农村初中英语课堂教学中学生学兴趣培养
摘：学种高效率学方式提倡素质教育环境学重视仅助培养学生学兴趣更利培养学生创新力然农村初中生学英语性意识强初中学生学力高英语学动力严重足难学中发现问题探究问题解决问题培养农村初中生英语学兴趣提高农村英语教学质量根提高农村初中生学英语性文农村英语课堂教学学方法进行探究
关键词：学课堂教学学方法学兴趣 学策略
The Cultivation of Students’ Autonomous Learning Interest in English Classroom Teaching in Rural Middle School
Abstract：Autonomous learning is an efficient way of learning In today＇s environment of promoting quality education autonomous learning has received great attention because it not only helps to cultivate students＇ innovative ability but also helps to cultivate students＇ interest in learning However rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English and rural Junior High School students＇ ability of autonomous learning is not high as well English learning motivation is seriously inadequate They are difficult to find problems explore the problems and solve the problems in learning Cultivating English autonomous learning interest of rural middle school students is the essence for improving the quality of English teaching in rural region In order to improve the autonomy of learning English in rural middle school students this paper explores its teaching and learning methods
Key Words Autonomous Learning Classroom Teaching Learning Methods Learning Strategies Learning interest
CONTENTS
Introduction 1
1 Theoretical Framework 1
11 The Definition of Autonomous Learning 1
12 The Development of Autonomous Learning 2
13 The Basic View of Autonomous Learning 2
2 The Application of Autonomous Learning at Home and Abroad 3
21 The Application Condition and Effect of Autonomous Learning Abroad 3
22 The Application Condition and Effect of Autonomous Learning at Home 4
23 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities 4
3 The Influential Factors of Students＇ Autonomous Learning Ability in Rural English Classroom in China 5
31 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 5
32 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 6
321 Schools factors 5
322 Teachers factors 6
323 Family factors 6
4 Strategies to Promote Autonomous Learning 7
41 Enhancing Motivation and Awareness 7
42 Setting Practical and Meaningful Goals 8
43 Selecting Suitable Learning Strategies 8
44 Monitoring and Evaluating Learning Progress 9
Conclusion 10
Notes 11
Bibliographies 11
Acknowledgments 12
Introduction
Recently China has advocated the reform of English education and autonomous learning We have made great achievements in improving interest of students in the cities but it has not been well developed in the rural areas Most teachers adopt traditional teaching way that is teachercentered and whose objective is just passing knowledge to students The traditional teaching ways cause many problems To solve those problems autonomous learning is a good choice so it is vital to research on the good effect of autonomous learning
Researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers Humanism social cognition constructivism as well as the learnercentered Approach (Nunan 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class These researches not only focus on responsibility and involvement of learners but also on critical reflection of beliefs and attitudes to learning (David Litt1e1991 2010 2) The success of a learning activity is to some extent contingent upon learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn (Benson&voller 1997 134)
Chenduo (2006) fosters high school students’ the ability of autonomous learning based on experiments by building an efficient teaching pattern which takes learning notes as a carrier Liyu (2008) also carries out experiments and points out that autonomous learning can be achieved for the students of the key senior middle schools with the aid of the improvement in strategy of autonomous learning and efficient teaching patterns Song Yanli (2009) through questionnaire investigation finds out the problems in high school students’ English learning and gives some valuable methods on how to foster the abilities of autonomous learning further more putting forward the problems that need to be solved in the study of autonomous learning
However seldom scholars research on applying autonomous learning to rural English classroom teaching Therefore the author believes that it is very important to cultivate the English interests of junior middle school students since it can achieve the purpose of cultivation of English learning
1 Theoretical Framework
11 The Definition of Autonomous Learning
Autonomous learning is a modern method of learning and it takes students as the main body That is to say students should observe explore and practice on their own to achieve their learning targets First of all students should develop independent learning habits Secondly students should change our attitude towards study
Students must take the initiative to learn Thirdly students must learn to ask questions and try our best to answer them without anyone’s help In the end students can learn by taking advantages of internet technology With the help of Elearning students can learn anytime and anywhere and students can use all of the information on the internet to improve ourselves (余琳 2017)[1]
12 The Development of Autonomous Learning
The first and influential definition is made by Holec who defined autonomy as the ability to take charge of one’s own learning in the process of learning and an ability that needs to be acquired (19813) That is during the whole learning process learner makes decisions related to learning all by himself or herself He or she should independently set learning goals choose learning materials and time and environments select learning strategies and methods monitor learning process or organize and carry out the learning tasks and evaluate learning outcomes In 1988 Holec (1988) further developed his definition and stated there are two kinds of learner responsibility which is a necessary requirement for autonomous learning The first one he describes as static responsibility or as a finished product that is the learner set a language learning program for learning (江婧 2016) [2] The other one is what the learner takes during the learning process or as the learning program develops This one is more flexible and he describes it as dynamic responsibility To Nunan (1995) autonomous learning ability is crucial and autonomous learners are able to set their learning goals and create their learning opportunities on their own Huttunen defines autonomy in terms of performance According to him if a learner can be responsible for his or her language learning and be able to plan monitor and evaluate his or her learning he or she becomes fully autonomous From Gardner and Miller (1994) autonomous language learners can decide their learning goals and plan how to learn and carry out the learning program (沈亚丽 2015) [3] And as to Daml (1995) fully autonomous learners are those who actively participate in the social processes of classroom learning and actively interpret the new information and who masters and uses the knowledge about learning in any conditions and at any time Rathbone (1996) defines autonomous learner as a selfactivated maker of meaning and an active agent during the learning process To be specific learners instead of teachers are the center of learning and they are responsible for their own learning they are selfinitiated and interact with the world
13 The Features of Autonomous Learning
The features of autonomous learning can help us to judge whether the learner is autonomous or not and to judge the autonomous level of the learner
From the definition above it can be concluded that autonomous learning is (1) Initiative The learner studies spontaneously out of his own instinct needs and willingness The autonomous learner should set appropriate goals that match his characteristics and that he can reach after the learning He should independently decide the learning material the place and the time as well as monitor the learning process and adjust the learning (2) Abundant The learning materials that the learners can access to be abundant and the learning skills or strategies the learners can adopt are various Besides the places where the learners learn are not
only the classrooms but also the places that are full of learning materials such as library (3) Affective Autonomous learning is affective because it takes affective factors into account For example the learners’ motivations are stimulated and they are confident of themselves During the whole learning process other affective factors are involved which can promote the learning results (4) Democratic Autonomous learning is not wholly studentindependent but with the help of teachers who act as the guide organizer and participant Studentteacher relationship is democratic and the learning atmosphere is harmonious and pleasant (5) Effective Since the learning center are students who can coordinate all the factors including the learning strategies and the affective factors the learning results can be the best which is the aim of autonomous learningmake learning result to be optimum(王月娟2014) [4]
