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支架式教学对中国非英语专业学生自主学习能力培养的实证研究

作　者: 陈晓茹
导　师: 束定芳
学　校: 上海外国语大学
专　业:
关键词: 社会文化理论最近发展区支架式语言教学自主学习能力英语学习
分类号: H319.3
类　型: 博士论文
年　份: 2014年
下　载: 15次
引　用: 0次
阅　读: 论文下载

内容摘要

维果茨基的社会文化理论认为，语言和文化对人的发展发挥着关键的作用。通过社会交往，人们学习知识，分享知识。而语言的使用使他们能够在特定的场合进行合作并互相学习。维果茨基的理论被广泛运用到外语教学研究中并指导教学实践。其中，最近发展区和支架式语言教学的理论影响甚广。本实证研究以维果茨基的社会文化理论为依据，研究以下问题：1）支架式语言教学对中国非英语专业学生的自主学习能力培养有何作用？2）支架式语言教学如何提高中国非英语专业学生的自主学习能力？3）学生的自主学习能力与英语学习成绩之间有何关系？支架式语言教学方法通过对学习者进行学习需求分析，为学习者提供个性化的帮助，强调自主学习能力的培养，具体包括指导学习者设定个性化的学习目标并制定学习计划，加强学生对教与学的参与度；教学中着重培养学生有效使用学习策略、监控调整学习策略，动态而全面评估学习从而提高学生的反思能力，学会学习。本研究采用定量和定性相结合的方法，在实验班实施支架式语言教学。通过一学年的教学实践，调查该教学模式是否有利于培养学生的自主学习能力。51名非英语专业的学生分为实验班（25人），对照班（26人）。研究工具为“本科生自主性英语学习情况调查”，访谈和全国大学英语四级考试成绩。51名学生在实验前后接受了两次调查。问卷调查所得数据用社会科学用统计软件15.0进行处理。本研究发现在中国英语教学语境下，以维果茨基的社会文化理论为依据的支架式语言教学能有效培养学生的自主学习能力，而自主学习能力的提高促进学生学习成绩的提高。

全文目录

Acknowledgements  4-6
中文摘要  6-7
Abstract  7-12
List of Abbreviation  12-13
List of Tables and Figures  13-15
Chapter 1 Introduction  15-24
  1.1 Learner autonomy in the Chinese context  15-19
  1.2 Theoretical background  19-20
  1.3 Purpose and significance of research  20-22
    1.3.1 Purpose of research  20-21
    1.3.2 Significance of research  21-22
  1.4 Organization of the thesis  22-24
Chapter 2 Sociocultural Theory and Learner Autonomy  24-64
  2.1 Vygotsky’s sociocultural theory  24-40
    2.1.1 Scaffolding instruction  27-36
      2.1.1.1 The definition of scaffolding instruction  27-33
      2.1.1.2 The role of scaffolding  33-35
      2.1.1.3 Characteristics and critical features of scaffolding  35-36
    2.1.2 The Zone of Proximal Development (ZPD)  36-40
      2.1.2.1 The definition of ZPD  36-38
      2.1.2.2 The role of ZPD  38-40
  2.2 Learner autonomy  40-53
    2.2.1 The definition of learner autonomy  40-43
    2.2.2 Learners’ beliefs about language learning  43-45
    2.2.3 Teachers’ beliefs about language teaching and learning  45-48
    2.2.4 The relationship between scaffolding instruction and learner autonomy  48-53
  2.3 Research on scaffolding instruction, ZPD and learner autonomy  53-61
    2.3.1 Research on scaffolding instruction and learner autonomy  53-57
    2.3.2 The construct of ZPD and learner autonomy  57-61
  2.4 Research gap  61-63
  2.5 Research questions  63-64
Chapter 3 Research Design  64-81
  3.1 The research questions  64-65
  3.2 Subjects  65-66
  3.3 Instruments  66-68
    3.3.1 Questionnaire  66-67
    3.3.2 The interview questions  67
    3.3.3 The National College English Test Band 4 (CET-4) paper (June, 2012)  67-68
  3.4 Procedures  68-69
  3.5 A model of scaffolding instruction  69-79
  3.6 Traditional instruction for the control class  79-81
Chapter 4 Results and Discussion  81-120
  4.1 Understanding of learner autonomy  81-87
    4.1.1 Results of subjects’ understanding of learner autonomy  81-84
    4.1.2 Discussion of subjects’ understandings of learner autonomy  84-87
  4.2 The effectiveness of scaffolding in goal setting  87-93
    4.2.1 The effectiveness of scaffolding in goal-setting  87-89
    4.2.2 Discussion of the results  89-93
    4.2.3 Summary  93
  4.3 The effectiveness of scaffolding learning plan formulating  93-98
    4.3.1 Results of scaffolding in learning plan-formulating  94-95
    4.3.2 Discussion the results of learning plan making  95-97
    4.3.3 Summary  97-98
  4.4 The effectiveness of scaffolding in learning strategy-using  98-103
    4.4.1 Results of the scaffolding of learning strategy use  98-99
    4.4.2 Discussion of the results  99-102
    4.4.3 Summary  102-103
  4.5 Effectiveness of scaffolding in strategy monitoring  103-107
    4.5.1 Results of scaffolding in strategy monitoring  103-105
    4.5.2 Discussion of the results  105-106
    4.5.3 Summary  106-107
  4.6 Effectiveness of scaffolding in learning evaluation  107-111
    4.6.1 Results of learning evaluation  107-109
    4.6.2 Discussion of learners’ ability to learning evaluation  109-110
    4.6.3 Summary  110-111
  4.7 The relationship between learner autonomy and language proficiency  111-120
    4.7.1 Results of learner autonomy and language proficiency  112-114
    4.7.2 Discussions of the relationship between learner autonomy and language proficiency  114-117
    4.7.3 Summary  117-120
Chapter 5 Conclusion  120-135
  5.1 Summary of the major findings  120-127
    5.1.1 Scaffolding instruction within the learners’ ZPD is effective in developing students’ competence in autonomous learning  120-123
    5.1.2 Scaffolding instruction fosters learner autonomy by learner engagement and reflection  123-126
    5.1.3 Learners with autonomous learning competence make faster progress in language proficiency  126-127
  5.2 Implications  127-133
    5.2.1 Theoretical implications  127-128
    5.2.2 Pedagogical implications  128-132
    5.2.3. Teacher development and teacher education  132-133
  5.3 Limitations and suggestions for further studies  133-135
Reference  135-148
Appendix I  148-152
Appendix II  152-153
Appendix III  153-154

支架式教学对中国非英语专业学生自主学习能力培养的实证研究

内容摘要

全文目录

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