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本研究以建构主义学习理论为指导,基于韶关学院5年来使用高等教育出版社研制的大学体验英语听说自主学习系统的教学实践,通过调查学生在听说自主学习中对英语能力的自我评估和对听说自主学习的态度,以及影响听说自主学习有效性的主要因素,从而对大学体验英语听说自主学习系统的有效性进行实证研究。调查结果显示,大学体验英语听说自主学习系统能降低学生的学习焦虑感,激发他们英语听说学习的兴趣,有效地提高听说自主学习能力,全面促进大学英语教学质量的提高。同时,该研究还证实教师的监管以及学生学习策略的培养是影响听说自主学习有效性的重要因素。
This study is guided by the constructivist learning theory. It is based on the teaching practice of Shaoguan College using the university’s experience of English listening and speaking self-learning system developed by Higher Education Press in the past five years. It has investigated students’ self-assessment of their English proficiency in listening and speaking autonomous learning. The attitudes of listening and speaking autonomous learning, as well as the main factors affecting the effectiveness of self-study in listening and speaking, are used to empirically study the effectiveness of the university’s experience in the English listening and speaking autonomous learning system. The survey results show that the university’s experience in English listening and speaking autonomous learning system can reduce students’ learning anxiety, stimulate their interest in English listening and speaking, effectively improve the ability of listening and speaking independent learning, and comprehensively improve the quality of college English teaching. At the same time, the study also confirmed that the supervision of teachers and the training of students’ learning strategies are important factors that affect the effectiveness of listening and speaking of independent learning.