Semantic Analysis of English Words
学期 2011/2012学年 第一学期 科目 英语词汇学 班级 学号 姓名
摘 要
语言教学领域的变革从来没有停止过，而在近年变革中，其中最主要的一个变化是人们研究的焦点已经从教师的教转移到学生的学。因此，学生自主学习能力的培养越来越受到外语教育界的重视。同时，国家教育部提出了“优化学习方式，提高自主学习能力”的基本理念。这样，传统的课堂教学正面临着一次巨大的挑战，并逐步被以“学习者为中心”的教学模式所取代。不少人误认为“学生自主学习”就是“孤立地学习”或“没有教师的自学”，而有时候，学生自主能力被认为是完全独立于教师、其他学生和被认可的教学大纲，而实际并非如此。完全的独立并不是自主能力，而是自闭。
本文首先分析了大学生英语自主学习的现状和必要性。传统的教学方法，缺乏关注学生的情感需要导致了目前我国大学阶段的英语教学整体效率较低，成为大学英语教学的最大障碍。接下来回顾了自主学习定义、自主学习的“最近发展区”理论、认知建构主义学习理论和罗杰斯的人本主义学习理论等。最后根据大学生英语自主学习的现状和以自主学习的理论为基础，探讨了培养大学英语自主学习的方法，培养学生自主性的关键是要转换教师角色，创造一个宽松积极的学习氛围和进行系统的英语学习策略训练。
通过本文的研究， 我们知道什么是学习动机，以及如何提高学生的学习动机。我们要改变传统的教学理念，转换师生角色，提高学生的英语水平。
关键词：自主学习；角色转换；策略训练；大学英语
I．Introduction
Ever since its birth in the 1980s, the concept of learner autonomy has long been a hot topic in the field of linguistics both at home and abroad. Substantial research on learner autonomy has hence been carried out and turned out to be fruitful. It is generally accepted that language learning requires the active involvement of learners. Language can only be learned and not be taught. The focus of classroom activities has been shifting from teacher-centered to learner-centered. The goal of language teaching is to help learners to become independent from their teachers in their learning and use of language. “Although there has always been the Chinese idea of zi xue (self-teaching)，the idea is different from the concept of learner autonomy and is only peripheral in the Chinese educational culture.” (Bai & Jing, P52) Learning how to learn is more important than being taught something from the superior vantage point of teachers. (Cao, P39)
Furthermore, recent research in psychology, sociology and linguistics, has shed
1
light on language teaching, learning and the roles of learners in the language learning process. The learner-centered approach, constructivism, humanism and social cognition all support and emphasize a learner’s central place in the classroom. (Qin Shen, P9-P11)Personal construct theory holds that individual learners bring their own systems of constructs to bear on learning tasks. When learning is a matter of adding information to an existing construct, it is likely to be relatively unproblematic. When new knowledge contradicts existing construct systems, learning is likely to be more difficult and resistance may be encountered. Both in therapy and in education, resistance is overcome by helping individuals to become more aware of their existing personal construct systems and gradually to assume control of their psychological processes. In education, this means helping learners to become more aware of their assumptions about learning and to assume control of their own learning processes. Humanistic approach emphasizes the importance of inner world of the learners and affective factors in learning process. Teachers should pay attention to and respect learners with decision-making power. Learner autonomy used to be considered as a concept only suitable for Western countries, but it is now regarded as an unquestionable goal and a prerequisite for lifelong learning also in China.
Over the last few decades, English teaching in China has made remarkable progress. Many educational reforms have been undertaken, new frontier language learning theories have been introduced and much research on teaching has been carried out. Various innovative teaching methods have been explored. Even new technology like computer and the Internet has been introduced into the teaching process. The achievement of these reforms cannot be denied. Yet many problems still exist and much room for improvement remains, especially in the field of learner’s learning. Therefore, learner autonomy catches the eye of many researchers.
