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首页> 外文学位 >College students' and their teachers' perceptions and expectations of learner autonomy in EFL conversation classrooms in Taiwan (China).
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College students' and their teachers' perceptions and expectations of learner autonomy in EFL conversation classrooms in Taiwan (China).

机译：台湾（中国）的EFL对话教室中大学生及其老师对学习者自主权的看法和期望。

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摘要

The purpose of this study was to investigate how much difference exists between Taiwanese students' and their teachers' perceptions of learner autonomy as currently practiced, and how much of a role they expect for learner autonomy in class. The study examined the variables that may affect students' attitudes toward fostering learner autonomy based on the demographic data and responses to survey questions. In addition, Chinese cultural traits regarding the relational hierarchy was included to find out whether culture plays a significant role in the development of learner autonomy. The study employed a quantitative research design to collect data. A survey questionnaire was distributed to 446 students and 8 teachers at a selected university in north Taiwan. Statistical Package for the Social Science (SPSS) Version 10.0 was used to analyze the data.; The major findings of this study were as follows. Two patterns of replies were formed for research question I. First, for all categories both students and their teachers expect to increase the degree of learner autonomy for the forthcoming lessons in comparison to what they are practicing now. Second, for categories for which students perceived a higher degree of learner autonomy in class than their teachers did, students expected to have more autonomy in their learning in the future than the teachers expected them to have. Thus, students' perceptions have a strong effect on what they expect their learner autonomy should be in class.; Students showed significant differences in expectations of learner autonomy based on four demographic characteristics: (1) grade level, freshman students may hold a significantly higher expectations than sophomore students; (2) hours spent in a typical week listening to English music, students who spent more than 7 hours per week revealed a significantly higher expectations than those who spent less than 3 hours per week; (3) their experience of attending a private language school, students who had some experience revealed a higher expectation than those who had not; and (4) the student's grade in English conversation lab course, students whose grades were above 80 revealed a higher expectation than those whose grades were between 60 and 69.; Students also showed significant differences based on the attitudinal factors Students' willingness to take full responsibility for their learning outcomes contributed to their support for learner autonomy. Students' low motivation to learn English, their lack of learning goals of the course, and their lack of learner training on learning strategies contributed to their resistance to learner autonomy. The cultural traits, Chinese students' showing respect for the teacher as authority figure and their obedience to the teacher so she/he can save face, did not contribute to their resistance to learner autonomy.; The results of this study point to the need for learner autonomy in EFL classrooms. It is recommended that at the initial stages of the implementation, areas where resistance seems to be strong be avoided. Once a situation is reached where students, teachers, and educational planners can assess the benefits achieved by implementing learner autonomy in particular areas of the learning experience, there is a greater possibility that learner autonomy would be diffused in the whole range of activities that make up the entire 'classroom experience' and improve English teaching and learning.
机译：这项研究的目的是调查目前台湾学生和他们的老师对学习者自主权的理解之间有多大差异，以及他们期望在课堂上学习者自主性有多大作用。这项研究根据人口统计数据和对调查问题的回答，研究了可能影响学生对培养学习者自主性的态度的变量。此外，还包括有关关系等级的中国文化特征，以了解文化在学习者自主性发展中是否起重要作用。该研究采用了定量研究设计来收集数据。调查问卷已分发给台湾北部某所大学的446名学生和8名教师。社会科学统计软件包（SPSS）10.0版用于分析数据。这项研究的主要发现如下。针对研究问题I形成了两种回答模式。首先，对于所有类别的学生和他们的老师而言，与他们现在正在练习的相比，他们都希望在即将到来的课程中提高学习者的自主程度。其次，对于那些类别的学生，他们在课堂上感觉到的自主学习程度要比他们的老师更高，学生期望将来在学习中的自主性要比老师的期望更大。因此，学生的看法对他们期望的学习者自主性在课堂上有很大的影响。根据四个人口统计学特征，学生对学习自主权的期望显示出显着差异：（1）年级水平，新生对大二学生的期望可能明显高于大二学生； （2）在一个典型的星期里，听英语音乐花费了几个小时，每周花费超过7个小时的学生所表现出的期望要比那些每周花费少于3个小时的学生要高得多； （3）有过就读私立语言学校的经验，有过经验的学生比没有过的学生表现出更高的期望； （4）英语会话实验课程的学生成绩，成绩在80岁以上的学生表现出比60至69岁的学生更高的期望。根据态度因素，学生也表现出显着差异。学生愿意对学习成果承担全部责任的意愿有助于他们对学习者自主权的支持。学生学习英语的动机低下，课程学习目标的缺乏以及对学习策略的学习者培训的缺乏，都导致了他们对学习者自主权的抵制。文化特征，中国学生表现出对老师作为权威人物的尊重以及他们对老师的尊重以使他/她能够保留面子，这并没有增加他们对学习者自主性的抵抗力。这项研究的结果表明，在EFL课堂上需要学习者自主。建议在实施的初始阶段，避免出现阻力似乎很大的区域。一旦出现一种情况，学生，教师和教育计划者可以评估通过在学习经历的特定领域实施学习者自主权而获得的收益，则更大的可能性是，学习者自主权将分散在构成学习活动的所有活动中整个“课堂体验”，并改善英语教学。

著录项

  • 作者

    Chu, Man-Ping.;

  • 作者单位

    Texas A&M University - Kingsville.;

  • 授予单位 Texas A&M University - Kingsville.;
  • 学科 Education Bilingual and Multicultural.; Education Language and Literature.; Education Higher.
  • 学位 Ed.D.
  • 年度 2004
  • 页码 150 p.
  • 总页数 150
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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