外语学习者个体差异与学习自主性2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

外语学习者个体差异与学习自主性PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

SECTION Ⅰ AUTONOMY FROM LEARNER CONTROL1

1.MOTIVATIONAL STRATEGIES TO STIMULATE ENGLISH SRL OF INDEPENDENT COLLEGE STUDENTS1

1.1 INTRODUCTION1

1.2.LITERATURE REVIEW1

1.2.1 L2 Motivation1

1.2.2 Self－regulated Learning in SLA1

1.2.3 Motivational Regulation2

1.2.4 Dornyei’ s Motivational Strategies3

1.2.5 Summary4

1.3 METHODOLOGY5

1.3.1 Introduction5

1.3.2 Research Design of the Survey Study5

1.3.3 Research Design of the Case Study5

1.4 RESULTS AND DISCUSSIONS6

1.4.1 Results of the Survey Study10

1.4.2 Results of the Case Study18

1.4.3 Motivational Strategies Taking Effects on SRL26

1.5 CONCLUSION27

1.5.1 Major Findings27

1.5.2 Pedagogical Implications28

1.5.3 Limitations and Recommendation29

2.THE INFLUENCES OF THE WHOLE BRAIN TEACHING STRATEGIES ON AFFECTIVE CHANGES OF COLLEGE NON－ENGLISH MAJORS30

2.1.INTRODUCTION30

2.2.LITERATURE REVIEW30

2.2.1 Brain Structure， Function and Brain Imaging Research30

2.2.2 Left and Right Hemisphere Theory32

2.2.3 Brain－based Learning and Teaching Theory34

2.2.4 Emotion， Brain and Language Learning34

2.2.5 Applications of Brain－based Teaching Strategies in Classroom Instruction35

2.3.RESEARCH DESIGN36

2.3.1 Introduction36

2.3.2 Research Design for the Quantitative Research36

2.3.3 Research Design for the Qualitative Research41

2.3.4 Summary43

2.4.RESULTS AND DISCUSSION43

2.4.1 The Choice of Experimental Group and Control Group43

2.4.2 Testing Structural Validity and Reliability of Constructed Questionnaires43

2.4.3 The Influence of WBTSI in EFL Class on Learners’ Hemispheric Preferences44

2.4.4 The Influence of WBTSI in EFL Class on Learners’ Emotion45

2.4.5 The Influence of WBTSI in EFL Class on Learners’ Learning Behaviors46

2.4.6 Relationship between Whole Brain Teaching Strategies and Student English Learning Motivational State49

2.4.7 Findings on Evaluations from the Experimental Group on the Whole Brain Teaching Strategies51

2.4.8 Findings from Interview with the Cases and Their Journals52

2.4.9 Findings from the Class Observation54

2.5.CONCLUSION AND SUGGESTIONS55

2.5.1 Summary of the Study55

2.5.2 Pedagogical Implications56

2.5.3 Limitations of the Study56

2.5.4 Suggestions for Future Study56

3. PROMOTING LEARNER AUTONOMY THROUGH METACOGNITIVE STRATEGY TRAINING58

3.1 INTRODUCTION58

3.2 LITERATURE REVIEW58

3.2.1 Theoretical Perspective of Metacognition and Metacognitive Strategies58

3.2.2 Theoretical Basis of Learner Autonomy61

3.3 DESIGN OF THE RESEARCH62

3.3.1 The Research Hypothesis62

3.3.2 Participants62

3.3.3 Instruments63

3.3.4 Procedures64

3.3.5 Metacognitive Strategy Training Program65

3.4 RESULTS AND DISCUSSION OF QUANTITATIVE RESEARCH66

3.4.1 Results of Hypothesis One66

3.4.2 Results of Hypothesis Two68

3.4.3 Results of Hypothesis Three70

3.5 FINDINGS AND DISCUSSIONS72

3.5.1 Findings from Qualitative Research in Experimental Group72

3.5.2 Findings from Both Quantitative and Qualitative Research75

3.5.3 Findings from Classroom Observations76

3.5.4 Other Findings77

3.6 CONCLUSIONS79

3.6.1 Implications of the Study79

3.6.2 Limitations of the Study79

3.6.3 Recommendations for Further Research79

4.THE APPLICATION OF MEMORY WORKING PRINCIPLE TO COLLEGE ENGLISH VOCABULARY MEMORY STRATEGIES TRAINING80

4.1.INTRODUCTION80

4.1.1 Background of the Study80

4.1.2 Purpose and Significance of the Study80

4.2.LITERATURE REVIEW80

4.2.1 Memory Working Principle81

4.2.2 Vocabulary Memory Strategy81

4.2.3 Psychology Theory Researches on Vocabulary Memory Strategies81

4.2.4 Empirical Researches on Vocabulary Memory Strategy85

4.3.METHODOLOGY OF THE STUDY88

4.3.1 Research Questions89

4.3.2 Subjects89

4.3.3 Design and Process of the Experiment89

4.4.RESULTS AND DISCUSSIONS89

4.4.1 Results and Discussions of Pre－tests96

4.4.2 Results and Discussions of Post－tests of the Two Classes96

4.4.3 Results and Discussions of Pre－tests and Post－tests of Experimental Class97

4.4.4 Results and Discussions of Recalled－interview99

4.4.5 Summary100

4.5.CONCLUSION AND IMPLICATION100

4.5.1 Conclusion101

4.5.2 Implications for English Teaching and Learning101

4.5.3 Limitations and Suggestions101

