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

1、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A Study of English Majors Use of First Person Subject Pronouns in Their English Argumentative Writings byZHOU YantongUnder the Supervision ofDr. ZHANG RonggengSubmitted in Partial Fulfillment of the Requirementsfor the Degree of Master of ArtsEnglish DepartmentSchool of

2、 Foreign StudiesYangzhou UniversityMay 2011ABSTRACT Now there has been an orientation in the study of English language learning to cultivate learner autonomy. Learner autonomy, first studied by Holec in 1981, means the ability to take charge of ones own learning. There are many ways to cultivate it,

3、 and constructivism holds that the most effective way is direct teaching. In this case the function of teacher can not be ignored. At the same time, a study about teachers teaching style, which refers to the beliefs and values that teachers hold about the learners role, begin arousing the attention

4、of many researchers. Therefore, this thesis aims to explore the influence of teachers teaching style on learner autonomy, and the best way to foster learner autonomy in terms of teacher education. The subjects of the present study were 50 English teachers who were going to teach first-year non-Engli

5、sh major learners and 200 first-year non-English major learners in Shanxi Datong University. Firstly, these 50 teachers would do a questionnaire of teaching styles, and according to the results, choose 5 teachers who have different styles from 50 teachers. At the beginning and the ending of this ter

6、m, the students who were taught by these 5 teachers would do the questionnaire of learner autonomy in English language learning twice. These are the pre-test and post-test. At last, analyse these data by SPSS.16. These data analyses show that the mainly teaching styles of college teacher are formal

7、authority style, personal model style and facilitator style. And different teaching styles have various influences on learner autonomy. To summarize these results, we can conclude that by making each teachers teaching style explicit, teacher could realize his/her own teaching beliefs about learners,

8、 learning and him/herself, and the invisible teaching beliefs become visible gradually. Then, it would exert a great function in fostering teacher to become a reflective practitioner. On the other hand, through analysing what influences that different teaching styles have on learner autonomy, we cou

9、ld train teachers pertinently according to their teaching styles. Then, it would foster learner autonomy more effectively.Key words: teaching style; learner autonomy; teaching belief; teacher education;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

10、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

11、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

12、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Chapter One Introduction 1.1 Background of the study In 2004, the reformed College English Curriculum Requirements (CECR) is published by the Higher Education Department of The Ministry of E

13、ducation. It is drawn up in order to keep up with the new development of higher education in China, deepen teaching reform, improve teaching quality and meet the needs of the society for qualified graduates in the new era. CECR states that “the objective of College English is to develop students abi

14、lity to use English in an all-round way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and international exchanges”. From

15、 the above statement, we can see that cultivating autonomous learner has been putting on a very important position. However, the actual situation is not consistent with this objective. Lots of researches have shown that the college students ability to autonomous learning in China is not so much high

16、, and still need to foster. Therefore, the teacher-based approach start arousing researchers attention. It emphasizes the teachers professional development and teacher education. On the other domain of research, teachers teaching style begin being noticed by researchers. Teaching style belongs to th

17、e category of educational art. It can be broadly defined as teachers preferred teaching method. It reflects teachers individual characteristics, beliefs about learner, learning and him/herself. However, at present English teachers are more and more important, there are not so much study on college E

18、nglish teachers teaching style. So this thesis pays attention to teaching styles of college English teachers. Through making the teaching styles of college English teachers explicit, we can help teacher realize their own beliefs about learner, learning and themselves, then foster them to become a re

19、flective practitioner. At the same time, we could train teachers pertinently according to their own teaching styles, to foster learner autonomy more effectively. 1.2 Significance of the study Nowadays as the theory and practice of language teaching enters a new century, the importance of helping stu

20、dents become more autonomous in their learning has become one of the most prominent themes. In China, especially in college English teaching, developing learner autonomy has been more and more important. At the same time, most college schools make certain that the objective of college English teachi

21、ng is to develop students ability to use English in all-round way so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels. Then, it would enhance students ability to study independently and improve their qual

22、ity so as to accommodate the needs of social development and international exchanges. Moreover, there are more and more researchers begin to study learner autonomy, find the methods to foster learner autonomy. This shows that cultivating autonomous learner is becoming more and more pressing. Constru

23、ctivism believes that the best way to foster learner autonomy is directing teaching. Humanism argues that learner autonomy does not mean the isolated learning, and it also need the cooperation with teachers and other students. So, teacher play a very important role in fostering learner autonomy. The

24、n, researchers begin to pay attention to teacher-based approach to foster learner autonomy. In teacher-based approaches the emphasis is placed on the teachers professional development and on teacher education. In another research area, people begin to study teachers teaching style. Teacher is an ind

25、ividual person, and has his/her own unique characteristics. So they would not be the same with each other. Teaching style is a teachers preferred teaching methods. It reflects teachers characteristics, beliefs and habits. Therefore, researching teachers teaching style give us an opportunity to make

26、our teacher education more effective, and spur people to use different ways to train them according to their individual characteristics. In a word, We could identify teachers teaching style and different influences they have on learner autonomy. Then, according to each teaching styles features, trai

27、n teacher with different methods. At last, they can foster learner autonomy better. 1.3 Structure of this thesis Five chapters are involved in this thesis. Chapter One serves as a general introduction to the study, including background information, significance and the structure of the study. Chapte

28、r Two makes a literature review of the theoretical researches: teaching style and learner autonomy. In teaching style, it includes definitions, characteristics and categorization of teaching style. In learner autonomy, it is consisted of three parts: definitions, theoretical support of autonomy and

29、key factors affection learner autonomy. Chapter Three is the research part which presents a brief description of the investigation, including the hypothesis, subjects, procedure of data collection and the method to investigate teachers teaching styles and the effectiveness of the learner training to

30、 foster learner autonomy. Chapter Four is the application part, covering the description of the main kind of college English teachers teaching style and description of the influence of teaching style on learner autonomy. In the second part, it falls into five sections, and each section is the descri

31、ption of the influence of one kind of teaching style on learner autonomy which is consisted of four parts of key factors affection learner autonomy. Chapter Five draws the conclusion of the study based on the investigation, shows the major findings, the implications, limitation and suggests recommen

32、dations for further study.Chapter Two Literature Review 2.1 Teaching Style 2.1.1 Definitions of Teaching Style Just as students have different learning styles, teachers have distinctive teaching styles and each teacher uses various teaching methods. Learning style reflects students preferred ways which individuals use to solve problems confronted in their learning. Teaching styles show us the beliefs and values that teachers hold about the learners role in the exchange(Heimlich and Norland 2002). It is important for teachers to understand their teachi