2 The Current Application Condition of Autonomous Learning at Home and Abroad
The application condition and effect of autonomous learning at home and abroad are discussed much and the shortcomings of Chinese rural autonomous learning are represented
21 The Current Application Condition and Effect of Autonomous Learning Abroad
The application condition of autonomous learning abroad is as follows In the last 30 years the researches of autonomous learning have gained widespread popularity in educational fields in the west Some of them pay close attention to social political psychological ideological philosophical facets of autonomous learning (Holec 1979 Dickinson 1987 Weden and Rubin 1987 Graks and Grundy 1988 Brooks and Grundy 1988 Little and Singleton 1989 Littlewood and Nunan 1997 David Litt1e1991 20102) Some are interested in learner training (McCafferty 1982 Dickinson 1987 Holed 1987 Oxford 1987 Cotterai 1995 2000) Some are on the application of practice in autonomy and independence (Boud 1988 Candy 1998 Dickinson 1988 and 1993 Lee 1998 Cotteral 1993 Marshall 1996 Nunan 1997) The researches in the west have something in common in concern with autonomy and independence offering new understanding of the principles of autonomy and independence on educational structures and methods At the same time these researches have a great effect on some methodological and pedagogical creations which generally are called as selfdirected learning autonomous learning or independent learning (施全荣2013) [5] Humanism social cognition constructivism as well as the learnercentered Approach (Nunan 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class Based on Piaget’s interactionism (Piaget 1977) learning takes place when learners actively construct their own understanding and knowledge through their interaction with the world around them more importance is put to learners’ cognition personality and motivation In addition to foster autonomous learning these researches not only focus on responsibility and involvement of learners but also on critical reflection
of beliefs and attitudes to learning (David Litt1e1991 2010 2) The success of a learning activity is to some extent contingent upon learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn (赖颖达2011) [6] That is it is beliefs and attitudes that will affect learners to act in some ways in learning process
The application effect of autonomous learning is good as the United States has only 200 years of history but it is a large melting pot of different cultures A variety of ideas and values collide with each other here wiping out new sparks Accepting new ideas is not a challenge for Americans but an opportunity to change the status quo Compared to the Chinese people they can create new ideas of autonomous learning
22 The Application Condition and Effect of Autonomous Learning at Home
The studies above are based on the western context which is different from that of China Different contexts are likely to produce different practices and outcomes (Chan 2001) A person’s beliefs attitudes and actions are influenced by cultural orientation so the researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers (蔡丹丹2011) [7] Li Hong (1998) studied the applicability of autonomous learning in English teaching in China As far as she is concerned students should not be made entirely independent without teachers’ guiding and instructions Qi Hongbo (2002) according to the three major learning theories (Humanism Constructivism and Cognitive theory) made a conclusion that a learner must be regarded as a complete whole person Teachers should guide them to explore and discover all that they wonder and teachers should have a good knowledge of the dynamic interplays of the four factors in a teaching and learning process the teacher learners task and context(s) (2002 83) Peng finding makes a research (2002) on the possibility of autonomous learning based on an English learning model which is designed for Chinese college students by finishing autonomous learning tasks According to the research it is Chinese students that can accept the concept of autonomous learning In some way they can unite autonomous learning and the qualityoriented education However they cannot completely get rid of the influence of examinationoriented education So Peng makes advice that educational authorities and teachers take responsibility for the cultivation of autonomous learning just as learners for their own independent learning (Huttunen 1986) [8]
The application effect of autonomous learning in China is not so good as that in USA Chinese people deem autonomous learning is to learn independently that is the essence of autonomous learning compared with the traditional education method but the Western people think learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn In general what we lack is a new environment that accepts new ideas and changes bravely (Adamson 2004 1) In a long period the feudal classes dominated China the Government closed our door and carried out cultural tyranny policy Scholars subjected to the authority and the national examinations has been the main form of personnel selection exampassing techniques are practiced thousand years all these contributed to the Chinese modern education far behind Western countries What’s more after Mao established new China the Chinese imitated the former Soviet Union’s educational philosophy and educational system entirely NA
Kaiipob’s education philosophy was very popular at that time he believes that intellectual is education share the most important place his theory of education is still influence Chinese education in nowadays (Bianco 2009 10)
23 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities
Rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English and rural Junior High School students＇ ability of autonomous learning is not high as well English learning motivation is seriously inadequate They are difficult to find problemsexplore the problems and solve the problems in learning
English teaching in China is dominated to a large extent by the teachercentered textoriented practices and little attention is paid to the training of the students’ interest The traditional methods are mainly referred to as didactics It is a kind of teaching method in which the main task of a teacher is to lecture and explain the linguistic knowledge and the main task of students is to listen and take notes They only accept the knowledge passively given by a teacher instead of being active to use their brains to understand remember and use the knowledge Therefore didactics is unbeneficial for the students to play their main role and should not be frequently used in English teaching
During a lesson most students just keep silent and act as audience They seldom speak English or raise their hands to answer the teacher’s questions voluntarily and some even fell asleep It seemed that they were attaching little importance to their English lesson There were two main reasons for their nonparticipation one is that some students have lost interest in learning English and the other is some have lost hope in learning English due to their poor rudimentary knowledge
3 The Factors Influencing Students＇ Autonomous Learning Ability in Rural English Classroom
The factors influencing Chinese students’ autonomous learning ability in rural English classroom are analyzed carefully there are internal factors and external factors
31 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching
Compared with the students in city the students in rural area are out of touch new things and English when they are in childhood They are
lack of confidence They don’t like speaking English in front people because they are afraid of being laughed by teachers and classmates In the class most of students learn English passively lacking of learning initiative and students’ creativity wasn’t be released Most students don’t want to participate in class activities They would rather do other things in English class because some students feel confused about the usage of English But in class whether to participate in class games or conversation activities could affect students’ interest in English learning directly (姚文峰2009：2) Therefore if rural students don’t participate in class they can’t improve English As a result the English grade will gradually decrease which extremely affect their interest in English learning
