自主学习在尼日利亚大学的法语教学中的运用

发布时间：2019-06-14 05:18

【摘要】：虽然自主学习不是外语教学和学习中的新概念,但对于非洲大陆和尼日利亚而言却较为新颖。本文从自主学习的概念出发,提出一个全新而实际的方法,以融入尼日利亚大学的法语教学和学习中。为什么要自主学习?法语教学在尼日利亚存在已久,但学生们仍然面临着许多问题。许多研究致力于改变这一状况,却没有自主学习领域的研究。经过多年的观察和思考,作者认为,要解决尼日利亚大学法语教学和学习的问题,需要尝试一个不同的方法,亦即自主学习。这将给学生提供采取新型学习方式的机会,帮助他们更加积极地参与到学习中。这便是本研究的目的。自主学习要求重新定义学生传统意义上的被动角色,重新定位过去的学习经历和期望(Chan,2001)。即是,学习者要有自主学习、批判性思考、独立决策的能力,也指学习者要自主地确定目标和目的,并系统而有效地去实施(Holec 1981;Little,1991;Benson,2001)。在融合自主学习的过程中,教师需要发挥巨大作用,但与教师的传统角色相去甚远。教师成为了一个推动者、指导者、顾问、合作者,与学习者并肩工作,并不决定或支配学习过程,而是提供资源并告知学习者如何学习,亦即如何发展自主学习策略。老师作为指导者,采用更积极的方式来指导学习者提升自己的能力并将其系统化(Benson,2001)。通过倾听和观察学习者,教师发挥着催化、促进学习的作用,并实时监测学习者的进度(Borg,2001)。作者在结合了社会建构主义理论和Littlewood(1996)、Tassinari(2012)的自主学习框架,在对现代(LittleBenson等)和传统(Holec)自主学习创始人给出的定义进行思考后,形成了本论文的思路和框架。这些有助于理解什么是自主学习,并为本文的研究方向奠定基础。本文还对相关研究文章和论文进行了综述,分析世界范围内学者们的研究内容,以及他们怎样将自主学习理论应用于教学实践。本文属于实证研究,综合采用了量化和质化研究方法。在量化调查的第一阶段,作者对尼日利亚大学的法语学习者进行了问卷调查。学习者样本随机选取,并获得了 200份反馈回答。学习者的印象、学习习惯、兴趣,以及他们对语言学习问题的基本观点等,通过对以上几个问题的调查,可以反映出学习者的自主学习水平。在量化研究的第二阶段,我们回收了 182份问卷。通过他们对课堂教学活动、练习等情况的反馈回答,我们发现了课堂教学活动对学习者的影响。研究结果显示,教师在教学中无意识地应用自主学习要素影响了学习者的基本观点和行为表现。本研究使用STATA软件对所获得数据进行分析,并对结果进行讨论。在定性研究方面,本文从50位目标教师中选取了 32位教师样本进行访谈,了解他们对自主学习的基本观点、印象和信念。笔者还指出了本研究的教学意义,并以实际可操作的形式提出了将自主学习融入尼日利亚大学法语外语教学和学习的方式方法。从而使文中案例更易于模仿。最后提出,取得进展后,如何进一步改进。在研究结论部分,本文建议到,尼日利亚应进一步深化该领域的研究,即进一步探讨自主学习的问题:如何实施,以及可能遇到什么样的问题。我们认为,将自主学习融入到语言学习系统中能给学生充分的自由,让他们自主完成学习任务,并进行自我评估。要解决现有的教学和学习上的问题,还有很长的路要走,这既能对他们的学习产生积极影响,又能让他们更好地参与世界范围内同龄人的竞争。同时,教师和教育制度也将从中受益匪浅。
[Abstract]:While autonomous learning is not a new concept in foreign language teaching and learning, it is novel for the African continent and Nigeria. This paper, based on the concept of autonomous learning, puts forward a new and practical method to be integrated into the French teaching and study of the University of Nigeria. Why do you want to learn autonomously? French teaching is a long time in Nigeria, but students still face many problems. Many studies have been committed to changing the situation without a study in the area of autonomous learning. After many years of observation and thinking, the author believes that it is necessary to try a different method, i.e., self-study, to solve the problems of French teaching and learning in the University of Nigeria. This will give students an opportunity to take new forms of learning to help them more actively participate in the study. This is the purpose of this study. Autonomous learning requires the redefinition of the passive role of the students in the traditional sense, and the re-positioning of past learning experiences and expectations (Chan,2001). That is, the learner should have the ability to self-study, critical thinking, and independent decision-making, as well as the learner's ability to determine the goals and objectives independently and systematically and effectively (Holec 1981; Little,1991; Benson,2001). In the course of self-learning, the teacher needs to play a great role, but is far from the traditional role of the teacher. The teacher has become a promoter, a mentor, a consultant, a partner, work side by side with a learner, and does not determine or dominate the learning process, but rather provides resources and tells the learner how to learn, that is, how to develop an autonomous learning strategy. The teacher, as a mentor, uses a more active way to guide the learners to improve their abilities and systematize them (Benson,2001). By listening and observing the learner, the teacher plays a catalytic role in promoting the learning and monitoring the progress of the learner in real time (Borg,2001). By combining the theory of social constructivism and the independent learning framework of Littlewood (1996) and Tassinari (2012), the author has formed the thought and framework of the thesis after thinking about the definition of modern (LittleBenson et al.) and traditional (Holec) self-learning founder. These help to understand what is autonomous learning and lay the foundation for the direction of the study. This paper also reviews the relevant research articles and papers, analyzes the research contents of the scholars in the world, and how they apply the independent learning theory to the teaching practice. This paper is an empirical study, and the method of quantitative and qualitative research is adopted. In the first phase of the quantitative survey, the author conducted a questionnaire to the French-speaking learners of the University of Nigeria. The learner samples were randomly selected and 200 feedback responses were obtained. The study of the above problems can reflect the learner's self-learning level through the investigation of the above problems. In the second phase of the quantitative study, we recovered 182 questionnaires. Through their feedback to the classroom teaching activities and practice, we have found the effect of the classroom teaching activities on the learners. The results show that the non-conscious application of the self-learning elements in the teaching influences the learner's basic ideas and behavior. The study used the STATA software to analyze the obtained data and to discuss the results. In the aspect of qualitative research, this paper selects 32 teacher samples from 50 target teachers to interview and understand their basic ideas, impressions and beliefs about self-learning. The author also points out the teaching significance of this study, and puts forward the way to integrate the self-study into the French foreign language teaching and study of the Nigerian university in the form of practical operation. So that the case can be more easily imitated. Finally, how to further improve after the progress has been made. In the conclusion of the study, it is suggested that Nigeria should further deepen the study in this area, namely, to further explore the question of autonomous learning: how to implement and what problems may be encountered. We believe that the integration of autonomous learning into the language learning system can give students the freedom to complete their learning tasks and self-evaluation. To solve the problems of existing teaching and learning, there is still a long way to go, which can not only have a positive influence on their learning, but also make them better participate in the competition of their peers in the world. At the same time, the teacher and the education system will benefit greatly.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H32

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