SECTION Ⅱ AUTONOMY IN PRACTICE102

5. ENGLISH LEARNING EXPERIENCE OF NON－ENGLISH MAJORS AND LEARNING AUTONOMY103

5.1 INTRODUCTION103

5.2 RESEARCH ON AUTONOMOUS LANGUAGE LEARNING IN CHINA AND ABROAD103

5.2.1 Research on Autonomous Language Learning Abroad103

5.2.2 Research on Autonomous Language Learning in China104

5.3 RESEARCH DESIGN AND METHODOLOGY105

5.3.1 Research Objective105

5.3.2 Subjects of the Research105

5.3.3 Instruments108

5.3.4 Procedures for Data Collection109

5.4 ANALYSIS ON STUDENTS ’ LANGUAGE LEARNING EXPERIENCE AND AUTONOMOUS LEARNING109

5.4.1 Quantitative Analysis on Students ’ Language Learning Experience and Autonomous Learning113

5.4.2 Qualitative Analysis on Students’ Language Learning Experience and Autonomous English Learning113

5.5.FINDINGS AND DISCUSSION120

5.5.1 Subject’General Attitudes towards Autonomous Learning120

5.5.2 Influence of Learning Experiences on Autonomous Learning121

5.5.3 Differences among Better Average and Less Proficient Learner in Autonomous Learning124

5.6.CONCLUSION125

5.6.1 Summary of the Research125

5.6.2 Pedagogical Implications125

5.6.3 Limitations andRecommendations oftheResearch127

6.PROMOTING LEARNING AUTONOMY OF STUDENTS IN INDEPENDENT COLLEGE THROUGH TASK－BASED LANGUAGE TEACHING128

6.1 INTRODUCTION128

6.2 LITERATURE REVIEW128

6.2.1 Task－based Language Teaching128

6.2.2 Autonomous Learning135

6.2.3 The Relationship between TBLTand Autonomous Learning140

6.2.4 Studies at Home and Abroad141

6.3 RESEARCH DESIGN AND METHODOLOGY142

6.3.1 Research Questions142

6.3.2 Subjects and Instruments142

6.3.3 Procedures of Data Collection and Analysis142

6.4 IMPLEMENTATION OF TBLT143

6.4.1 Rationale of Tasks Designing143

6.4.2 Standards of Good Tasks143

6.4.3 Implementation of Task－based Approach144

6.5 RESULTS AND DISCUSSION146

6.5.1 Results and Discussion of the Quantitative Research146

6.5.2 Results and Discussion of the Qualitative Research152

6.6 CONCLUSION156

6.6.1 Implication for Teaching157

6.6.2 Limitations andRecommendations forFuture Research157

7. THE RELATIONSHIP BETWEEN UNIVERSITY ENGLISH CLASSROOM INTERACTION AND STUDENTS’ SELF－EFFICACY158

7.1 INTRODUCTION158

7.2 SELF－EFFICACY AND ENGLISH CLASSROOM INTERACTION158

7.2.1 The Concept of Self－efficacy158

7.2.2 The Concept of English Classroom Interaction159

7.3 THEORETICAL CONSIDERATION AND LITERATURE REVIEW161

7.3.1 Psychological Theories Related to Foreign Language Learning161

7.3.2 Theories of Second Language Acquisition163

7.4 RESEARCH DESIGN AND METHODOLOGY166

7.4.1 Research Questions166

7.4.2 Participants166

7.4.3 Instruments167

7.4.4 Training Procedures168

7.5 RESULTS AND DISCUSSION170

7.5.1 Analysis of the Relationship between English Classroom Interaction and Self－efficacy170

7.5.2 Analysis of Self－efficacy and Hierarchy of English Classroom Interaction172

7.5.3 Analysis and Discussion of the Author’s Classroom Observation175

7.5.4 Discussion of Language Learning Diaries176

7.6.CONCLUSION177

7.6.1 Summary of the Research177

7.6.2 Theoretical and Practical Implications178

7.6.3 Limitations178

7.6.4 Suggestions for Further Study179

8.THE INFLUENCE OF TEACHER－STUDENT RELATIONSHIP ON COLLEGE STUDENTS’ AUTONOMOUS ENGLISH LEARNING180

8.1 INTRODUCTION180

8.2 THEORETICAL BACKGROUND180

8.2.1 Definition of Teacher－student Relationship180

8.2.2 Main Theories on Teacher－student Relationship from Different Perspectives181

8.2.3 Research Review of Teacher－student Relationship at Home and Abroad182

8.2.4 The Impact of Teacher－student Relationship on Autonomous Learning183

8.2.5 The Impact of Previous Teacher－student Relationship Experiences on Later language Learning184

8.3 RESEARCH DESIGN AND METHODOLOGY184

8.3.1 Research Questions185

8.3.2 Participants185

8.3.3 Instruments185

8.3.4 Data Collection187

8.4 PROCESS OF ESTABLISHING HARMONIOUS TEACHER－STUDENT RELATIONSHIP IN AND AFTER CLASS187

8.4.1 Facilitating Student－centered Learning in Class187

8.4.2 Developing Teacher－student Relationship after Class189

8.5 FINDINGS AND DISCUSSIONS190

8.5.1 Findings from the Quantitative Research190

8.5.2 Findings from the Qualitative Research195

8.6.CONCLUSION198

8.6.1 Conclusion198

8.6.2 Pedagogical Implications199

8.6.3 Limitations and Suggestions for Future Study199

REFERENCES200

中文摘要220

附录226