人教版高一英语必修1第五单元课件
同济大学浙江学院地址-实习个人总结
Ch
apter One Introduction
1.1 The
Rational for the Research
The development
of student personalities and the ability to learn
are
important goals in education. However，
these goals are often conspicuously absent
in
the language classroom. Learners may not always
value these goals nor want to
take more
responsibility for their learning. Furthermore，
students may not want
the opportunity to
develop themselves as independent learners， but
may instead
simply want the teacher to teach
the subject matter. Learners may be quite content
with a teacher responsible for the actual
management of learning. Thus learners may
react negatively in a course which promotes
learner autonomy through a redefinition
of
roles that places greater responsibility on
learners rather on teacher and
requires more
critical involvement of learners.
In a
course that promotes learner autonomy， students
may have to think
critically about their needs
in order to make decisions about objectives、
resources、
study strategies and evaluation. To
be successful in such a course, students need
to be willing and able to take on a greater
role. If students are not willing,
disharmony
may result. So student attitudes and beliefs are
important and need to
be addressed. For
English learning and teaching in EFL environment
to be successful
at promoting learner
autonomy, teacher and student attitudes, belies
and
expectations need to be working in
harmony. Past experiences、 values and role
definitions shape expectations. Students and
teachers must be ready and willing to
take on
different roles. Learning will have to become more
involved in the management
of their learning
whereas a teacher may need to become more of a
resource for learners.
Current foreign
and second language (L2) teaching methodologies
suggest
that there is a benefit in switching
from the traditional teacher-centered class
to
a learner-centered classroom setting. One of the
main differences between
teacher-centered and
student-centered class lies in the roles of
teacher and learner.
All these lead to a
reexamination of traditional teacher roles .
In a classroom context that is aiming to foster
learner autonomy through
interdependence, the
roles and responsibilities of teachers and
learners
drastically change and need to be
explicitly negotiated as a part of learner
development. Teachers and students usually
not have certain expectations about
their
roles, responsibilities and relationships toward
each other. Autonomy clearly
implies a
challenge to social roles, stating with that of
the teacher-expert due
to the deeply ingrained
nature of roles. Through explicit definition of
roles,
relationships and responsibilities
combined with learner development comprising
awareness、 involvement and intervention,
learner evolution toward autonomy can take
place.
In terms of English Language
Teaching in China, quality education,
creativity and individuality have become the
three priorities for education in
general.
While learner autonomy、 learning and creativity
are about to replace
teacher dominance、
teaching and rote learning respectively. New
Curriculum Standard
has been designed
and is trying out in overall country. It
emphasizes that learners
should not only
become recipients of knowledge, but also be life-
long autonomous
learners, which help them be
successful in an increasingly global society. Much
attention has been paid to learner and learner
autonomy. But this is not mean that
teacher
will not be important. Conversely, the teacher
should still fully exert more
roles effect in
classroom interaction. Teacher should play some
new roles in English
Language leaching
classroom. Such as: participant
、coordinator,、language learner、
prompter
assessor, resource and facilitator. These roles
can help to foster learner
autonomy. Teachers
have a vital role launching learners into and
helping learners
in self-direction. Voller [1]
states that the teacher’s role in autonomous
learning
can be characterized essentially as
one of negotiation, both with learners and
external authorities, about the syllabus and
as a participant in and facilitator
of the
learning process . Breen and Mann [2] give the
following attributes and actions
required of a
teacher of autonomous learners:
to be
self-aware as a learner in the learning process
to have belief and trust in learners to
self-direct
to desire to foster learner
autonomy
to be a resource for learners
to use without teaching
to share
decision with learners
to facilitate
collaborative evaluation
to manage the
risks that may materialize
to be a
patient opportunist to make the most of the
learning experience
to get support from
colleagues
PangWeiGuo[3] states that
considering the reality of English teaching
in
China， the actual picture of most Chinese 1.2
classroom is that traditional
teaching
methodology is still being practiced. So that the
teachers dominate class
while students are
“ignored audience”, waiting to be fed with word
usage, grammar
rulers and sentence structure
analyses . No time and space is provided for
students’
autonomous learning. In order to
successfully teach a second or foreign
language.，
teachers must constantly adjust
their methods and materials on the basis of their
identification of the local needs of their
students. While the problems with us today
are
whether we English teachers know what roles they
should play and how to change
the roles
playing in classroom to meet the needs of
autonomous learning, which is
stated in the
New Curriculum Standard. Very few researches have
been done in this
field in senior High school
in China.
