1、 本科毕业论文 （ 20 届） 英语 Gender Differences between English Majors in English Autonomous Learning and Its Revelation to Teaching 外语学院学生毕业论文独创性声明 本人郑重声明：所呈交的毕业论文是本人在导师的认真指导下，独立进行 研究工作所取得的研究成果。除论文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表的学术成果，也不包含为获得浙江万里学院或其他教育机构的学位证 书而使用过的材料。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式表明。如本文涉及上述声明及任
2、何知识产权纠纷，本人将承担一切责任。 学生签名： 日期： Abstract Autonomous learning is a personal learning activity which is independent of teachers and others. In the 1970s, the concept of autonomous learning was brought into the field of foreign language learning. With the development of autonomous learning theory, studies
3、 on English autonomous learning have aroused great concern from various aspects, one of which is gender differences in English autonomous learning between English majors. As is known to all, gender is an important factor in English learning, which leads to differences in learning styles and strategi
4、es. Based on an investigation of 50 third-year students of English majors in Zhejiang Wanli University, with reference to autonomous learning theory and gender differences theory, this paper aims at analyzing the gender differences in English autonomous learning between English majors from the aspec
5、ts of self-evaluation, learning strategy, preview, class performance and review. The factors which influence autonomous learning are also demonstrated. Furthermore, the paper summarizes the revelations of the study and proposes some suggestions for English teachers: Firstly, gender bias should be av
6、oided in the process of autonomous learning. Secondly, teachers should take gender differences into consideration to teach students in accordance to their aptitude. Thirdly, teachers should be aware of the importance of creating a relaxing and friendly learning environment that accommodates both gen
7、ders in autonomous learning development. Key Words: English autonomous learning gender differences revelations 摘 要 自主学习是不依赖于教师和他人的个人学习活动。自主学习的概念在二十世纪七十年代引入到外语学习领域。随着自主学习理论的发展，英语自主学习研究受 到了普遍关注，其中一个重要的方向就是英语专业学生英语自主学习的性别差异。众所周知，性别在英语学习中是一个非常重要的因素，它导致了男女生学习方式和学习策略的不同。本文通过对浙江万里学院三年级英语专业学生的英语自主学习状况进行调查，结
8、合了自主学习理论和性别差异理论，着重从自我评估、学习策略、预习、课堂表现和复习这五个方面分析英语自主学习的性别差异，同时影响自主学习的因素也会呈现出来。此外，总结了这种差异给英语教师带来的启示，提出建议：一，在教学过程中，避免性别偏见；二，尊重男女学生心理发展上的性别差异，实施因材 施教；三，创建适合男女生自主学习能力发展的和谐的教学环境。 关键词： 英语自主学习 性别差异 启示 Contents 1 Introduction . 1 2 Autonomous Learning . 3 2.1 Definition of Autonomous Learning .3 2.2 Autonomou
9、s Learning and Foreign Language Teaching .4 2.3 Gender Differences in English Learning .5 3 Gender Differences in English Autonomous Learning . 5 3.1 An Investigation .6 3.2 Gender Differences in English Autonomous Learning .6 3.2.1 Self-evaluation .6 3.2.2 Learning Strategy .8 3.2.3 Preview.10 3.2.
10、4 Classroom Performance .12 3.2.5 Review .13 3.3 Factors Influencing Autonomous Learning .14 3.3.1 Motivation .14 3.3.2 Cultural Factor .15 4. Revelations and Suggestions . 16 4.1 Avoiding Gender Bias in Teaching .16 4.2 Taking Gender Differences into Consideration.17 4.3 Creating Harmonious Study E
11、nvironment for Either Gender.18 5 Conclusion. 18 Works Cited . 20 Acknowledgements1 Gender Differences between English Majors in English Autonomous Learning and Its Revelation to Teaching 1 Introduction In this modern time, English is the way to communicate with the world. How to improve English com
12、petence is the question that attracts most people to consider. In the 1970s, the concept of autonomous learning walked into the area of language learning, which means that the focus of responsibility shifted from teachers to learners. In this case, students rather than teachers are the leaders in th
13、e process of English learning. As an ancient proverb says: “Give a man a fish and he eats for a day. Teach him how to fish and he eats for a lifetime.” English autonomous leaning is the way to teach students how to learn English independently. According to Pan Xinyan(2007), students who carry out au
14、tonomous learning is capable of setting clear goals, making plans for study, assessing the process of study and adjusting the learning strategies. In 1981, the publication of Henri Holecs Autonomy and Foreign Language Learning was the launching point of the autonomy research. Holec (1981) defines au
15、tonomy as “the ability to take charge of ones own learning” (p.3). From then on, many researchers try to define autonomy. Gardner and Miller(2002), in the book Establishing Self-Access From Theory to Practice, introduce that there are three major schools of thought in the view of definitions of auto
16、nomy. Little and Kenny regard autonomy as a personal characteristic, Benson views autonomy as a political concept and Boud sees autonomy as a definition of educational practices. Autonomous learning is becoming an inevitable trend in this rapidly developing world. Finding factors which influence aut
17、onomy is the key point in implementing English autonomous learning. According to Bai Shuting(2006), there are three factors that influence learner autonomy. They are attitudes and belief, 2 motivation and cultural factor. Many researchers consider that learning strategies and motivation are the main
18、 factors in the process of autonomy. However, there is a special phenomenon in the foreign language college. Most students are female. Also in the English teaching practice, many teachers find that girls seem to be better at learning language than boys. English learning is not only about grammar and
19、 vocabulary, but also its language, background and personal identity in English. All of these aspects will be different due to gender difference. Whats more, gender difference leads to different learning strategies and styles. In other words, gender difference directly influences English autonomous
20、learning. With the prosperity of autonomous learning, studies on the English autonomous learning have achieved great development. But few studies have been taken on the gender-related autonomous learning between English majors. And the subject of former researches is non-English majors. Therefore, a
21、 study on gender-related autonomous learning between English majors will not only have theoretical meaning, but also practical value. On the basis of the existent theories of autonomous learning, this paper aims at analyzing gender differences in English autonomous learning between English majors. T
22、he major purpose of this study is to draw teachers attention to the application of autonomous learning and take gender differences into consideration to foster learners autonomous learning and improve teaching quality. This paper consists of five parts. Part one serves as an introduction to the pres
23、ent study, including the purpose of the article and the structure of the paper. Part two is concerned with an overview of autonomous learning and gender difference theories, including definitions of autonomous learning and gender differences in English learning. Part three and part four are regarded
24、 as the core of the paper. The former one is about gender differences in English autonomous learning. Based on an investigation, the thesis analyzes gender differences in autonomous learning and factors influencing autonomous learning. The latter one 3 is devoted to suggestions and revelations to te
25、achers. Part five draws a natural conclusion and points out the application of this study. 2 Autonomous Learning In order to analyze the gender differences in autonomous learning between English majors, some notions related to autonomous learning and gender differences should be introduced first. 2.