32 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching
321 Schools factors
Ye Haiqin’ s（2013） study shows that most rural schools’ headmasters regard English class as unimportant class and they are downplaying English assuming that English class refers to playing game and making some easy sentences So school arranges English class in the third period or in the afternoon during this period students’ attention is easy to be diverted It could exert negative influence on pupils’ interest in learning English In addition the arrangement of the English teacher is not suitable Even though schools are lack of teachers school always makes a prior arrangement for Chinese teachers and Math teachers So many English teachers are assigned to teach Chinese or Math What’s the worst is that some small rural middle schools even don’t have professional English teachers Students always have great interest in learning English as their first contact with English They need teacher’s professional guidance and appropriate teaching method What’s more rural schools don’t have English atmosphere Students always communicate in Chinese Yu Mei puts forward that language environment is necessary condition for mastering foreign language (郁美2005：5455) But schools don’t have language learning context where students could communicate with people in English Although teachers try to design specific situation to let students practice and improve their learning interest however after class they would put English aside and don’t speak English
322 Teachers factors
3221 Teaching attitude
An educator finds that students’ interest in subject is proportional to teachers’ attitude (谭美婵2006：13) So the attitude of teacher has a direct effect on students’ interest in learning and teaching efficiency Teacher’s help could have positive effect Teacher’s negative attitude could make student’s interest in learning decrease Students think that teachers’ focusing will facilitate their English so teacher’s attitude could directly affect students Once pupils dislike English teacher they will have low interest in learning English then the interest in English learning will be decreased
3222 Professional teaching ability
Professional teaching ability is important for teaching’s quality But the rural middle teachers’ professional teaching training is not enough It leads to teachers’ teaching idea and knowledge update slowly Their teaching design ignores pupils’ learning situation and they are lack of creativity（苏丽莲 201636) Ye Fenglan points out that the deeply professional ability is the best way to stimulate and cultivate pupils’ interest in English learning (叶枫岚 2013 249) so if teachers don’t have professional ability the class will be boring then pupils would not have interest in English learning
323 Family factors
Learning English only relying on school and teacher is not enough which needs family’s cooperation as well Foreign scholars show that the participation of parents can keep pupils feel easy when pupils study second language But in rural middle school parents’ support for students’ English learning is not enough At present the education background of rural pupils’ parents is low There are 866 percent of rural parents who has learnt in Junior middle school or rural school (李连英 20081) Rural parents feel confused about educating children because they don’t have chance and atmosphere to learn English They are regarding Chinese and Math as important subjects Meanwhile many rural parents believe that what children only need are clothes and food and that education of children should rely on schools and teachers An educator compared school and family to two educators he once said that two educators not only make the same requests on pupils but also keep the same belief (詹智梅2013) if parents don’t care pupils’ English learning pupils also think that English is not important so they would not have interest in English learning
4 Strategies of Promoting Autonomous Learning
The methods and strategies to promote autonomous learning are selfdirected selfmotivated selfmonitoring learning The key to promoting students to learn independently is to improve the enthusiasm and initiative of students to learn so that students can take the initiative positive and enthusiastic into the study
41 Enhancing Motivation and Awareness
To form a good habit of autonomous learning learners should first be willing to learn initially And to reach this goal students need to be conscious of the following questions ① why should they learn English and learn it autonomously ② what is English ③ how can they learn English well and autonomously If the learners don’t know clearly about these questions they would tend to learn English following the traditional model
First students should know that English is so important to them that they should learn English autonomously Learning English well provides a good perquisite for their future learning in college or learning aboard Besides English is beneficial for their future work Even in daily life English is so useful that things will go smoothly when they are traveling in other countries or even living in English speaking countries if they have a good mastery of English After knowing the necessities of learning English they should know what English learning involves For Chinese beginners it’s a little difficult to learn English due to different sentence structures of Chinese and English Chinese is a language of hypostasis while English parataxis So they cannot simply translate Chinese words into English Instead they should learn the basic vocabularies phrases and sentence structures and then construct the sentences Students should be clear of learning strategies including metacognitive strategies cognitive strategies and social strategies
With these strategies teachers should design the teaching activities of the games Pay attention to children in a variety of English words to learn slowly first to master the words by pictures and other various forms of action to show to students implementation of the overall quantitative input depending on the characteristics of the child’s memory they will more or less remember different words in the play learning applying their interest in learning to improve and consolidate the learning of language forms to stimulate their sense of accomplishment in the game by listening feeling again So in my opinion the impression deepened not only to let the children enjoy themselves in the game but also give the children the language in a relaxed and harmonious environment to make the classroom dynamic
Once the students are awake to these they will be motivated and autonomously share their responsibility of learning They will set learning goals choose suitable learning strategies monitor the learning process and evaluate the learning result They will get lifelong benefits from autonomous learning
42 Setting Practical and Meaningful Goals
Only when learning is connected with aims and detailed plans can it be more effective Therefore students should set learning goals and make a detailed plan before learning According to the learning plan students carry out the plan and monitor the learning process and they find out the problems and timely adjust them through the reflection and summarization of the plan’s implementation
There are long term goals and short term goals Long term goals refer to the goals that students want to achieve when they are graduated from junior middle school These long term goals are the stimulation and encouragement for students during the threeyear study Short term goals are the goals they want to reach after one semester’s learning The short term goals consist of monthly goals weekly goals and daily goals which are specific and should be carried out carefully For example how many words they should memorize every day how many times they should listen to the tape how much extracurricular exercise they should do how they should arrange the time which learning strategy they should use and the anticipated effect they should reach
If all students are clear of their own learning objectives make feasible and practical plans and put them into practice they will get new harvest and have a sense of achievement every day Their interest in learning would also be improved and intrinsic learning motivation will be stimulated and strengthened
43 Selecting Appropriate Learning Strategies