The thesis aims to, by way of
reviewing theories and studies concerning
teacher’ role and learner autonomy, find out
learner attitudes and beliefs towards
their
learning in a course that places greater
responsibility on learners.
1.2 Research on
teacher’s role in EFL of China
Researching on the history of English language
teaching in China, we find
that different
teaching methods and teaching theories were
adopted in different
periods. With most of the
teaching methods, the teacher dominates almost all
the
classroom interactions. All these teacher-
dominated classes are generally described
as
teacher-oriented class in ELT literature.
With the reform of English
language teaching in China, much attention
has
been paid to the students. It is believed that the
students should be the center
of the classroom
teaching and the teacher should be the leader of
it. The teaching
process is made up of
interactions among the teacher, students and
teaching materials.
And LiJinYu [4] views that
the three different relationships, between teacher
and
students, Students and teaching materials
and teacher and teaching materials,
promote
the whole teaching process. Of the three, the
relationship between teacher
and student is
the key one. And the different roles the teacher
and the students
play affect learning effects.
Meanwhile different attitudes on the teacher and
the
students’ roles will affect teaching
process. So it is necessary to discuss the
roles the teacher and the students play in
classroom.
Concerned with teacher’s
role, although there are very few theories to
about it at present English language teaching
in China,almost all the teachers and
educators
care much about the roles they play in u[4] states
that the
students should not be the recipients
of knowledge from the teacher any more.
According to New Curriculum standard, the
teacher should not only provide knowledge
to
the students but also construct good context which
involves the students. It
emphasizes the
development of the students, who should not only
become recipients
of knowledge, but also be
life-long autonomous learners. The teacher’s roles
in
classroom teaching need to be reexamined.
1.3 Research on learner autonomy in EFL of
China
Autonomous learning is a relatively
new concept to EFL teachers and
learners in
China. Although there has always been the Chinese
idea of zi xue
(self-teaching), the idea is
different from the concept of autonomous learning
and
is only peripheral in the Chinese
educational culture. Confucius believed that it
was important for students to learn of their
own initiatives. As learning should
be a
process of independent exploring and
understanding, but in reality greater
importance has been attached to the teacher’s
role as the only source of knowledge.、
the
instructor.、the authority and the judge. Formal
classroom learning is always
favored over
self-teaching. With many misconceptions, students
in China are
generally very teacher-dependent
and lack the initiative to implement learning on
their own. To many of them, the classroom is
the only place where they can learn
English.
This situation should be changed for EFL teaching
at our schools to be more
affective and
successful.
We believe that in the
Chinese context self-access language learning
(SALL) should be nurtured and encouraged
because it contributes to learners,
successful
acquisition of English in many ways:
1.
Self-access learning provides learners with extra
exposure to the
target language. Our common
sense as EFL teachers tells us that the more
students
are exposed to English, the faster
they acquire. Extra exposure is especially
beneficial and necessary in an input-poor
environment like China, because the
limited
class hour (usually 6 lessons per week for Senior
High School students) is
far from enough for
SLA to be successful. In the non-native
environment self-access
maximizes the
opportunities to learn
2. Self-
access learning better caters to the individual
needs of learners
at all levels, which are so
diverse that no formal classroom teaching can
satisfy.
SALL is very flexible. It can be
conducted in a classroom, in a self-access center,
in a library or in students’ residences, and
at times convenient to the learner.
It can
function at all the four language skills and at
all proficiency levels. It
accommodates
individual differences in learning styles and
strategies. It allows
freedom in selecting the
content of learning materials. It supports
individualism
but does not exclude
collaborative learning.
3. Dickinson[5]
views that Allowing students more freedom and
autonomy
will enhance the learner’s motivation
and quality of learning. Formal classroom
teaching deprives students the freedom to
decide what to learn and how to learn.
Self-
access learning. on the other hand, returns them
the long-lost right to exercise
responsibility
for their own learning. As a result of this
freedom. Self-access
learners usually are more
motivated than students who are teacher-dependent,
and
are more efficient in learning. There is a
convincing evidence that people who take
the
initiative in learning more things and learn
better than people who sit at the
feet of
teachers, passively waiting to be taught.
4.
Once learners become autonomous. They have
acquired a life-long
learning skill and a
habit of independent thinking which will benefit
them long after
leaving school.
