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1、沈阳师范大学 硕士学位论文 自主学习者对教师角色的期待对本科生的实证研究 姓名：于巍 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：张萍 20100501 v 摘摘 要要 本论文运用文献综述、 调查问卷、 访谈法对 “自主学习者对教师角色的期待” 这一课题进行定性和定量的分析。本文围绕两大问题展开： ）自主学习者最期待哪些教师角色？ ）自主学习者对教师角色的期待是否有差异？如果有，有什么显著差异？ 本论文首先对自主学习、教师角色等相关的术语进行了详尽、细致的介绍， 并综述了这方面的研究状况。 接着通过问卷调查和当面访谈的形式对辽宁的一所 综合性大学的 275 位学生进行了问卷调查
2、，并通过访谈获得定性数据。最后运用 SPSS 13.0 统计软件对结果进行分析，从而得出结论。 首先，在英语自主学习中，教师有十个不同角色，分别是信息提供者、提供 咨询者、真实语言使用者、教材开发与编写者、测试评估者、评价者、动机激发 者与维持者、培训者、组织者、监督者。在这十个不同教师角色中，提供咨询者、 动机激发者与维持者、培训者、真实语言使用者、教材开发与编写者是自主学习 者最期待的。此外，不同动机的自主学习者、学习策略使用情况不同的自主学习 者对教师的有些角色的期待有显著差异。 关键词：关键词：外语自主学习；期待；教师角色 iii Abstract The current study
3、aims to find out Chinese university students expectations of teachers roles in SALL and explore the differences in such expectations. This study takes individual learner differences into account and assumes that each self-access language learner may have different expectations. Concretely, the autho
4、r investigates learners with different language learning motivations and learners with different language learning strategies. In order to achieve this purpose, 275 students were selected to undertake the present study, all of them were from a multidisciplinary university in Liaoning, China and both
5、 quantitative and qualitative research were employed in the study. Questionnaires of closed questions were developed and administered to collect quantitative data. Individual interview was used to collect qualitative data. Data collected from these instruments were analyzed and discussed in combinat
6、ion with relevant theories, providing answers to questions based on the research purpose. According to the results of the present study, we can safely make the following conclusions. First, the roles of teachers working in self-access include the roles of information provider, counselor, authentic l
7、anguage user, materials writer and developer, assessor, evaluator, motivation creator and keeper, trainer, organizer, and supervisor. Second, among all the teachers roles, the roles of counselor, motivation creator and keeper, trainer, authentic language user, and materials writer and developer are
8、the greatest expectations of self-access language learners. Third, there iv exist some expectation differences between learners with different language learning motivations and learners with different language learning strategies. Key Words: self-access language learning, expectation, teachers roles
9、 x List of Tables Table 1 Descriptive Statistics of Students Expectations of Teachers Roles.34 Table 2 Frequency of Teacher Role of Counselor35 Table 3 Frequency of Teacher Role of Motivation Creator and Keeper36 Table 4 Frequency of Teacher Role of Trainer36 Tabla 5 Frequency of Teacher Role of Aut
10、hentic Language User.36 Table 6 Frequency of Teacher Role of Materials Writer and Developer.37 Table 7 Independent-samples T-test of Learners Expectations of Teachers Roles in Terms of Language Learning Motivation 55 Table 8 Independent-samples T-test of Learners Expectations of Teachers Roles in Te
11、rms of Cognitive Strategies.57 Table 9 Independent-samples T-test of Learners Expectations of Teachers Roles in Terms of Metacognitive Strategies59 Table 10 Independent-samples T-test of Learners Expectations of Teachers Roles in Terms of Affective Strategies.62 Table 11 Independent-samples T-test o
12、f Learners Expectations of Teachers Roles in Terms of Communication Strategies.64 xi List of Abbreviations SALL self-access language learning L2 second language ELSS English learning strategy scale MS motivation scale TRS teachers roles scale 学位论文独创性声明 本人郑重声明：所呈交的硕士学位论文，是本人在指导教师的指导下， 独立进行研究工作所取得的成果。
13、除文中已经注明引用的内容外，本论文不 包含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出 重要贡献的个人和集体，均已在文中以明确的方式标明。本人完全意识到本 声明的法律结果由本人承担。 作者签名： 日期： 学位论文使用授权声明 本人授权沈阳师范大学研究生处，将本人硕士学位论文的全部或部分内 容编入有关数据库进行检索；有权保留学位论文并向国家主管部门或其指定 机构送交论文的电子版和纸质版，允许论文被查阅和借阅；有权可以采用影 印、缩印或扫描等复制手段保存、汇编学位论文。保密的学位论文在解密后 适用本规定。 作者签名： 日期： i Acknowledgements I am gre
14、atly indebted to a number of people without whose help this thesis could not have been completed in time. I would like to express my gratitude, appreciation, and thanks to them. First and foremost, I wish to thank my supervisor, Prof. Zhang Ping, who has been a constant source of encouragement and s
15、upport ever since I became one of her graduate students. In the past three years, I have benefited a lot not only from the numerous discussions I had with her, but also from her enlightening lectures on second language acquisition, which paved the way for the selection of the present topic. I particularly appreciate her insightful suggestions for my thesis and careful and painstaking reading of the drafts. Second, I wish to thank Prof. Wu Qiong, Prof. Wu Jinping, Prof. Zhao Fengqin and Prof. Zhao Tianshu for their valuable sugge