Holec (1998) believed that the learning process is a management process And during the process learners are receivers managers and organizers at the same time which means that learners should be more responsible for their learning
Most students in junior high school have realized the importance of study but they have no clear ideas about how to learn and how to adopt learning strategies that are proper to them Though during autonomous learning process teachers will provide students with various learning strategies the most important for students is not the storage of the strategies but how to select and use them accordingly and flexibly Only through students’ constant practice can they internalize these strategies and use them flexibly
As we all know there are good learners and poor learners It’s not because of the different intelligence but the strategy used differently Therefore the poor learners can learn from their classmates as well as their teachers They can learn not only theoretical knowledge of strategies but also how the strategies are used practically They can imitate their classmates which is an easier way for them to master the strategies For example pair work or group work in autonomous learning can provide a good chance for students to learn strategies from their cooperators If their partners are at the same level they can exchange their strategies since they are using different learning methods If they are at different levels the more proficient one can provide some useful and practical suggestions for the less proficient one While teachers provide the chance students should actively involve in the cooperation and in this way they can internalize the strategies Make full use of animal names can be a suitable learning strategy
For practice in the meaningful use of the animal names before the game begins the students are helped to observe and express various facts about the animals are displayed For instance some of the animals are often found in a zoo The elephant lion giraffe and monkey are found in zoos The ox and the goat are farm animals The mouse sometimes lives in a field but sometimes it lives in a house The biggest of these animals is the elephant The smallest is the mouse The goat is bigger than a mouse but smaller than a horse The teacher announces that the game will now begin and it will be played as follows I’m going to think if one of these animals You’ll try to guess which one it is First you must ask questions like Does it live on a farm After you have discovered where it lives then try to guess it size by asking’ Is it smaller than a horse Finally when you think you can guess the name of the animal I’m thinking of you may ask a question like Is it an ox’ all right I’m thinking of one of those animals Ask me some questions about it I’ll answer only when you ask me in English When the students are told you will need to know the words I’m about to give you in order to play a game Member of the class who might not be attentive under other circumstances will try very hard to learn the needed vocabulary
During the discussion that precedes the playing of the game the students are given leap with the kinds of questions they will need for success in their guessing They are therefore more ready to try
With useful and practical suggestions of strategies from their teachers and classmates students will benefit greatly and their language proficiency will be improved accordingly
44 Monitoring and Evaluating Learning Progress
Selfassessment is the keystone of autonomous learning It includes reflection on learning goals learning process and learning results Students can know clearly whether they have carried out the learning aims and plan carefully whether they have arranged the content and time reasonably and whether they have made progress etc More specifically students can know their weakness and strength They can explore more possible language learning goals that they didn’t realize before In addition they can make best use of the advantages and bypass the disadvantages through reflection on learning process What’s more they can learn more assessment criteria including those of their own needs and affective dimensions of the learning process Proper selfevaluation can also account for the future goal setting and plan making
Obviously this method means that the students change their roles into teachers’ They will act as the teacher and teach the vocabulary to others Very often teachers read watch listen and do something because it interests us or at least teachers think it will interest us This is the same to the teaching and learning If teaching can interest the students they will be willing to learn Let the students act as the teacher they will try their best to have an enough and active preparation What is more they will put a great energy in organizing the teaching Thus the students who are listening will feel very fresh and interesting and they will also listen carefully If teachers make them act as the teacher they will study carefully at first Then they will have a good preparation and be very familiar with the vocabulary that they will teach They will use all kinds of means to gain the related knowledge During such procedure the students’ interests in learning vocabulary will become stronger and stronger and at the same time the boring vocabulary teaching will be changed into an interesting one
Two instruments that are commonly used are selfrating scales and learner dairy Through the selfrating scales students can evaluate their ability to perform tasks and their language learning proficiency as well as other various aspects By writing dairies students can be clear of their progress their effective strategies used in the learning process and the points they should improve in future learning
In short the students should be active participants in the learning activities and they should develop their interest in learning actively try to set goals select learning strategies monitor and evaluate the learning autonomously Only with their constant practice can they improve their autonomous learning ability
Conclusion
In this paper it has been proved that students’ study could be better if they can take charge of their own learning In order to foster autonomous learning in rural senior high school teachers should encourage the students to evaluate their own learning process regularly understand themselves more clearly set learning goals for themselves and let them learn more efficiently
What’s more in order to promote the students’ selfconfidence and arouse their motivation in learning English optimize their learning strategies to learn efficiently and make their goals come true teachers must create a relaxing democratic and harmonious classroom atmosphere provide students with effective learning activities advocate the combination of cooperating learning strategies and train them to reflect and selfassess Only when they succeed in doing these will they really realize learner autonomy Length limited some important aspects relevant to the article are not studied and should be put into effect in the future
Notes
[1]张丽德浅初中英语学生学力培养方法研究[J]文理导航(旬)2018(02)24+28
[2]王靖文浅析合作学初中生英语阅读力影响[J]智2018(04)7677
[3]林辉徐振浅析英语课堂教学中合作学方法应[J]中华少年2018(03)143
[4]孔丽丽初中英语教学中学生学力培养[J]中华少年2017(35)2627
[5]仲婷婷农村中学生良学惯培养[J]中华少年2017(33)910
[6]谢连娣农村初中学生英语学良惯培养[J]校园英语2017(45)199
[7]刘玉霞农村初中英语教学中存问题策[J]中学生英语2017(38)114
[8] Huttunen I Towards Learner Autonomy In Foreign Language Learning In Senior Secondary School Oulu Finland University of Oulu 1986
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[7]Li Lianying（李连英2008） 农村家庭教育中家长素质研究成教育（05）25
[8]Su Lilian（苏丽莲2016）农村学英语教师教学力调查研究——毕节市N县农村学例硕士学位文贵州：贵州师范学
[9]Tan Meichan（谭美婵2006）中学学生学态度教师教育态度相关研究 硕士学位文广西：广西师范学
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[11]Ye Haiqin（叶海琴2013）农村学生英语学兴趣培养研究硕士学位文武汉：华中师范学
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Acknowledgments
I would like to express my gratitude to all those who helped me during the writing of this thesis I gratefully acknowledge the help of my supervisor Mrs Wang Fen who has offered me valuable suggestions in the academic studies In the preparation of the thesis she has spent much time reading through each draft and provided me with inspiring advice Without her patient instruction insightful criticism and expert guidance the completion of this thesis would not have been possible I also owe a special debt of gratitude to all the professors in Foreign Languages Institute from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting without a word of complaint
