习者自主方面的研究，大部分成果来自外国 学者，国内的相关研究，尤其是针对中国学习者的实证性研究数量还甚少。 本次研究主要旨在通过学生的自我反思性学习而提高其英语学习自主性的一次教 学实践。本研究的受试者是来自太原各大高校的大三非英语专业的 30 名学生，且正开 始为 2011 年研究生入学考试做准备。本次教学时间持续 12 周。关于学习者自主的问卷 在教学开始之前和结束之后分别发给 30 名学生，主要是观察教学前后学生的学习自主 性是否有明显的改变。反思写作包括两个部分：学生反思和教师反思，而这两部分都是 旨在提高学生
3、的学习热情进而使学生继续进行学习反思。 学生根据指导性的日志完成每 周学习反思以及参照独立学习反思问卷来完成每月反思写作， 而一月一次的同伴评估活 动的就是学生互相评估和交流其月反思写作。在对学习者自主问卷进行后测之后，对其 中随机抽取的一些学生进行采访以进一步了解学生在英语学习中自主性的变化。 本次研究结果清晰表明12周反思性学习策略训练课程确实对30名学生的学习自主 性产生了积极影响。教学实验前后学生的普遍自主学习水平有了明显差异。在比较培训 前后两次问卷是，作者还发现：培训前自主性较弱的学生在培训后变化比较大，而培训 前自主性较高的同学在培训后有变化但变化不大。同时，这次研究中所采用的两
4、项反思 活动对学生掌控自己的学习过程产生了积极的影响。 学生对自己的学习过程有了更多意 太原理工大学硕士研究生学位论文 IV 识，而且通过反思活动，开始学习管理学习过程的方法。但由于研究时间和被试的局限 性，再进行一次长期全面的研究是有必要的。也就是说，在今后同一题目的研究中，研 究者需要对不同的被试做更长期的研究。从这次的同伴评估活动中作者发现，同伴评估 可以激励学生相互交流，进而极大地提高和培养了学生英语学习热情和兴趣，所以教师 要多加关注此项活动。另外建议教师要在教学中灵活运用反思性学习策略。 关键词：学习者自主 反思性策略 学习者自主培训 反思写作 同伴评估 教师反思 太原理工大学硕士
5、研究生学位论文 I A Study on the Relationship between Reflective Learning Strategy and Student Autonomy in College English Learning Abstract Learner autonomy (LA) has aroused great attention in the field of applied linguistics since it was first formally put forward by Henri Holec in 1981. Learner autonomy
6、is a kind of ability that may be acquired and fostered through certain strategy training, so a large number of studies on autonomous learner training spring up in LA research. As for reflection, most studies focus on teachers reflection of teaching, but in fact, it is an essential part of learning a
7、bility on the part of students and an important way of promoting this ability, which has received attention since 1990s. There are some studies on the reflection of learner autonomy, but most of them are written by foreign researchers. The domestic research on it is rarely spotted, especially the em
8、pirical study on Chinese students. The present study focuses on a teaching practice which is aimed at improving students learning autonomy through their self-reflection. The participants in this study are 30 third-year non-English major college students in TaiYuan who begin to prepare for the entran
9、ce examination of postgraduate in 2011. The instruction lasted for 12 weeks. A questionnaire about learning autonomy was distributed to them before and after instruction to find out if there is a significant change in learner autonomy. The reflective writing contains two parts. Both students and tea
10、chers reflection contribute to improving students passion in learning so as to continue this reflection. Students finish their learning reflection every week according to the guided journal, and the monthly learning reflection in the light of an Independent Language Learning Reflective Questionnaire
11、 is used to carry out the peer-evaluation once a month. An interview was administrated to some of the students after the posttest of the questionnaire for a further investigation into the change of their autonomy in English learning. 太原理工大学硕士研究生学位论文 II Results of the present study showed us a clear
12、picture that 12 weeks instruction where reflective learning strategy is trained among 30 students really had a positive effect on students learning autonomy. There was a statistically significant difference in students overall autonomous level before and after the instruction. And comparing the two
13、questionnaires before and after the instruction, the author also found from the change of their choices for the same question that the students who has no or less autonomy in learning before the instruction apparently become more autonomous after the instruction, while the students who has relativel
14、y high autonomy before the training instruction did not have a greater change after the instruction. Meanwhile, the two reflective activities, which were selected into this study, did have a positive effect on students ability to monitor their learning process. The students have more awareness of th
15、eir learning process and through reflection they begin to learn the way to manage their learning process. Yet, because of the limitation of the study time and subject, it is necessary to do a long-term and comprehensive research and study. That means, in the future research, researchers should do a
16、long-term similar study among different subjects. And from the peer-evaluation activity, the students were stimulated to communicate with each other, which greatly promoted their passion and interest of English learning, so more attention should be paid to this activity. It was suggested that teachers should flexibly apply reflective learning strategy among students during their teaching. Key Words: learner autonomy reflective learning strategy learner autonomy trainin