However, teacher-centered approaches and spoon-fed methods have been prevalent for a long time in China’s EFL context. Teachers are regarded as authority, knowledge-givers and error correctors, while students tend to limit their work to what is taught in class. As a result, many learners are accustomed to depending on teacher’s feeding. Without teacher’s timely and adequate help, students will feel disoriented, lose confidence and fail to pinpoint their goals in learning. So there is a need for a shift in English language studies from focusing on how to teach language to how to learn it, with a consequent change of perspective from the teacher to the learner.
Global changes in the availability of information indicate that there is no longer a fixed body of knowledge that can be transmitted to learners. It is no longer possible to
2
teach all students all they need to know. Learning is a lifelong endeavor. Only when learners are able to know their situation, their learning strength, weakness and avail themselves of each learning opportunity rather than simply react to various stimuli from the teacher can they be confident enough to involve into their learning and eventually become successful language learners. The situation calls for the urgent need of fostering learner autonomy in college English teaching.
II．Current Situation of English Learning Necessity of Learner Autonomy
1. Current Situation of English Learning
College English teaching in China is still focusing on teacher’s teaching rather than student’s learning. It ignores student’s individual variables and thus produces passive learners. Recently, with the boom in curriculum reform, more and more teachers have begun to accept new educational concepts and try new teaching methods, but influenced by traditional educational theory and exam-oriented education, China’s education reform still has a long way to go. Some existing problems need to be addressed.
1.1 Teacher-Centered Classroom Teaching
Teacher-centered classroom teaching is a traditional teaching style in which teaching is carried out by the teacher who is the focus of the classroom, and students only listen to him or her.
In China’s EFL context, teacher-centered approaches and spoon-fed methods have been prevalent for a long time. Teachers are regarded as authority, knowledge-givers and error correctors, while students tend to limit their work to what is taught in class. Classes are usually driven by “teacher-talk” and depend heavily on textbooks. Instruction in the classroom is based on the misconception that there is a fixed body of knowledge that students must know. There is little or no room for student-initiated questions, independent thought or interaction between students. Teachers often tend to focus on teaching the target language by carefully designed steps. As a result, many learners are accustomed to depending on teacher’s feeding. Without teacher’s timely and adequate help, students will feel disoriented, lose confidence and fail to pinpoint their goals in learning. Such situation is getting worse and worse with the expansion of college school enrolment, too many students in a class and inadequate teaching staff, who find it hard to take every student’s need into consideration.
3
and
This teaching style focuses on knowledge delivery, instead of language skill training. It prevents learners from exploring their learning potentiality and developing the abilities to manage their learning effectively. So there is a need for a shift in English language studies from focusing on how to teach language to how to learn it, with a consequent change of perspective from the teacher to the learner.
(Mo Liqun and Liu Jian, P11-P13)
1.2 Exam-Oriented Language Learning
Since the time we learn English, the exam-oriented system has made a lot of students feel not much interest in English. Teachers cannot escape from this notorious system either, because we have to complete the textbook within a term, and simultaneously, devote everything in the classroom to equipping students with necessary skills to get a high score in tests. Moreover, a high score in exams is considered to indicate that both teachers and students are “good”, and the prestige of parents and schools relies heavily on student’s performance. The focus of failure and extrinsic motivation sends the wrong message to students and parents. Many educators and psychologists believe that competition and comparison should not be the basis for accountability, because it puts all the emphasis on high-test scores instead of self-motivated learning for intrinsic interest and improvement. This exam-oriented language teaching decouples self-directed learning from assessments, destabilizes student’s feeling of personal responsibility and suppressed their motivations and learning at school.
III.
IV. …
VI. Conclusion
“Give a man a fish, you will feed him a day; teach the man to fish, and you will feed him for a lifetime.” Obviously, this argument shows the importance of learner autonomy.
According to the paper, we can see that the current college English teaching system in China is that college English teaching is still focusing on teacher rather than students’ learning. It ignores students’ individual variables and thus produces passive learner. So it is important for us to shift the roles of teachers and students. And the
4
traditional classroom teaching should be replaced by the “learner-centered” teaching style. And the traditional exam in the field of language teaching and learning, English teachers must improve their teaching methodology and lay stress on learner’s learning in order to guide them to learn autonomously instead of learning in a passive way.