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摘：学种高效率学方式提倡素质教育环境学重视仅助培养学生学兴趣更利培养学生创新力然农村初中生学英语性意识强初中学生学力高英语学动力严重足难学中发现问题探究问题解决问题培养农村初中生英语学兴趣提高农村英语教学质量根提高农村初中生学英语性文农村英语课堂教学学方法进行探究
关键词：学课堂教学学方法学兴趣 学策略
The Cultivation of Students’ Autonomous Learning Interest in English Classroom Teaching in Rural Middle School
Abstract：Autonomous learning is an efficient way of learning In today＇s environment of promoting quality education autonomous learning has received great attention because it not only helps to cultivate students＇ innovative ability but also helps to cultivate students＇ interest in learning However rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English and rural Junior High School students＇ ability of autonomous learning is not high as well English learning motivation is seriously inadequate They are difficult to find problems explore the problems and solve the problems in learning Cultivating English autonomous learning interest of rural middle school students is the essence for improving the quality of English teaching in rural region In order to improve the autonomy of learning English in rural middle school students this paper explores its teaching and learning methods
Key Words Autonomous Learning Classroom Teaching Learning Methods Learning Strategies Learning interest
CONTENTS
Introduction 1
1 Theoretical Framework 1
11 The Definition of Autonomous Learning 1
12 The Development of Autonomous Learning 2
13 The Basic View of Autonomous Learning 2
2 The Application of Autonomous Learning at Home and Abroad 3
21 The Application Condition and Effect of Autonomous Learning Abroad 3
22 The Application Condition and Effect of Autonomous Learning at Home 4
23 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities 4
3 The Influential Factors of Students＇ Autonomous Learning Ability in Rural English Classroom in China 5
31 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 5
32 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching 6
321 Schools factors 5
322 Teachers factors 6
323 Family factors 6
4 Strategies to Promote Autonomous Learning 7
41 Enhancing Motivation and Awareness 7
42 Setting Practical and Meaningful Goals 8
43 Selecting Suitable Learning Strategies 8
44 Monitoring and Evaluating Learning Progress 9
Conclusion 10
Notes 11
Bibliographies 11
Acknowledgments 12
Introduction
Recently China has advocated the reform of English education and autonomous learning We have made great achievements in improving interest of students in the cities but it has not been well developed in the rural areas Most teachers adopt traditional teaching way that is teachercentered and whose objective is just passing knowledge to students The traditional teaching ways cause many problems To solve those problems autonomous learning is a good choice so it is vital to research on the good effect of autonomous learning
Researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers Humanism social cognition constructivism as well as the learnercentered Approach (Nunan 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class These researches not only focus on responsibility and involvement of learners but also on critical reflection of beliefs and attitudes to learning (David Litt1e1991 2010 2) The success of a learning activity is to some extent contingent upon learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn (Benson&voller 1997 134)
Chenduo (2006) fosters high school students’ the ability of autonomous learning based on experiments by building an efficient teaching pattern which takes learning notes as a carrier Liyu (2008) also carries out experiments and points out that autonomous learning can be achieved for the students of the key senior middle schools with the aid of the improvement in strategy of autonomous learning and efficient teaching patterns Song Yanli (2009) through questionnaire investigation finds out the problems in high school students’ English learning and gives some valuable methods on how to foster the abilities of autonomous learning further more putting forward the problems that need to be solved in the study of autonomous learning
However seldom scholars research on applying autonomous learning to rural English classroom teaching Therefore the author believes that it is very important to cultivate the English interests of junior middle school students since it can achieve the purpose of cultivation of English learning
1 Theoretical Framework
11 The Definition of Autonomous Learning
Autonomous learning is a modern method of learning and it takes students as the main body That is to say students should observe explore and practice on their own to achieve their learning targets First of all students should develop independent learning habits Secondly students should change our attitude towards study
Students must take the initiative to learn Thirdly students must learn to ask questions and try our best to answer them without anyone’s help In the end students can learn by taking advantages of internet technology With the help of Elearning students can learn anytime and anywhere and students can use all of the information on the internet to improve ourselves (余琳 2017)[1]
12 The Development of Autonomous Learning
The first and influential definition is made by Holec who defined autonomy as the ability to take charge of one’s own learning in the process of learning and an ability that needs to be acquired (19813) That is during the whole learning process learner makes decisions related to learning all by himself or herself He or she should independently set learning goals choose learning materials and time and environments select learning strategies and methods monitor learning process or organize and carry out the learning tasks and evaluate learning outcomes In 1988 Holec (1988) further developed his definition and stated there are two kinds of learner responsibility which is a necessary requirement for autonomous learning The first one he describes as static responsibility or as a finished product that is the learner set a language learning program for learning (江婧 2016) [2] The other one is what the learner takes during the learning process or as the learning program develops This one is more flexible and he describes it as dynamic responsibility To Nunan (1995) autonomous learning ability is crucial and autonomous learners are able to set their learning goals and create their learning opportunities on their own Huttunen defines autonomy in terms of performance According to him if a learner can be responsible for his or her language learning and be able to plan monitor and evaluate his or her learning he or she becomes fully autonomous From Gardner and Miller (1994) autonomous language learners can decide their learning goals and plan how to learn and carry out the learning program (沈亚丽 2015) [3] And as to Daml (1995) fully autonomous learners are those who actively participate in the social processes of classroom learning and actively interpret the new information and who masters and uses the knowledge about learning in any conditions and at any time Rathbone (1996) defines autonomous learner as a selfactivated maker of meaning and an active agent during the learning process To be specific learners instead of teachers are the center of learning and they are responsible for their own learning they are selfinitiated and interact with the world
13 The Features of Autonomous Learning
The features of autonomous learning can help us to judge whether the learner is autonomous or not and to judge the autonomous level of the learner
From the definition above it can be concluded that autonomous learning is (1) Initiative The learner studies spontaneously out of his own instinct needs and willingness The autonomous learner should set appropriate goals that match his characteristics and that he can reach after the learning He should independently decide the learning material the place and the time as well as monitor the learning process and adjust the learning (2) Abundant The learning materials that the learners can access to be abundant and the learning skills or strategies the learners can adopt are various Besides the places where the learners learn are not
only the classrooms but also the places that are full of learning materials such as library (3) Affective Autonomous learning is affective because it takes affective factors into account For example the learners’ motivations are stimulated and they are confident of themselves During the whole learning process other affective factors are involved which can promote the learning results (4) Democratic Autonomous learning is not wholly studentindependent but with the help of teachers who act as the guide organizer and participant Studentteacher relationship is democratic and the learning atmosphere is harmonious and pleasant (5) Effective Since the learning center are students who can coordinate all the factors including the learning strategies and the affective factors the learning results can be the best which is the aim of autonomous learningmake learning result to be optimum(王月娟2014) [4]
