教师教学风格对非英语专业大学生英语自主学习能力影响的实证研究.docx

教师教学风格对非英语专业大学生英语自主学习能力影响的实证研究.docx

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教师教学风格对非英语专业大学生英语自主学习能力影响的实证研究

AStudyofEnglishMajors’UseofFirstPersonSubjectPronouns

inTheirEnglishArgumentativeWritings

by

ZHOUYantong

UndertheSupervisionof

Dr.ZHANGRonggeng

SubmittedinPartialFulfillmentoftheRequirements

fortheDegreeofMasterofArts

EnglishDepartment

SchoolofForeignStudies

YangzhouUniversity

May2011

ABSTRACT

NowtherehasbeenanorientationinthestudyofEnglishlanguagelearning—tocultivatelearnerautonomy.Learnerautonomy,firststudiedbyHolecin1981,meanstheabilitytotakechargeofone’sownlearning.Therearemanywaystocultivateit,andconstructivismholdsthatthemosteffectivewayisdirectteaching.Inthiscasethefunctionofteachercannotbeignored.Atthesametime,astudyaboutteacher’steachingstyle,whichreferstothebeliefsandvaluesthatteachersholdaboutthelearner’srole,beginarousingtheattentionofmanyresearchers.Therefore,thisthesisaimstoexploretheinfluenceofteacher’steachingstyleonlearnerautonomy,andthebestwaytofosterlearnerautonomyintermsofteachereducation.

Thesubjectsofthepresentstudywere50Englishteacherswhoweregoingtoteachfirst-yearnon-Englishmajorlearnersand200first-yearnon-EnglishmajorlearnersinShanxiDatongUniversity.Firstly,these50teacherswoulddoaquestionnaireofteachingstyles,andaccordingtotheresults,choose5teacherswhohavedifferentstylesfrom50teachers.Atthebeginningandtheendingofthisterm,thestudentswhoweretaughtbythese5teacherswoulddothequestionnaireoflearnerautonomyinEnglishlanguagelearningtwice.Thesearethepre-testandpost-test.Atlast,analysethesedatabySPSS.16.

Thesedataanalysesshowthatthemainlyteachingstylesofcollegeteacherareformalauthoritystyle,personalmodelstyleandfacilitatorstyle.Anddifferentteachingstyleshavevariousinfluencesonlearnerautonomy.Tosummarizetheseresults,wecanconcludethatbymakingeachteacher’steachingstyleexplicit,teachercouldrealizehis/herownteachingbeliefsaboutlearners,learningandhim/herself,andtheinvisibleteachingbeliefsbecomevisiblegradually.Then,itwouldexertagreatfunctioninfosteringteachertobecomeareflectivepractitioner.Ontheotherhand,throughanalysingwhatinfluencesthatdifferentteachingstyleshaveonlearnerautonomy,wecouldtrainteacherspertinentlyaccordingtotheirteachingstyles.Then,itwouldfosterlearnerautonomymoreeffectively.

Keywords:

teachingstyle;learnerautonomy;teachingbelief;teachereducation;

