论文部分内容阅读
【Abstract】Studying the autonomous learning motivation and excitation model can stimulate intrinsic motivation of foreign language learners，develop students self-management strategy evaluation are very necessary.The purpose of this paper is to give students the skills of listening and speaking for their autonomous learning.Then study the cultivation and motivation of college English students autonomous learning，hoping to make students to learn autonomous learning and stimulate their motivation fully.
【Key words】Autonomous Learning； Motivation； Cultivation Model
1.The theory of autonomous learning
Autonomy learning is first defined by Henry Holec，He thought that autonomy was not an act，but a kind of ability which could be trained.It emphasizes the creative learning，attaches great importance to learner’s initiative and exploratory learning and forms a lively student-centered learning situation.
There are some theoretical bases：
（1）The Constructivism Teaching Theory
The theory is first proposed by Swiss J.Piaget.Constructivism （Piaget，1960） believes that knowledge is not taught by teachers，but learners in certain scenarios cultural background，with the help of other people （including teachers and learning partners），use the necessary learning materials and gain it through meaning constructing mode.It promotes learner-centered learning under the guidance of teachers.That is to say，it emphasizes the learner’s cognitive subject function，but can not ignore the teachers’ leading role.Teacher is a helper and facilitator of meaning construction rather than a imparter of knowledge.Student is the main body of information processing and the active constructor of meaning rather than passive recipient of external stimulation.
（2）The Structuralism Teaching Theory
The theory is proposed by American psychologist，educator J.S.Braner in accordance with the view of cognitive psychology，he advocates the teaching found.He believes that the fundamental goal of education is to make students master the scientific content as firmly as possible and to make the students become independent and active thinkers，so that they can independently move forward in the future.In order to achieve this goal，students must actively construct their own knowledge structure，personally explore regular knowledge and develop their ability of finding learning.（Braner，1960）
（3）The Humanism Teaching Theory
The theory is proposed by American C.R .Rogers on the basis of the existentialism philosophy and humanism psychology.He believes that the contemporary world is a world of rapid change，full of contradictions and danger.“Only the one learning how to learn and how to adapt to change， and the one realizing that it’s reliable to seek the process of knowledge，are the educated people.” The teaching goal is to cultivate a new person who has independent personality and creative ability to adapt to the changes of the times.（Rogers，1969） （4）The Meta-cognition Theory
Meta cognition is the cognitive subject’s self-awareness and self-monitoring in cognitive activities.It consists of meta-cognitive knowledge，meta-cognitive experience，and meta-cognitive monitoring.Meta-cognitive knowledge is a prerequisite for successful learning and the key to encourage students from the “learned” to “Learn”.Meta-cognitive experience transforms textbook’s knowledge structure into students’ cognitive structure，and strengthens students’ self-awareness and self-experience in cognitive activities，which makes students from awareness to behavior become subject and ensures the dominant position of student.The meta-cognitive monitoring is a cognitive activity which the cognitive subjects control themselves and are flexible to choose the learning strategy.
2.The Relationship between Autonomous Learning and Motivation
Some researchers have been studying on the relationship between learning autonomy and motivation.Dickson combined the research results of others，found that the independence of learner’s，responsibility，and selection those covered under the concept of autonomous learning and motivation factors are closely related （Dickson，1995）.Chinese scholars have studied different aspects，such as from factors that affect autonomous learning motivation discusses how to develop students’ autonomous learning ability.While the motivation is not bear in the autonomous learning dimension，and the effect of autonomous learning mainly depends on the learner’s motivation，language awareness and learning strategies.In these three variables，the motivation is emotional factors，but also the most subjective factors initiative，which directly affects the learner’s attitude towards the target language，the use of learning strategies，the level of goal setting and the perseverance to learn，the maintain of the interest persistent，it is the learners’ intrinsic motivation and momentum in autonomous learning .（Liu Man，2010）
On the basis of the source of the learning motivation，it can be divided into two types，intrinsic motivation and extrinsic motivation.Internal motivation refers to the motivation caused by the interest of learning.It depends on the individuals’ intrinsic need.Extrinsic motivation refers to the motivation caused by external incentives，it arise at the request or action from outside.The two motives’ division are not absolutely，external motivation have an impact on learning after transform for the students interior needs，internal motivation also need some external motivation to carry out the appropriate excitation. 3.The Model of Cultivating and Motivating for College English Students’ Autonomous Learning
Improving the students’ listening and speaking ability
For college English students，the language skill of listening and speaking is difficult to master，while it occupies a very important position in the college English learning.Contemporary college students are still very weak in listening and speaking，and the barrier factors are that： a） Learning attitude and learning method.b） The lack of verbal communication environment.c） The deficiency of the understanding of the Anglo-American culture.d） The slowly updated textbook content
All of these are the obstacles to improve the students’ listening and speaking ability.The Ministry of Education “College English Curriculum Requirements” clearly pointed out： “The goal of college English teaching is to develop students’ English comprehensive application ability，especially listening and speaking skills.” In order to improve students’ listening and speaking ability，it is necessary to change the traditional method of teaching English listening and speaking and adopt the autonomous learning mode.