According to current situation of English learning in college, teachers should shift their roles, create a relaxing and positive learning atmosphere in which students can actively involve into their language learning process, help students learn how to learn English effectively through strategy training. Only by doing this, students can finally move towards learner autonomy. In addition, English classes should be arranged in accordance with the law of human memory. In many colleges and universities, there are four or five English lessons a week. During English classes, there is no extra time to review the learning contents before. Consequently, English lesions should be added more lessons for practice. Only when students put English into practice, they can master English completely. It is suggested more English classes to learn it would be more effective.
For teachers’ aspect, in autonomous learning environment, the role of teachers should be identified newly. According to the current situation of the college English teaching, teachers are expected to play more various roles: guide, promoter, assessor and psychological coordinator etc. school and teachers should offer more conditions which can develop students’ faculty in autonomous learning process.
It is also suggested that organization of English corner should be considered in college English teaching and learning plan. Colleges and universities should think over a complete and suitable teaching and learning system for college English. And the teaching and learning plan for college English should be more systematical, scheming and well-designed.
However, language learning is a lifelong endeavor. Fostering learner autonomy in college is our long-term pedagogical goal. The author hopes this research may make contribution to the future study in this field. This paper is merely an attempt in this field and there id enormous untouched room left. With the development of science and learners. They can meet the demands for higher and higher levels of competence of English in work. And it is expected that more research will be done to accelerate students’ autonomous learning.
This study is still limited, as we have only skimmed the surface of the subject called learner autonomy, and all my discussions about the ways of fostering learner autonomy in China are made only on theoretical level. But it will do great help to
1
improve English teaching.
2
References
[1] Bai, Shuqin and Jing, Jiangbo. Promoting EFL Learner Autonomy in China: From Theory to
Practice [J]. Teaching English in China. 2003(03).
[2] Benson, P. Teaching and Researching Autonomy in Language Learning [M]. Beijing: Foreign
Language Teaching and Research Press, 2005.
[3] Benson, P. and Voller, P. Autonomy and Independence in Language Learning [M]. London:
Longman, 1997.
[4] Candy, P. C. Self-direction for Lifelong learning [M]. San Francisco: Jossey-Bass, 1991. [5] Cao, Rongping. Respecting Individual Differences and Promoting Learner Autonomy in China’s
Foreign Language Teaching [J]. Teaching English in China. 2003(02).
[6] Crabbe, D. Fostering autonomy from within the classroom: the teacher’s responsibility [J].
System, 1993(04).
[7] Dickinson, L. Self-instruction in Language Learning [M]. Cambridge: Cambridge University
Press, 1987.
[8] Gardner, D. and Miller, L. Establishing Self-access: from Theory to Practice [M]. Shanghai:
Shanghai Foreign Language Education Press, 2002.
[9] Gardner, R. Social Psychology and Second Language Learning: The Role of Attitude and
Motivation [M]. London: Edward Arnold, 1985.
[10] Little, D. Taking Control: Autonomy in Language Learning [M]. Hong Kong: Hong Kong
University Press, 1996.
[11] 何沂, 张利华． A New Role for Teachers in Autonomous Learning Contexts[J]．内蒙古师
范大学学报（哲学社会科学版）, 2004(06)．
[12] 莫群俐，刘坚．非英语专业大学生的英语学习动机与激发策略[J]．湖南工程学院学报（社
会科学版），2003(01)．
[13] 秦琛．英语教学中多种激励方式的探讨[J]．成都航空职业技术学院学报，2001(02)． [14] 束定芳，庄智象．现代外语教学—理论、实践与方法[M]．上海：上海外语教育出版社，
1996．
[15] 杨建萍．大学生学习动机的培养与激发[J]．交通高教研究，2001(03)． [16] 张秋玲．浅论情绪激励法在英语教学中的应用[J]．嘉应大学学报，1995(04)
3
因篇幅问题不能全部显示，请点此查看更多更全内容