摘要

自20世纪80年代以来，培养学习者自主学习语言的能力日益受到人们的关注，英语教学研究也开始逐渐趋向于研究如何培养学习者的学习自主性。

这个概念最早由Holec在1981年提出，它是指学习者在学习过程中能够对自己的学习负责。

人们普遍认为培养学习自主性的方法有很多种，其中建构主义认为最有效的方法就是通过直接教学。

既然如此，那么教师的作用就不能被忽视。

而与此同时，关于教师教学风格的研究也开始引起了研究者们的注意。

教学风格是指教师偏爱的教学方法，它很少因教学内容，教学对象的变化而变化，变现出持续一贯的稳定性和鲜明的个性特点。

教学风格作为教师在教学活动中采取的个性化和一贯的方式方法，对学生的学习自主性必然会产生一定的影响。

因此，本论文旨在探讨教师教学风格对学习自主性的影响，以及如何通过教师培训能够更好地促进学习自主性。

本研究的研究对象选自于山西大同大学的50名即将教授大学一年级公共英语的老师以及200名大学一年级的新生。

首先运用教师教学风格量表对这50名教师进行问卷调查，然后按照每种教学风格选取一人的比例，选取5名教师。

并在学期开始时与学期末运用学生自主学习能力调查量表对这5名教师所教班级的学生分别进行一次问卷调查，这是本研究的前测与后测。

最后运用SPSS.16对所得数据进行分析。

根据数据分析显示，大学英语教师的教学风格主要集中在正式权力型、个人示范型和授权者型，并且不同教学风格的教师对学生自主学习能力的影响不同。

总结该研究成果，我们可以得出通过确定教师的教学风格，使得教师对自己的教学信念有了一个比较全面的认识，将平时隐形化的教学信念显性化，从而对教师成为一个成熟的反思型从业者起到了促进作用。

另一方面，通过明确不同教学风格的教师对学生自主学习能力有哪些不同的影响，据此对不同教学风格的教师进行有针对性的培训，从而使其更好的促进学生自主学习能力的发展。

关键词：

教学风格学习自主性教学信念教师培训

ChapterOne

Introduction

1.1Backgroundofthestudy

In2004,thereformedCollegeEnglishCurriculumRequirements（CECR）ispublishedbytheHigherEducationDepartmentofTheMinistryofEducation.ItisdrawnupinordertokeepupwiththenewdevelopmentofhighereducationinChina,deepenteachingreform,improveteachingqualityandmeettheneedsofthesocietyforqualifiedgraduatesinthenewera.CECRstatesthat“theobjectiveofCollegeEnglishistodevelopstudents’abilitytouseEnglishinanall-roundway,especiallyinlisteningandspeaking,sothatintheirfuturestudiesandcareersaswellassocialinteractionstheywillbeabletocommunicateeffectively,andatthesametimeenhancetheirabilitytostudyindependentlyandinternationalexchanges”.Fromtheabovestatement,wecanseethatcultivatingautonomouslearnerhasbeenputtingonaveryimportantposition.However,theactualsituationisnotconsistentwiththisobjective.Lotsofresearcheshaveshownthatthecollegestudents’abilitytoautonomouslearninginChinaisnotsomuchhigh,andstillneedtofoster.Therefore,theteacher-basedapproachstartarousingresearchers’attention.Itemphasizestheteacher’sprofessionaldevelopmentandteachereducation.

Ontheotherdomainofresearch,teacher’steachingstylebeginbeingnoticedbyresearchers.Teachingstylebelongstothecategoryofeducationalart.Itcanbebroadlydefinedasteacher’spreferredteachingmethod.Itreflectsteacher’sindividualcharacteristics,beliefsaboutlearner,learningandhim/herself.However,atpresentEnglishteachersaremoreandmoreimportant,therearenotsomuchstudyoncollegeEnglishteachers’teachingstyle.SothisthesispaysattentiontoteachingstylesofcollegeEnglishteachers.

ThroughmakingtheteachingstylesofcollegeEnglishteachersexplicit,wecanhelpteacherrealizetheirownbeliefsaboutlearner,learningandthemselves,thenfosterthemtobecomeareflectivepractitioner.Atthesametime,wecouldtrainteacherspertinentlyaccordingtotheirownteachingstyles,tofosterlearnerautonomymoreeffectively.