1.4
Organization of the Thesis
This thesis
is divided into four chapters. The first chapter
justifies
the reasons of selection of the
research topic. Then some related theories and
studies on teacher’s role and learner autonomy
are reviewed in chapter two. After
all these
literature review, I describe my research design
and analyze the collected
data of the research
in chapter three. The last chapter summarizes the
study with
its main findings and discusses the
implementations for English language teaching
and learning in China.
Chapter 2
Literature review
2.1 Definition of Autonomy
It is difficult to define and exemplify
autonomy in language learning for
three
reasons. First, different writers have defined the
concepts in different ways.
Second, they are
areas of ongoing debate and therefore definitions
are continuing
to mature as more discussion
takes place. Third, these concepts have developed
independently in different geographical areas
and therefore they have been defined
using
different terminology.
The concept of
autonomous learning stemmed from debates about the
development of life-long learning skills and
the development of in dependent
thinkers both
of which originated in the 1960s By 1981 Holec[6]
had defined Autonomy
as “the ability to take
charge of one’s own learning ” Holec has been a
major
influence in the debate about autonomy
in language learning and his initial
definition has been taken as a starting point
in much subsequent work in the area.
Dickinson
[5] for example accepts the definition of autonomy
as “a situation in
which the learner is
totally responsible for all of the decisions
concerned with
his or her learning and
the implementation of those decisions ”
Little[7] notes that learner autonomy is a
capacity for detachment
critical
reflection、decision making and independent action.
Even in this simple
definition it is clear
that “autonomy ”is not any one specific thing — it
is a
capacity, and like any other capacity, it
will grow with practice, or be lost through
majority of students are still being taught in
ways which promote
dependence and leave them
ill-equipped to apply their school learnt
knowledge and
skills to the world beyond the
classroom and from this we may recognize that the
role of the teacher in promoting autonomy may
be central to its success. It is not
true,
however to say that the non-autonomous classroom
is devoid of any relationship
with the outside
world: on the contrary, it is a place where skills
and capacities
may be developed and tried out
before and during contact with the world beyond.
Me
Garry concisely sums up. Then essential
arguments for autonomy:
“Students who are
encouraged to take responsibility for their own
work, by
being given some control over what,
how and when they learn, are more likely to be
able to set realistic goals, plan program of
work, develop strategies for coping
with new
and unforeseen situations,evaluate and assess
their own work and, generally
to learn how to
learn form their own successes and failures in
ways which will help
them to be more efficient
learners in the future .”( Ibid)
However, the fully autonomous learner is an ideal,
rather than a reality .
There are different
degrees of autonomy Most researchers use the term
“self-access” to refer to the approach that
assists learners to move from teacher
dependence to autonomy .
On a
general note, the term autonomy has come to be
used in at least five
ways .Benson & Voller
[1] sum up as follows:
for situation
in which learners study entirely on their own
for skills which can be learned and
applied in self-directed
learning
for an inborn capacity which is suppressed by
institutional
education;
for the
exercise of learners’ responsibility for their
own
learning;
for the right of
learners to determine the direction of their own
learning
From the descriptions
above, learner autonomy can be seen to entail
an empowered qualitative commitment and
control over content and process of learning
with an aware involvement, a feeling of
responsibility toward learning and action
in
implementing the learning. Thus an autonomous
learner is an enlightened,
responsible action
minded individual that critically appraises
situation processes,
actions and outcomes in
order to reach obtainable aims and objectives.
2.2 The Characteristics of Autonomy
Learner autonomy places the learner at the center
of focus, so it is
important to identify the
characteristics of an autonomous learner.
Breen and Mann [2] defined one as “an active
participant in the social
processed of
classroom learning …an active interpreter of new
information in terms
of what heshe already and
uniquely knows… (someone who) knows how to learn
and
can use this knowledge in any learning
situation he she may encounter at any stage
in hisher life”. In addition,Breen and Mann
[2] characterize learner autonomy as
“a
readiness to take charge of one’s own learning”.
Holec[6] define autonomous language
learners as those who “initiate
the planning
and implementation of their own learning program”
However as Benson
and voller[1] points out “it
may well be that the fully autonomous learner is
an
ideal rather than a reality”. He argues
for degrees of autonomy and that learners
potential for achieving different degrees
depends on factors like their personality,
their goals institutional philosophy and
cultural context.
Breen and Mann [2]
combine eight qualities that characterize
autonomous learners:
the
person’s stance towards the world
their desire for what it is they are learning