信息技术下优秀大学英语学习者学习模式个案研究

摘要

本研究采用建构主义的探究循环设计模式，运用质性研究的个案跟踪调查法，通过课堂观察、个案访谈、问卷调查等方式收集材料，对一位优秀语言学习者(Good Language Learners，简称GLL)信息技术下的大学英语学习模式进行构建，然后进一步探讨该个案四类模式下的具体表现及学习成效。
　　 研究采用目的性效标抽样，以“信息技术下大学英语优秀学习者”为标准，通过一学期的调查研究，综合被试课堂表现、练习成效、教师意见及该期期末综合测评，从湖南某大学54名非英语专业大一新生中筛选出1名GLL作为个案跟踪对象展开为期一年半的深入跟踪调查，具体了解该个案信息技术下英语学习的相关情况。
　　 数据的收集以个案跟踪的质性材料收集为主，同时辅以量性数据的采集，意在交互验证质性和量性数据的结论，也为进一步课堂观察和访谈提供有效参考。
　　 研究者首先以“学习的组织形式”作为界定模式类型的基本变量，并结合参与性课堂观察、非参与性课堂观察、个案访谈、学习周记、自我评估、实物分析、问卷调查等研究方法收集的数据，将信息技术下的大学英语学习模式分为:传统型、自主型、交互协作型、探究型四类，再分别从知识运用、操作技能、情感态度、辅助评价4个维度对被试的四类学习模式进行具体成效评估。
　　 学习模式成效评估调查结果表明:1）四模式交互范围逐一扩大、交互内容逐步加深，故倾向于元认知能力培养的交互协作型与探究型学习模式更有利于GLL知识运用能力的全面发展;2）四模式对操作能力的要求逐渐提升，故资源更全面、操作更专业的、更有利于知识信息内化、策略方法优化的交互协作型与探究型学习模式更有利于操作技术能力、资源探索及运用能力的提升;3）四模式下GLL英语学习动机有从现实性到内涵性的内化趋势，故后三类学习模式更有利于学习兴趣激发、学习主动性调动、自信及自制力提升;4）交互协作型与探究型学习模式对信息技术投入及教师个人学养要求相对较高，故其推广与实施还有待加强。
　　 基于上述结论，研究者提出加大信息技术投入、提高教师素养，进而促进交互协作型与探究型学习模式推广等建议，期待这些鉴于本研究结论的建议能对外语教学的有效性具有一定的指导意义。

目录

声明

摘要

Abstract

Index to Tables

Index to Figures

Contents

Introduction

Chapter 1 Literature Reviews

1．1 Reviews of Studies on Foreign Language Teaching／Learning Based on Information Technology

1．1．1 Overviews and Characteristics of Foreign Language Teaching／Learning

1．1．2 Reviews of Studies on Foreign Language Teaching／Learning Abroad

1．1．3 Reviews of Studies on Foreign Language Teaching／Learning in China

1．2 Reviews of Studies on Learning Modes

1．2．1 Contents of Learning Modes

1．2．2 Reviews of Studies on Learning Modes Abroad

1．2．3 Overviews of Studies on Learning Modes in China

1．3 Reviews of Studies on Good Language Learners

1．3．1 Reviews of Studies on Good Language Learners Abroad

1．3．2 Reviews of Studies on Good Language Learners in China

1．4 Reflections of this study

Chapter 2 Research Designs

2．1 Reviews of Research Methodology

2．2 Research Contents and Tracks

2．3 Selection of the Case

2．4 Investigation Instruments and Datum Collection

Chapter 3 Analysis of Investigation Results about Four Categories of Learning Behaviors

3．1 Results Investigation and Analysis of Traditional Learning Behaviors

3．2 Results Investigation and Analysis of Autonomous Learning Behaviors

3．3 Results Investigation and Analysis of Interactive Collaborative Learning Behaviors

3．4 Results Investigation and Analysis of Inquiry Learning Behaviors

Chapter 4 Construction of GLL’s College English Learning Modes Based on Information Technology

4．1 Theoretical Basis of English Learning Modes Based on Information Technology

4．1．1 Linguistic Theories

4．1．2 Learning Theories

4．2 Contents of English Learning Modes Based on Information Technology

4．3 Construction of English Learning Modes Based on Information Technology

4．3．1 Construction of Traditional English Learning Mode

4．3．2 Construction of Autonomous English Learning Mode

4．3．3 Construction of Interactive Collaborative English Learning Mode

4．3．4 Construction of Inquiry English Learning Mode

Chapter 5 Analysis and Assessment of Effectiveness of Four Learning Modes

5．1 Analysis of Effectiveness of Four Learning Modes from the Investigation

5．1．1 Analysis of Effectiveness of Four Learning Modes from an Aspect of Knowledge Application

5．1．2 Analysis of Effectiveness of Four Learning Modes from an Aspect of Operational Skills

5．1．3 Analysis of Effectiveness of Four Learning Modes from an Aspect of Emotional Motivations

5．2 General Assessment of Effectiveness of Four Learning Modes

5．2．1 Assessment of Effectiveness of Four Learning Modes from Aspects of Knowledge Application

5．2．2 Assessment of Effectiveness of Four Learning Modes from Aspects of Operational Skills

5．2．3 Assessment of Effectiveness of Four Learning Modes from Aspects of Emotional Motivations

5．2．4 Assessment of Effectiveness of Four Learning Modes from Aspects of Learning Environment

Conclusion

Bibliography

Acknowledgements

Appendix A (攻读学位期间发表论文目录)

Appendix B (研究期间所用问卷及其他调查材料)

Appendix C (中文长摘要)