商务英语专业毕业论文范文

AbstractWiththeestablishmentofstudent-centeredteachingconcept,independentlearninghasbeenahottopicinthefieldofeducationalpsychologyresearchathomeandabroad.HoweverinChina,owingtotheimpactoftraditionalteachingpattern,teacherneglectlearners’statusasthemainroleinlanguagelearning.InmodernEnglishteachingconcept,students’independentlearningcompetenceisthekeytoimprovingEnglishlevel.education.Theinvestigationshowsthatthestudents’independentlearningabilityisatmediumlevel.Indetail,mostofstudents’instrumentalmotivationisstrongerthanintegrativemotivation;theyholdpositivelearningbeliefbutseldomknowtheteacher’saimsandrequirements;theyhaveclearlearninggoalsandplansbutseldomcarrythemout;Inaddition,theylackknowledgeoflearningstrategies,self-monitoringandself-assessment,andtheymakelittleuseoflearningresources.Theauthortriestoanalyzethepossiblereasonsandproposessomeappropriatesuggestionstopromotelearners’autonomy.Keywords:Englishmajorfreshmen;Independentlearning;ImproveEnglishLevel.摘要随着以学生为中心的教学观的确立,自主学习成为国内外教育心理学研究的热点。然而，由于受到传统教学模式的影响，忽视了学习者作为学习主体的地位的现象。在现代英语教育教学理念中，英语专业学生的自主学习能力是提高自身英语总体水平的关键。通过调查发现英语专业新生的自主学习能力处于中等水平，大多数新生学习英语的外部动机强于内在动机；学习观念积极，但是对教师的教学目的与要求不是很了解；新生有明确的学习目标和计划，但是很少付出实际行动；学习策略匮乏，自我监控和评估的能力不足，不能充分利用学习资源。针对以上情况，分析其原因并给出建议以提高学习者的自主学习能力。关键词：英语专业新生；自主学习；提高英语水平ChapterOne:Introduction1.1ThestructureofthethesisThispaperiscomposedofsixchapters.Chapteroneisanintroductiontothesituationofindependentlearning,itsnecessityandsignificance.Chaptertwoistheliteraturereviewrelatedtoindependentlearning,includingsomeconceptsandpreviousstudiesathomeandabroad.Chapterthreeconcentratesontheconcerningfactorsonindependentlearning.Chapterfouristhesurveydesign,whichdescribesthesubjectsandquestionsofthesurvey.Chapterfivereportstheresultofsurveyandanalyzesthedata.Basedontheresultsofsurvey,factorsaffectingindependentlearningandreasonsarediscussedindetail.Chaptersixistheconclusion,whichdiscussestheimplicationofsurvey,withhopestopromoteindependentcompetence,thensomesuggestionsonteachers’roles,learners’rolesandteachingenvironmentareputforward.1.2NeedforindependentlearningInrecentyears,withthedevelopmentofdomesticandinternationaleconomic,thedemandsforforeigntalentsincreasegraduallyinChina.Secondlanguagelearninghasbeenaheatedpointforeducatorsathomeandabroad.Since1980s,Holecputforwardtheconceptofindependentlearning,whichhasbeenapopulardiscussionintheWest.Comparedwiththetraditionalteaching—teacher-centeredteaching,whichteacherspaymoreattentiontohowtheyteachratherthanhowstudentslearn,thecontemporaryEnglishteachinglaysemphasisonthemainroleoflearners.InChina,mostofteachersadopttraditionalteachingmethodsinforeignlanguageteaching,theydevotetoomuchtimeandattentiontohowtoteachmorethanhowtolearn,unilaterallyemphasizeteachers’roleof“input”andstressuniquenessandstandards,theroleoflearnersaslearningsubjectshasbeenoverlooked.EducatorsadvocateanewEnglishteachingpattern:student-centeredteaching.Withthisnewteachingmodel,developingstudents’independentlearningabilityisaprimarytaskforteachersandeducators.Furthermore,independentlearningisalsovitalforsecondlanguagelearnersinthefuture.Atpresent,inChina,Owingtobigsizeofclass,ateachercannotinstructeverysinglestudentatanytime.Inaddition,oneforeignlanguagelearner’sabilitydiffersfromothers,solearnersshouldspendmoretimeonindependentlearningtoachievetheirgoals.Especiallyforfreshmen,theyshouldadjustthemselvestothecollegeEnglishteaching,whichadvocatesstudent-centeredteachingpattern.Oncetheyfosterasenseofindependentlearningandtakeaction,theywillgetgreatprogressinEnglishlearning.ChapterTwo:LiteratureReview2.1TheconceptofindependentlearningOverthelastfewdecades,autonomyhasbeenaheatedtopicforlanguagelearninginthewesterncountries.Theconceptof“independentlearning”stemmedfromdebatesaboutthedevelopmentoflife-longlearningskillsandthedevelopmentofindependentthinkers,bothofwhichoriginatedin1960s(Gardner&Miller,2002:6).Itis-2-difficulttodefineconceptsofautonomy,becausedifferentwritershavedefinedtheconceptsindifferentways.Varioustermsareusedbymanyscholarssuchas“learnerautonomy”,“self-instruction”,“self-direction”,“self-access”,etc.ItwasHolec(1981:3)whofirstbroughtforwardthedefinitionofindependentlearningin1981,hedefinesautonomyas“theabilitytotakechargeofone’sownlearning”.AccordingtoGardnerandMiller(2002:6),therearesomedefinitionsofautonomy.Dickinson(1987:11)acceptsthedefinitionofautonomyas“asituationinwhichthelearneristotallyresponsibleforallofthedecisionsconcernedwithhisorherlearningandtheimplementationofthosedecisions”.Intermsofdifferentschoolsofthoughts,therearethreemajorschools.Little(1990:7)considerslearnerautonomyas“essentiallyamatterofthelearner’spsychologicalrelationtotheprocessandcontentoflearning”.Kenny(1993:436)statesthatautonomyisnotonlythefreedomtolearnbutalso“theopportunitytobecomeaperson”.Bothofthemseeautonomyasapersonalcharacteristic.Astherepresentativeofpoliticalframework,Benson(1997:29)defineslearnerautonomyis“arecognitionoftherightsoflearnerswithineducationalsystems”.Asforoneschoolofthoughtsviewingautonomyasaneducationalp