4.Conclusion
There are more and more domestic and foreign studies of autonomous learning nowadays，but they have little research on combining autonomous learning with motivation to form a mode of cultivate autonomous learning and motivation.This paper is studying on college English students’ autonomous learning motivation and cultivation model，hoping to improve students’ autonomous learning motivation and cultivation ability.And the same time，let the college students get the interdisciplinary talents with proficient English skills and precise professional knowledge.
References：
[1]Dornyei.Z..Motivation in Second and Foreign Language[J].Language Teaching， 1998.31（3）：117-135.
[2]Gandner R.C.Social Psychology and Language Learning；The Role of Attitudes and Motivation[M].London：Edward Amold， 1985.28（1）：183-185.
[3]Holec.H.Autonomy and foreign language learning.Pergramon Press.1981.
[4]Pintrich.P.R.The role of goal orientation in self-regulated learning.Academic Press.2000.
[5]谢敏.大学生学习动机和自主学习的相关性研究[C].2011.
[6]白莹.外语自主学习研究述评[J].黑龙江高教研究.2010.
[7]蒋佩均.大学生英语学习动机的激发[J].英语广场（学术研究）.2013.
[8]刘曼.大学生外语学习动机与自主学习能力的培养[J].纺织教育.2010.
[9]王艳荣.独立学院大学英语学生自主学习能力培养模式探索[J].企业导刊（教育）.2009.
作者简介：王艳荣，女，1981.9，宁夏籍，武昌工学院，副教授（内），研究专业：英语教育与教学。
【Key words】Autonomous Learning； Motivation； Cultivation Model
1.The theory of autonomous learning
Autonomy learning is first defined by Henry Holec，He thought that autonomy was not an act，but a kind of ability which could be trained.It emphasizes the creative learning，attaches great importance to learner’s initiative and exploratory learning and forms a lively student-centered learning situation.
There are some theoretical bases：
（1）The Constructivism Teaching Theory
The theory is first proposed by Swiss J.Piaget.Constructivism （Piaget，1960） believes that knowledge is not taught by teachers，but learners in certain scenarios cultural background，with the help of other people （including teachers and learning partners），use the necessary learning materials and gain it through meaning constructing mode.It promotes learner-centered learning under the guidance of teachers.That is to say，it emphasizes the learner’s cognitive subject function，but can not ignore the teachers’ leading role.Teacher is a helper and facilitator of meaning construction rather than a imparter of knowledge.Student is the main body of information processing and the active constructor of meaning rather than passive recipient of external stimulation.
（2）The Structuralism Teaching Theory
The theory is proposed by American psychologist，educator J.S.Braner in accordance with the view of cognitive psychology，he advocates the teaching found.He believes that the fundamental goal of education is to make students master the scientific content as firmly as possible and to make the students become independent and active thinkers，so that they can independently move forward in the future.In order to achieve this goal，students must actively construct their own knowledge structure，personally explore regular knowledge and develop their ability of finding learning.（Braner，1960）
（3）The Humanism Teaching Theory
The theory is proposed by American C.R .Rogers on the basis of the existentialism philosophy and humanism psychology.He believes that the contemporary world is a world of rapid change，full of contradictions and danger.“Only the one learning how to learn and how to adapt to change， and the one realizing that it’s reliable to seek the process of knowledge，are the educated people.” The teaching goal is to cultivate a new person who has independent personality and creative ability to adapt to the changes of the times.（Rogers，1969） （4）The Meta-cognition Theory
Meta cognition is the cognitive subject’s self-awareness and self-monitoring in cognitive activities.It consists of meta-cognitive knowledge，meta-cognitive experience，and meta-cognitive monitoring.Meta-cognitive knowledge is a prerequisite for successful learning and the key to encourage students from the “learned” to “Learn”.Meta-cognitive experience transforms textbook’s knowledge structure into students’ cognitive structure，and strengthens students’ self-awareness and self-experience in cognitive activities，which makes students from awareness to behavior become subject and ensures the dominant position of student.The meta-cognitive monitoring is a cognitive activity which the cognitive subjects control themselves and are flexible to choose the learning strategy.