2 The Current Application Condition of Autonomous Learning at Home and Abroad
The application condition and effect of autonomous learning at home and abroad are discussed much and the shortcomings of Chinese rural autonomous learning are represented
21 The Current Application Condition and Effect of Autonomous Learning Abroad
The application condition of autonomous learning abroad is as follows In the last 30 years the researches of autonomous learning have gained widespread popularity in educational fields in the west Some of them pay close attention to social political psychological ideological philosophical facets of autonomous learning (Holec 1979 Dickinson 1987 Weden and Rubin 1987 Graks and Grundy 1988 Brooks and Grundy 1988 Little and Singleton 1989 Littlewood and Nunan 1997 David Litt1e1991 20102) Some are interested in learner training (McCafferty 1982 Dickinson 1987 Holed 1987 Oxford 1987 Cotterai 1995 2000) Some are on the application of practice in autonomy and independence (Boud 1988 Candy 1998 Dickinson 1988 and 1993 Lee 1998 Cotteral 1993 Marshall 1996 Nunan 1997) The researches in the west have something in common in concern with autonomy and independence offering new understanding of the principles of autonomy and independence on educational structures and methods At the same time these researches have a great effect on some methodological and pedagogical creations which generally are called as selfdirected learning autonomous learning or independent learning (施全荣2013) [5] Humanism social cognition constructivism as well as the learnercentered Approach (Nunan 1988) all emphasize and support learners’ central place in class and their autonomy and independence after class Based on Piaget’s interactionism (Piaget 1977) learning takes place when learners actively construct their own understanding and knowledge through their interaction with the world around them more importance is put to learners’ cognition personality and motivation In addition to foster autonomous learning these researches not only focus on responsibility and involvement of learners but also on critical reflection
of beliefs and attitudes to learning (David Litt1e1991 2010 2) The success of a learning activity is to some extent contingent upon learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn (赖颖达2011) [6] That is it is beliefs and attitudes that will affect learners to act in some ways in learning process
The application effect of autonomous learning is good as the United States has only 200 years of history but it is a large melting pot of different cultures A variety of ideas and values collide with each other here wiping out new sparks Accepting new ideas is not a challenge for Americans but an opportunity to change the status quo Compared to the Chinese people they can create new ideas of autonomous learning
22 The Application Condition and Effect of Autonomous Learning at Home
The studies above are based on the western context which is different from that of China Different contexts are likely to produce different practices and outcomes (Chan 2001) A person’s beliefs attitudes and actions are influenced by cultural orientation so the researches on autonomous learning in different contexts are in great need and a variety of cultural orientations should be taken in consideration by researchers (蔡丹丹2011) [7] Li Hong (1998) studied the applicability of autonomous learning in English teaching in China As far as she is concerned students should not be made entirely independent without teachers’ guiding and instructions Qi Hongbo (2002) according to the three major learning theories (Humanism Constructivism and Cognitive theory) made a conclusion that a learner must be regarded as a complete whole person Teachers should guide them to explore and discover all that they wonder and teachers should have a good knowledge of the dynamic interplays of the four factors in a teaching and learning process the teacher learners task and context(s) (2002 83) Peng finding makes a research (2002) on the possibility of autonomous learning based on an English learning model which is designed for Chinese college students by finishing autonomous learning tasks According to the research it is Chinese students that can accept the concept of autonomous learning In some way they can unite autonomous learning and the qualityoriented education However they cannot completely get rid of the influence of examinationoriented education So Peng makes advice that educational authorities and teachers take responsibility for the cultivation of autonomous learning just as learners for their own independent learning (Huttunen 1986) [8]
The application effect of autonomous learning in China is not so good as that in USA Chinese people deem autonomous learning is to learn independently that is the essence of autonomous learning compared with the traditional education method but the Western people think learners’ stance towards the world and the learning activity in particular their sense of self and their desire to learn In general what we lack is a new environment that accepts new ideas and changes bravely (Adamson 2004 1) In a long period the feudal classes dominated China the Government closed our door and carried out cultural tyranny policy Scholars subjected to the authority and the national examinations has been the main form of personnel selection exampassing techniques are practiced thousand years all these contributed to the Chinese modern education far behind Western countries What’s more after Mao established new China the Chinese imitated the former Soviet Union’s educational philosophy and educational system entirely NA
Kaiipob’s education philosophy was very popular at that time he believes that intellectual is education share the most important place his theory of education is still influence Chinese education in nowadays (Bianco 2009 10)
23 The Shortcomings of Chinese Rural Autonomous Learning Compared with Cities
Rural Junior High School students＇ autonomy consciousness is not strong enough in the study of English and rural Junior High School students＇ ability of autonomous learning is not high as well English learning motivation is seriously inadequate They are difficult to find problemsexplore the problems and solve the problems in learning
English teaching in China is dominated to a large extent by the teachercentered textoriented practices and little attention is paid to the training of the students’ interest The traditional methods are mainly referred to as didactics It is a kind of teaching method in which the main task of a teacher is to lecture and explain the linguistic knowledge and the main task of students is to listen and take notes They only accept the knowledge passively given by a teacher instead of being active to use their brains to understand remember and use the knowledge Therefore didactics is unbeneficial for the students to play their main role and should not be frequently used in English teaching
During a lesson most students just keep silent and act as audience They seldom speak English or raise their hands to answer the teacher’s questions voluntarily and some even fell asleep It seemed that they were attaching little importance to their English lesson There were two main reasons for their nonparticipation one is that some students have lost interest in learning English and the other is some have lost hope in learning English due to their poor rudimentary knowledge
3 The Factors Influencing Students＇ Autonomous Learning Ability in Rural English Classroom
The factors influencing Chinese students’ autonomous learning ability in rural English classroom are analyzed carefully there are internal factors and external factors
31 The Internal Factors Affecting Students＇ Autonomous Learning in Classroom Teaching
Compared with the students in city the students in rural area are out of touch new things and English when they are in childhood They are
