基于微信公众平台的大学生学术英语词汇的自主学习行为研究

发布时间：2018-06-20 21:00

本文选题：学术词汇 + 自主学习　；参考：《华东理工大学》2017年硕士论文

【摘要】：近年来,随着信息时代的快速发展与大学英语教学改革的进一步加深,大学英语教学逐步由通用英语(EGP)向学术英语(EAP)转变,学术英语课程在研究型高校得到推广。本研究设计了在学术英语课程框架下基于社交网络平台的学术英语词汇的自主学习活动,观察学生在不同外部环境条件下的学术词汇自主学习行为特征变化及其制约因素,为大学英语自主学习活动的开展提供参考。本研究采用课堂EAP教学与课下社交平台自主学习相结合的方式,运用定量与定性的分析方法,基于微信公众号后台统计数据、学生自我反思、词汇测试成绩、访谈记录,深入剖析了以下三种SRL(自主学习)活动参与行为：无测试压力的全自主有意识学词活动、考试驱动下的有意识学词活动、寒假半自主附带学词活动,进一步解读。研究结果表明,大学生基本上能够做到参与基于微信平台的学术英语词汇的自主学习活动,具有一定的自主学习意识。三个SRL实验对比下来,学生在有明确的学习目标与学校环境中,自主学习参与度明显高于在无明确要求和在假期开展的附带学习活动。学生的学术词汇自主学习行为特征体现为：产出性词汇水平较低,主动拖延和限于工作日的自主学习。通过学生自我反思与访谈结果发现,绝大部分学生认为学术词汇对未来学习很重要并表达了想要学习学术词汇的意愿,并对这次新的教学模式表示认可。但考试因素与学习计划安排仍是影响他们自主学习活动的两大重要因素。本文通过三次实验对学生学习行为进行分析,对EAP教学环境下的教师与学生提出建议与参考。本研究对设计传统教学与社交网络平台的教学模式有重要的启示意义。
[Abstract]:In recent years, with the rapid development of the information age and the deepening of college English teaching reform, college English teaching has gradually changed from general English to academic English, and academic English courses have been popularized in research-oriented colleges and universities. This study designed the autonomous learning activities of academic English vocabulary based on the social network platform under the framework of academic English curriculum, and observed the changes of academic vocabulary autonomous learning behavior and its restrictive factors under different external environment. To provide a reference for the development of college English autonomous learning activities. This study adopts the combination of classroom EAP teaching and classroom social platform autonomous learning, using quantitative and qualitative analysis methods, based on the background statistical data of WeChat public number, students' self-reflection, vocabulary test results, interview records. In this paper, three kinds of SRL (autonomous learning) activities are analyzed as follows: fully autonomous and conscious word learning activities without test pressure, conscious word learning activities driven by examinations, and semi-autonomous incidental word learning activities during winter vacation. The results show that college students can basically participate in the autonomous learning activities of academic English vocabulary based on WeChat platform and have a certain sense of autonomous learning. Compared with the three SRL experiments, students' participation in autonomous learning was significantly higher than that of incidental learning activities in the absence of specific requirements and holidays in the context of clear learning goals and school environments. Students' autonomous learning behavior of academic vocabulary is characterized by low level of productive vocabulary, active procrastination and limited working day autonomous learning. The results of self-reflection and interviews show that most of the students think that academic vocabulary is very important for future learning and express their willingness to learn academic vocabulary and agree with the new teaching model. However, examination factors and learning plan arrangement are still two important factors affecting their autonomous learning activities. This paper analyzes the students' learning behavior through three experiments, and gives suggestions and references to the teachers and students in EAP teaching environment. This research has the important enlightenment significance to the design traditional teaching and the social network platform teaching pattern.
【学位授予单位】：华东理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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