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1、大連外國語學院碩士學位論文MotivateFeignLanguageLearnerstobeAutonomous姓名:XingLei申請學位級別:碩士專業(yè):@指導教師:LiDaqi19991001之languagelearningWilliamLittlewooddistinguishesthreekindsofautonomyinlanguagelearning:(1)theabilitytooperateindependentlyw
2、iththelanguageanduseittocommunicatepersonalmeaningsinreal,unpredictablesituations;(2)theabilitytotakeresponsibilityfortheirownlearningandtoapplyactive,personallymeaningfulstrategiestotheirworkbothinsideandoutsidetheclass
3、room;(3)theabilitytocommunicateandleamindependentlythegeneralizedautonomyasindividualsWehavevariousdegreesofautonomythatseparate“autonomous’’from“notautonomous”alongacontinuumTheautonomouslanguagelearnersthataresupported
4、bythispaper,arethoseadultswhoarelearningaforeignlanguagewiththeaccesstoteachers’guidance,atthesametimewiththeintentiontogainmoreselfcontrolinthelearningprocessWemustacceptthatlanguagelearningandteachingisapartofthetotale
5、ducationalprocess,andthereforehastocontributetotheachievementofwidereducationalaimsAutonomyisanabilitytotakechargeofone’Sownlanguagelearningandanabilitytecognizethevalueoftakingresponsibilityforone’Sownobjectives,content
6、,progress,methodandtechniquesoflearningandtheevaluationofthelearningprocessThenwhataretheforcesthatcanpromotelanguagelearners’autonomyHowCanteachersoreducatorshelpinthedevelopmentinthelanguagelearners’autonomyThosearethe
7、questionsansweredbythesecondpartofthepaperFirstly,webeginwithlanguagelearners’motivationTraditionalforeignlanguageteachingfocusesmuchmoreonextrinsicmotivationoflearnersItteachesthemtovalueexternalreasons:prizes,praises,h
8、ighmarks,promotionandSOonThelearnersaredrivenintothesocialevaluationsysteminsuchaspeedthattheydonothavethechancetoengagetheirinterestsandcuriosities,orexperiencetheirinnatestrivingsforgrowthHoweverifthelearners’intrinsic
9、motivationischosentobearoused(egiftheyareencouragedtofindthewordsthattheywanttouseintheirpossiblespeech;iftheyareinspiredtomakealanguagelearningplanchallengingenoughtotheirspecificskillsandconfidence),theyareputinadevelo
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