大学英语课堂环境与英语自主学习能力的关系研究

Relationship between Classroom Environment and Autonomous Learning Ability in College English Classrooms

运用典型相关分析方法对大学英语课堂环境与英语自主学习能力的关系进行研究,结果显示二者显著相关,课堂环境对自主学习能力的影响作用大于自主学习能力对课堂环境的影响作用,课堂环境是影响自主学习能力的一个重要因素。课堂环境的九个因子中,主要是课堂参与、学生责任、任务取向、教师支持影响自主学习中的所有维度,即评估过程、制订计划、明确要求、监控策略和使用策略。课堂环境感知和自主学习能力之间存在匹配类型(感知好—能力强、感知中等好—能力中等强)和不匹配类型(感知好—能力中等强、感知中等好—能力差)。根据以上研究结果,建议要创建和谐课堂,促进学生情感和认知的积极发展;重视课堂互动,促进学生对课堂活动的积极参与;加强“任务”教学,提高学生对“任务”的积极认识;强化策略培训,提高学生使用策略进行学习的水平。

The study investigated the relationship between classroom environment and autonomous learning ability in college English Classrooms by applying the canonical correlation analysis. The results show that classroom environment and autonomous learning ability were significantly correlated. The effects of classroom environment on autonomous learning ability were greater than those of autonomous learning ability on classroom environment, which indicates that classroom environment is one of the crucial elements affecting autonomous learning ability. Involvement, student responsibility, task orientation and teacher support were the four main factors out of the nine in the classroom environment scale that had influence on all the dimensions of autonomous learning ability, i. e. evaluating the learning process, making plans, understanding requirements, monitoring strategies and using strategies. There were the matching types (i. e., good perceptions & strong ability, medium-good perceptions & medium-strong ability) and the non-matching types (i. e., good perceptions vs. medium-strong ability, medium-good perceptions vs. poor ability) between perceptions of classroom environment and autonomous learning ability. Based on the above results, this paper provides the following suggestions: helping students develop emotionally and cognitively in a healthy way by creating a harmonious classroom environment; involving students in the classroom activities by organizing interactive activities; strengthening students’ awareness of tasks by applying the task-based learning in the classroom; and improving students’ ability of strategy use in learning by conducting the strategy training in teaching.