- 促进学习者自主探索
- - 作者：王艳萍
  - 出版社：东北大学
  - ISBN：9787551700559
  - 出版日期：2011/11/01
  - 页数：101
- 售价：10

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作者介绍
王艳萍，副教授，生于1972年，现就职于辽宁医学院。1996年毕业于沈阳师范学院，获英语教育学士学位。2005年获得辽宁师范大学英语语言文学硕士学位。2009年9月至2010年7月于北京外国语大学做高级访问学者。长期从事大学英语、研究生英语教学与研究工作。
目录
1  INTRODUCTION
    1.1  Background of promoting learner autonomy in China
    1.2  Research questions on promoting learner autonomy in a big class
2  LITERATURE REVIEW
    2.1  Dfinition of LA and its complexity
      2.1.1  Foreign scholars' definition of LA
      2.1.2  Chinese scholars' clef'tuition of LA
      2.1.3  The author's definition of LA
    2.2  The importance of LA (Why LA)
    2.3  Researches into the influence on LA
      2.3.1  Attitude and belief
      2.3.2  Motivation
    2.4  Approaches to promoting LA (How LA)
      2.4.1  Self-Access Center (SAC)
      2.4.2  Multimedia and Computer-Assisted Language  Learning (MCALL)
    2.5  The characteristics of an autonomous learner
3  METHODOLOGY
    3.1  Introduction
    3.2  General and specific research questions/hypotheses
    3.3  Subjects
    3.4  Instruments
    3.5  Data-Collection
    3.6  Data-Analysis
      3.6.1  Questionnaire before the experiment
      3.6.2  The questionnaire data analysis before the experiment
      3.6.3  The procedures of the experiment
      3.6.4  After the experiment
    3.7  Results and discussion
4  IMPLICATION
    4.1  Implication on English teaching and learning in a big class
      4.1.1  Teachers' attitudes to language teaching and learning changed
      4.1.2  Teachers' roles in language teaching and learning transferred
      4.1.3  Students' attitudes towards language learning changed
      4.1.4  Students' roles in leaming transferred
    4.2  Measures taken in English teaching and learning in a big class
      4.2.1  Making full use of Multimedia and Computer-Assisted Language Learning (MCALL) system
      4.2.2  Combining teachers' presentation and students' engagement in class activities
      4.2.3  Requiring students to write a journal every week
5  CONCLUSIONS
    5.1  Major findings
    5.2  Limitations
    5.3  Recommendations for further research
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS

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