1.2Significanceofthestudy

Nowadaysasthetheoryandpracticeoflanguageteachingentersanewcentury,theimportanceofhelpingstudentsbecomemoreautonomousintheirlearninghasbecomeoneofthemostprominentthemes.InChina,especiallyincollegeEnglishteaching,developinglearnerautonomyhasbeenmoreandmoreimportant.Atthesametime,mostcollegeschoolsmakecertainthattheobjectiveofcollegeEnglishteachingistodevelopstudents’abilitytouseEnglishinall-roundwaysothatintheirfutureworkandsocialinteractionstheywillbeabletoexchangeinformationeffectivelythroughbothspokenandwrittenchannels.Then,itwouldenhancestudents’abilitytostudyindependentlyandimprovetheirqualitysoastoaccommodatetheneedsofsocialdevelopmentandinternationalexchanges.Moreover,therearemoreandmoreresearchersbegintostudylearnerautonomy,findthemethodstofosterlearnerautonomy.Thisshowsthatcultivatingautonomouslearnerisbecomingmoreandmorepressing.

Constructivismbelievesthatthebestwaytofosterlearnerautonomyisdirectingteaching.Humanismarguesthatlearnerautonomydoesnotmeantheisolatedlearning,anditalsoneedthecooperationwithteachersandotherstudents.So,teacherplayaveryimportantroleinfosteringlearnerautonomy.Then,researchersbegintopayattentiontoteacher-basedapproachtofosterlearnerautonomy.Inteacher-basedapproachestheemphasisisplacedontheteacher’sprofessionaldevelopmentandonteachereducation.

Inanotherresearcharea,peoplebegintostudyteacher’steachingstyle.Teacherisanindividualperson,andhashis/herownuniquecharacteristics.Sotheywouldnotbethesamewitheachother.Teachingstyleisateacher’spreferredteachingmethods.Itreflectsteacher’scharacteristics,beliefsandhabits.Therefore,researchingteacher’steachingstylegiveusanopportunitytomakeourteachereducationmoreeffective,andspurpeopletousedifferentwaystotrainthemaccordingtotheirindividualcharacteristics.

Inaword,Wecouldidentifyteacher’steachingstyleanddifferentinfluencestheyhaveonlearnerautonomy.Then,accordingtoeachteachingstyle’sfeatures,trainteacherwithdifferentmethods.Atlast,theycanfosterlearnerautonomybetter.

1.3Structureofthisthesis

Fivechaptersareinvolvedinthisthesis.ChapterOneservesasageneralintroductiontothestudy,includingbackgroundinformation,significanceandthestructureofthestudy.

ChapterTwomakesaliteraturereviewofthetheoreticalresearches:

teachingstyleandlearnerautonomy.Inteachingstyle,itincludesdefinitions,characteristicsandcategorizationofteachingstyle.Inlearnerautonomy,itisconsistedofthreeparts:

definitions,theoreticalsupportofautonomyandkeyfactorsaffectionlearnerautonomy.

ChapterThreeistheresearchpartwhichpresentsabriefdescriptionoftheinvestigation,includingthehypothesis,subjects,procedureofdatacollectionandthemethodtoinvestigateteachers’teachingstylesandtheeffectivenessofthelearnertrainingtofosterlearnerautonomy.

ChapterFouristheapplicationpart,coveringthedescriptionofthemainkindofcollegeEnglishteachers’teachingstyleanddescriptionoftheinfluenceofteachingstyleonlearnerautonomy.Inthesecondpart,itfallsintofivesections,andeachsectionisthedescriptionoftheinfluenceofonekindofteachingstyleonlearnerautonomywhichisconsistedoffourpartsofkeyfactorsaffectionlearnerautonomy.

ChapterFivedrawstheconclusionofthestudybasedontheinvestigation,showsthemajorfindings,theimplications,limitationandsuggestsrecommendationsforfurtherstudy.

ChapterTwo

LiteratureReview

2.1TeachingStyle

2.1.1DefinitionsofTeachingStyle

Justasstudentshavedifferentlearningstyles,teachershavedistinctiveteachingstylesandeachteacherusesvariousteachingmethods.Learningstylereflectsstudents’preferredwayswhichindividualsusetosolveproblemsconfrontedintheirlearning.Teachingstylesshowusthebeliefsandvaluesthatteachersholdaboutthelearner’sroleintheexchange（HeimlichandNorland2002）.

Itisimportantforteacherstounderstandtheirteachi