26、1 Definition of Autonomous Learning Autonomous learning has been a widespread phenomenon in the context of second language teaching since it was introduced into the field of foreign language teaching in the 1970s. In China, autonomous learning is a relatively new concept to English learners and teac
27、hers. In spite of the Chinese idea of Zixue, the idea of autonomous learning is different from that. Autonomous learning emphasizes students autonomy to consider what they have to learn. Henri Holec is the first person to define autonomy in his book Autonomy and Foreign Language Learning in 1981. He
28、 defines autonomy as “the ability to take charge of ones own learning” (1981, p.3). His definition was taken as a launching point in other subsequent works. Gardner and Miller(2002), in the book Establishing Self-Access-From Theory to Practice, state that “the concept of autonomous learning stemmed
29、from debates about the development of life-long learning skills and the development of independent thinkers both of which originated in the 1960s”(p.6). From the perspective of theory, they point out that there are three major schools of thought in the view of definitions of autonomy. Little and Ken
30、ny regard autonomy as a personal characteristic, Benson views autonomy as a political concept and Boud sees autonomy as a definition of educational practices. 4 Meanwhile, there are many Chinese educationalists trying to define autonomous learning. According to Zhang Lian(2008), the lecturer of Guiz
31、hou University, autonomous learning is a series of abilities which include setting learning goals, choosing study materials and assessing learning results independently for learners. Another researcher Sun Hongqiong (2007) emphasizes that autonomous learning is learner-centered, which helps learners
32、 to realize their learning styles. She also summarizes that in self-access learning, the learners take responsibility of all decisions in the process of study and carry out these decisions, which include setting learning goal, selecting learning content, choosing learning methods, carrying out monit
33、oring and evaluating learning results. Since the concept of autonomous learning appeared, there is no fixed definition. Nevertheless, in terms of autonomous learning, there are various means of expression, such as self-study, self-access learning and independent learning, etc. Although these express
34、ions are different, they reflect the same characteristic, autonomy. 2.2 Autonomous Learning and Foreign Language Teaching In the past years, few people knew the concept of autonomous learning in China. However, with the development of it, autonomous learning contributes to the learners successful ac
35、quisition of English. In other words, autonomous learning plays an important role in foreign language teaching. To begin with, autonomous learning extends the place where students learn English, which meets the individual needs of learners at all levels. Learner autonomy is flexible. Formal classroo
36、m teaching is just one place to learn English. Autonomous learning also can be conducted in a library and in students dormitories. In addition, autonomous learning provides more chances for students to learn English. Because it requires that students should learn English after class. So learners hav
37、e extra exposure to the target language. As Bai Shuqin and Jing 5 Jiangbo(2003) say: “In the non-native environment self-access maximizes the opportunities to learn”(p.57). Whats more, if learners put autonomous learning into practice, they will acquire life-long learning skills, which will benefit
38、them after university, even all their lives. 2.3 Gender Differences in English Learning English teaching practice demonstrates that girls and boys have differences in the process of learning. Also in the foreign language college, most students are female. Thus, there is no doubt that gender is an im
39、portant factor in English learning. In English learning, both genders have different competences. Our common sense tells us that girls are better in liberal arts and boys are better in science. Zheng Xinrong(2005), in the book Gender and Education, proposes that girls are good at rote memory and ima
40、ginal memory while logic memory ability of boys are stronger than that of girls. The differences between boys and girls in English learning depend on psychological factors and the culture which influences their identities. According to Pei Xingxing(2010), boys are left-hemisphere advanced, which is
41、responsible for mathematics and logic. The right hemisphere of girls is progressive, which is in charge of language and appreciation. These differences lead to the different learning styles and strategies between male and female. 3 Gender Differences in English Autonomous Learning As is mentioned above, gender differences have an effect on English autonomous learning. In order to analyze gender differences between English majors in English autonomous learning, it is prior and necessary to realize the current situation in English autonomous learning of both genders.