lack of confidence They don’t like speaking English in front people because they are afraid of being laughed by teachers and classmates In the class most of students learn English passively lacking of learning initiative and students’ creativity wasn’t be released Most students don’t want to participate in class activities They would rather do other things in English class because some students feel confused about the usage of English But in class whether to participate in class games or conversation activities could affect students’ interest in English learning directly (姚文峰2009：2) Therefore if rural students don’t participate in class they can’t improve English As a result the English grade will gradually decrease which extremely affect their interest in English learning
32 The External Factors Affecting Students＇ Autonomous Learning in Classroom Teaching
321 Schools factors
Ye Haiqin’ s（2013） study shows that most rural schools’ headmasters regard English class as unimportant class and they are downplaying English assuming that English class refers to playing game and making some easy sentences So school arranges English class in the third period or in the afternoon during this period students’ attention is easy to be diverted It could exert negative influence on pupils’ interest in learning English In addition the arrangement of the English teacher is not suitable Even though schools are lack of teachers school always makes a prior arrangement for Chinese teachers and Math teachers So many English teachers are assigned to teach Chinese or Math What’s the worst is that some small rural middle schools even don’t have professional English teachers Students always have great interest in learning English as their first contact with English They need teacher’s professional guidance and appropriate teaching method What’s more rural schools don’t have English atmosphere Students always communicate in Chinese Yu Mei puts forward that language environment is necessary condition for mastering foreign language (郁美2005：5455) But schools don’t have language learning context where students could communicate with people in English Although teachers try to design specific situation to let students practice and improve their learning interest however after class they would put English aside and don’t speak English
322 Teachers factors
3221 Teaching attitude
An educator finds that students’ interest in subject is proportional to teachers’ attitude (谭美婵2006：13) So the attitude of teacher has a direct effect on students’ interest in learning and teaching efficiency Teacher’s help could have positive effect Teacher’s negative attitude could make student’s interest in learning decrease Students think that teachers’ focusing will facilitate their English so teacher’s attitude could directly affect students Once pupils dislike English teacher they will have low interest in learning English then the interest in English learning will be decreased
3222 Professional teaching ability
Professional teaching ability is important for teaching’s quality But the rural middle teachers’ professional teaching training is not enough It leads to teachers’ teaching idea and knowledge update slowly Their teaching design ignores pupils’ learning situation and they are lack of creativity（苏丽莲 201636) Ye Fenglan points out that the deeply professional ability is the best way to stimulate and cultivate pupils’ interest in English learning (叶枫岚 2013 249) so if teachers don’t have professional ability the class will be boring then pupils would not have interest in English learning
323 Family factors
Learning English only relying on school and teacher is not enough which needs family’s cooperation as well Foreign scholars show that the participation of parents can keep pupils feel easy when pupils study second language But in rural middle school parents’ support for students’ English learning is not enough At present the education background of rural pupils’ parents is low There are 866 percent of rural parents who has learnt in Junior middle school or rural school (李连英 20081) Rural parents feel confused about educating children because they don’t have chance and atmosphere to learn English They are regarding Chinese and Math as important subjects Meanwhile many rural parents believe that what children only need are clothes and food and that education of children should rely on schools and teachers An educator compared school and family to two educators he once said that two educators not only make the same requests on pupils but also keep the same belief (詹智梅2013) if parents don’t care pupils’ English learning pupils also think that English is not important so they would not have interest in English learning
4 Strategies of Promoting Autonomous Learning
The methods and strategies to promote autonomous learning are selfdirected selfmotivated selfmonitoring learning The key to promoting students to learn independently is to improve the enthusiasm and initiative of students to learn so that students can take the initiative positive and enthusiastic into the study
41 Enhancing Motivation and Awareness
To form a good habit of autonomous learning learners should first be willing to learn initially And to reach this goal students need to be conscious of the following questions ① why should they learn English and learn it autonomously ② what is English ③ how can they learn English well and autonomously If the learners don’t know clearly about these questions they would tend to learn English following the traditional model
First students should know that English is so important to them that they should learn English autonomously Learning English well provides a good perquisite for their future learning in college or learning aboard Besides English is beneficial for their future work Even in daily life English is so useful that things will go smoothly when they are traveling in other countries or even living in English speaking countries if they have a good mastery of English After knowing the necessities of learning English they should know what English learning involves For Chinese beginners it’s a little difficult to learn English due to different sentence structures of Chinese and English Chinese is a language of hypostasis while English parataxis So they cannot simply translate Chinese words into English Instead they should learn the basic vocabularies phrases and sentence structures and then construct the sentences Students should be clear of learning strategies including metacognitive strategies cognitive strategies and social strategies
With these strategies teachers should design the teaching activities of the games Pay attention to children in a variety of English words to learn slowly first to master the words by pictures and other various forms of action to show to students implementation of the overall quantitative input depending on the characteristics of the child’s memory they will more or less remember different words in the play learning applying their interest in learning to improve and consolidate the learning of language forms to stimulate their sense of accomplishment in the game by listening feeling again So in my opinion the impression deepened not only to let the children enjoy themselves in the game but also give the children the language in a relaxed and harmonious environment to make the classroom dynamic
Once the students are awake to these they will be motivated and autonomously share their responsibility of learning They will set learning goals choose suitable learning strategies monitor the learning process and evaluate the learning result They will get lifelong benefits from autonomous learning
42 Setting Practical and Meaningful Goals
Only when learning is connected with aims and detailed plans can it be more effective Therefore students should set learning goals and make a detailed plan before learning According to the learning plan students carry out the plan and monitor the learning process and they find out the problems and timely adjust them through the reflection and summarization of the plan’s implementation
There are long term goals and short term goals Long term goals refer to the goals that students want to achieve when they are graduated from junior middle school These long term goals are the stimulation and encouragement for students during the threeyear study Short term goals are the goals they want to reach after one semester’s learning The short term goals consist of monthly goals weekly goals and daily goals which are specific and should be carried out carefully For example how many words they should memorize every day how many times they should listen to the tape how much extracurricular exercise they should do how they should arrange the time which learning strategy they should use and the anticipated effect they should reach