2.The Relationship between Autonomous Learning and Motivation
Some researchers have been studying on the relationship between learning autonomy and motivation.Dickson combined the research results of others，found that the independence of learner’s，responsibility，and selection those covered under the concept of autonomous learning and motivation factors are closely related （Dickson，1995）.Chinese scholars have studied different aspects，such as from factors that affect autonomous learning motivation discusses how to develop students’ autonomous learning ability.While the motivation is not bear in the autonomous learning dimension，and the effect of autonomous learning mainly depends on the learner’s motivation，language awareness and learning strategies.In these three variables，the motivation is emotional factors，but also the most subjective factors initiative，which directly affects the learner’s attitude towards the target language，the use of learning strategies，the level of goal setting and the perseverance to learn，the maintain of the interest persistent，it is the learners’ intrinsic motivation and momentum in autonomous learning .（Liu Man，2010）
On the basis of the source of the learning motivation，it can be divided into two types，intrinsic motivation and extrinsic motivation.Internal motivation refers to the motivation caused by the interest of learning.It depends on the individuals’ intrinsic need.Extrinsic motivation refers to the motivation caused by external incentives，it arise at the request or action from outside.The two motives’ division are not absolutely，external motivation have an impact on learning after transform for the students interior needs，internal motivation also need some external motivation to carry out the appropriate excitation. 3.The Model of Cultivating and Motivating for College English Students’ Autonomous Learning
Improving the students’ listening and speaking ability
For college English students，the language skill of listening and speaking is difficult to master，while it occupies a very important position in the college English learning.Contemporary college students are still very weak in listening and speaking，and the barrier factors are that： a） Learning attitude and learning method.b） The lack of verbal communication environment.c） The deficiency of the understanding of the Anglo-American culture.d） The slowly updated textbook content
All of these are the obstacles to improve the students’ listening and speaking ability.The Ministry of Education “College English Curriculum Requirements” clearly pointed out： “The goal of college English teaching is to develop students’ English comprehensive application ability，especially listening and speaking skills.” In order to improve students’ listening and speaking ability，it is necessary to change the traditional method of teaching English listening and speaking and adopt the autonomous learning mode.
4.Conclusion
There are more and more domestic and foreign studies of autonomous learning nowadays，but they have little research on combining autonomous learning with motivation to form a mode of cultivate autonomous learning and motivation.This paper is studying on college English students’ autonomous learning motivation and cultivation model，hoping to improve students’ autonomous learning motivation and cultivation ability.And the same time，let the college students get the interdisciplinary talents with proficient English skills and precise professional knowledge.
References：
[1]Dornyei.Z..Motivation in Second and Foreign Language[J].Language Teaching， 1998.31（3）：117-135.
[2]Gandner R.C.Social Psychology and Language Learning；The Role of Attitudes and Motivation[M].London：Edward Amold， 1985.28（1）：183-185.
[3]Holec.H.Autonomy and foreign language learning.Pergramon Press.1981.
[4]Pintrich.P.R.The role of goal orientation in self-regulated learning.Academic Press.2000.
[5]谢敏.大学生学习动机和自主学习的相关性研究[C].2011.
[6]白莹.外语自主学习研究述评[J].黑龙江高教研究.2010.
[7]蒋佩均.大学生英语学习动机的激发[J].英语广场（学术研究）.2013.
[8]刘曼.大学生外语学习动机与自主学习能力的培养[J].纺织教育.2010.
[9]王艳荣.独立学院大学英语学生自主学习能力培养模式探索[J].企业导刊（教育）.2009.
作者简介：王艳荣，女，1981.9，宁夏籍，武昌工学院，副教授（内），研究专业：英语教育与教学。