摘要
This study reports on a survey which investigated the learner autonomy of a group of non-English majors at Nanchang University, China. The aims of the study were to investigate students' attitudes towards learner autonomy and their autonomous practice both inside and outside the classroom and to examine levels of relationship among learner autonomy, metacognitive strategy use and English achievement. Based on the findings of the study, recommendations are made for promoting learner autonomy in future college English teaching and learning in China. It is hoped that they can provide some guidance for curriculum development, syllabus design and material revision as well as in-and-out of classroom practice regarding the promotion of learner autonomy in China's ELT context.
自1985年O' Malley和Chamot强调元认知策略的重要性以来,元认知对学习的意义已经引起人们的普遍注意。能否运用元认知策略是学生自主学习能力的一种体现。随着元认知策略研究的兴起,自主学习已成为语言学习研究领域的一个热门话题,并被认为是教育的最终目标。随着我国大学英语教学的改革,传统的教学模式已不能适应时代的要求,采用自主学习的教学模式已大势所趋。本文通过问卷的调查研究,探讨了自主学习对非英语专业学生的学习成绩和元认知策略运用的影响以及之间的关系,并在此基础上提出了在我国目前教育结构下如何提高大学生自主学习能力的建议。