If all students are clear of their own learning objectives make feasible and practical plans and put them into practice they will get new harvest and have a sense of achievement every day Their interest in learning would also be improved and intrinsic learning motivation will be stimulated and strengthened
43 Selecting Appropriate Learning Strategies
Holec (1998) believed that the learning process is a management process And during the process learners are receivers managers and organizers at the same time which means that learners should be more responsible for their learning
Most students in junior high school have realized the importance of study but they have no clear ideas about how to learn and how to adopt learning strategies that are proper to them Though during autonomous learning process teachers will provide students with various learning strategies the most important for students is not the storage of the strategies but how to select and use them accordingly and flexibly Only through students’ constant practice can they internalize these strategies and use them flexibly
As we all know there are good learners and poor learners It’s not because of the different intelligence but the strategy used differently Therefore the poor learners can learn from their classmates as well as their teachers They can learn not only theoretical knowledge of strategies but also how the strategies are used practically They can imitate their classmates which is an easier way for them to master the strategies For example pair work or group work in autonomous learning can provide a good chance for students to learn strategies from their cooperators If their partners are at the same level they can exchange their strategies since they are using different learning methods If they are at different levels the more proficient one can provide some useful and practical suggestions for the less proficient one While teachers provide the chance students should actively involve in the cooperation and in this way they can internalize the strategies Make full use of animal names can be a suitable learning strategy
For practice in the meaningful use of the animal names before the game begins the students are helped to observe and express various facts about the animals are displayed For instance some of the animals are often found in a zoo The elephant lion giraffe and monkey are found in zoos The ox and the goat are farm animals The mouse sometimes lives in a field but sometimes it lives in a house The biggest of these animals is the elephant The smallest is the mouse The goat is bigger than a mouse but smaller than a horse The teacher announces that the game will now begin and it will be played as follows I’m going to think if one of these animals You’ll try to guess which one it is First you must ask questions like Does it live on a farm After you have discovered where it lives then try to guess it size by asking’ Is it smaller than a horse Finally when you think you can guess the name of the animal I’m thinking of you may ask a question like Is it an ox’ all right I’m thinking of one of those animals Ask me some questions about it I’ll answer only when you ask me in English When the students are told you will need to know the words I’m about to give you in order to play a game Member of the class who might not be attentive under other circumstances will try very hard to learn the needed vocabulary
During the discussion that precedes the playing of the game the students are given leap with the kinds of questions they will need for success in their guessing They are therefore more ready to try
With useful and practical suggestions of strategies from their teachers and classmates students will benefit greatly and their language proficiency will be improved accordingly
44 Monitoring and Evaluating Learning Progress
Selfassessment is the keystone of autonomous learning It includes reflection on learning goals learning process and learning results Students can know clearly whether they have carried out the learning aims and plan carefully whether they have arranged the content and time reasonably and whether they have made progress etc More specifically students can know their weakness and strength They can explore more possible language learning goals that they didn’t realize before In addition they can make best use of the advantages and bypass the disadvantages through reflection on learning process What’s more they can learn more assessment criteria including those of their own needs and affective dimensions of the learning process Proper selfevaluation can also account for the future goal setting and plan making
Obviously this method means that the students change their roles into teachers’ They will act as the teacher and teach the vocabulary to others Very often teachers read watch listen and do something because it interests us or at least teachers think it will interest us This is the same to the teaching and learning If teaching can interest the students they will be willing to learn Let the students act as the teacher they will try their best to have an enough and active preparation What is more they will put a great energy in organizing the teaching Thus the students who are listening will feel very fresh and interesting and they will also listen carefully If teachers make them act as the teacher they will study carefully at first Then they will have a good preparation and be very familiar with the vocabulary that they will teach They will use all kinds of means to gain the related knowledge During such procedure the students’ interests in learning vocabulary will become stronger and stronger and at the same time the boring vocabulary teaching will be changed into an interesting one
Two instruments that are commonly used are selfrating scales and learner dairy Through the selfrating scales students can evaluate their ability to perform tasks and their language learning proficiency as well as other various aspects By writing dairies students can be clear of their progress their effective strategies used in the learning process and the points they should improve in future learning
In short the students should be active participants in the learning activities and they should develop their interest in learning actively try to set goals select learning strategies monitor and evaluate the learning autonomously Only with their constant practice can they improve their autonomous learning ability
Conclusion
In this paper it has been proved that students’ study could be better if they can take charge of their own learning In order to foster autonomous learning in rural senior high school teachers should encourage the students to evaluate their own learning process regularly understand themselves more clearly set learning goals for themselves and let them learn more efficiently
What’s more in order to promote the students’ selfconfidence and arouse their motivation in learning English optimize their learning strategies to learn efficiently and make their goals come true teachers must create a relaxing democratic and harmonious classroom atmosphere provide students with effective learning activities advocate the combination of cooperating learning strategies and train them to reflect and selfassess Only when they succeed in doing these will they really realize learner autonomy Length limited some important aspects relevant to the article are not studied and should be put into effect in the future
Notes
[1]张丽德浅初中英语学生学力培养方法研究[J]文理导航(旬)2018(02)24+28
[2]王靖文浅析合作学初中生英语阅读力影响[J]智2018(04)7677
[3]林辉徐振浅析英语课堂教学中合作学方法应[J]中华少年2018(03)143
[4]孔丽丽初中英语教学中学生学力培养[J]中华少年2017(35)2627
[5]仲婷婷农村中学生良学惯培养[J]中华少年2017(33)910
[6]谢连娣农村初中学生英语学良惯培养[J]校园英语2017(45)199
[7]刘玉霞农村初中英语教学中存问题策[J]中学生英语2017(38)114
[8] Huttunen I Towards Learner Autonomy In Foreign Language Learning In Senior Secondary School Oulu Finland University of Oulu 1986
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Acknowledgments
I would like to express my gratitude to all those who helped me during the writing of this thesis I gratefully acknowledge the help of my supervisor Mrs Wang Fen who has offered me valuable suggestions in the academic studies In the preparation of the thesis she has spent much time reading through each draft and provided me with inspiring advice Without her patient instruction insightful criticism and expert guidance the completion of this thesis would not have been possible I also owe a special debt of gratitude to all the professors in Foreign Languages Institute from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting without a word of complaint
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