英语专业大一学生自主学习观念的调查研究

面对越来越多的信息，如何去选择、分辨有用信息已成为英语学习者限制自身能力提高的难题之一。同时，具有自我计划和自我监测能力也是英语学习者提高自身英语学习不可或缺的能力。于是，自主学习因其适应社会发展的趋势，业已成为倍受英语学习者推崇的方式之一。而对英语专业学生而言，第一年的学习在其整个学习生涯中发挥着尤其重要的作用。正确的学习观念有助于引导学生进行有效的英语学习；同时，错误的学习观念很可能会误导学生，使其失去对学习英语的兴趣。因此，英语专业大一学生持有怎样的自主学习观念更应受到重视。
本研究通过定性与定量相结合的研究方法，运用调查问卷及访谈的形式，以河北科技大学100名英语专业大一学生作为主体，对其英语自主学习的观念进行了问卷调查，得到80份有效问卷；同时随机选取10名学生进行访谈。本研究主要回答以下问题：英语专业大一学生对于英语自主性学习持有什么观念。
通过对问卷调出的数据统计和统计结果，本研究得出以下结论：
（1）大多数学生对英语自主学习的观念是积极的；
（2）大多数学生对教师有很强的依赖性，只有少数学生能很好的自我计划、监控和管理学习。
鉴于此，教师应当对其进行引导，使学生能更好地进行英语自主学习。
本论文只选取了100名河北科技大学英语专业大一的学生作为研究主体，普遍性稍显欠缺。
关键词：自主学习；  自主学习观念；  英语教学

Abstract

Facing the explored information, how to choose and distinguish the useful one has been a problem which limits the promotion of English learners’ ability. Besides, the abilities of self-planning and self-monitoring have been indispensable to promote the learners’ abilities. Therefore, the autonomous learning has been one of the popular methods in English learners’ minds. As English majors, the first year study plays a significant role in their life long learning procedure. The proper beliefs may lead to efficient learning; while improper beliefs may lead to decrease of interests in English learning. So, more attention should be paid to this area.
Using the method of combination of quantity and quality, a survey was investigated to 100 first-year English majors of Hebei University of Science and Technology and 80 valid questionnaires were gotten. At the same time the author interviewed 10 of them about the beliefs towards English language learning autonomy. The dissertation attempts to find the answers to the following question: what types of beliefs towards autonomous English learning do the English majors under study hold.
With the data-analysis, the author comes to the following conclusion:
（1）The students generally show positive beliefs towards autonomous learning and are willing to take responsibility for their English learning.
（2）Several students show a high degree of teacher dependence, so they can not do well in self-planning, self-monitoring, and self-management.
Therefore, teachers should guide the students in a proper way then the English majors could cultivate autonomous learning ability.
Since the questionnaire was completed only by 100 first-year English majors in Hebei University of Science and Technology, it is short of universality.
Key words: autonomy;  beliefs of autonomous learning;   English teaching

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