大一英语作文范文（精选6篇）
大一英语作文范文 篇1
大一班
英语半日活动
尊敬的各位家长，上午好!非常感谢各位家长抽空来参加我们这次的英语教学开放活动，相信经过刚才的观摩，家长对孩子在园的情况也有了个基本的了解。我们每一节课都由外教全英文授课，这样日积月累，潜移默化中提高听力水平；此外，经过一年多的学习，孩子对外教的发音已经适应的不错，外教课上，基本上不用助教翻译，尽可能让孩子大胆的去感知，猜测，这样，更能激发孩子们的学习兴趣，增强他们学习的自信心与成就感。
为了协助孩子更好的学习英语，我们有几件事情是需要家长须知及配合的：
一、针对我们英语班家长，我们有制定一年的计划给到大家，不知道各位有没有看到，就是我们的家长手册。里面的内容细化到了每周，如：我们每月有些什么活动，口语大赛日期，另外，幼儿作用的使用方法等等。希望大家抽出宝贵时间回家看看。
二、我们除了有家长手册，还有幼儿的手册。就是每个学期末会收到一本幼儿的手册。里面有张幼儿测评表，是我们Inna老师根据孩子活动中及上课时的表现来做的，孩子哪些方面做的好，哪些方面是需要加油的，上面一看应该还是很清楚的。
三、关于作业方面的。经过一年多的学习，相信大部分家长也养成了提醒孩子复习的习惯。因为经常从孩子的口中听到在家复习和涂色什么的。这一点非常好！不过希望CD碟片也要跟上，也要养成一个习惯，坚持每天听5分钟，边听边读，读出声音，最好家长在旁监督。复习完之后别忘记在最下面那一栏写上孩子的一个复习情况。
四、最后，因为我们是英语班的孩子，所以有很多国际、国外的活动我们外教及国际部老师会给孩子渗透一点。如：万圣节、感恩节、地球日等等。有些活动可能需要一些道具准备，还希望家长们给予配合。就比如这马上到来的万圣节，为了让孩子过一个开心、快乐、充满奇特的节日，需请家长帮孩子打扮一下，服装、道具方面需要配合准备。
大一英语作文范文 篇2
一、学生作文中的“l e a r n”和“study”用法辨析
多个学生作文中出现“I have learned English for six years.”或与此类似的句子。表面上看, 动词完成式后跟for引导的时间短语似乎是正确的, 事实上用法错误。正确的用法是“I have been learning English for six years.”, “I have studied (或have been studying) English for six years.”。
大一学生之所以会出现“learn”的使用错误, 是因为学生对“learn”和“study”这两个动词的用法还不十分明确。根据网上Free Merriam-Webster Dictionary的解释, 英语“learn”这个词的主要意思有:
1.to gain knowledge or understanding of or skillin by study, instruction, or experience
2.to come to be able
3.to come to realize
4.to come to know:hear
1.to engage in the formal study of a subject
2.to read in detail especially with the intention of learning
3.to consider attentively or in detail
二、瞬间性动词和持续性动词的用法
1. 瞬间性动词。
“Learn”属于瞬间性动词。瞬间性动词 (Instantaneous Verb, 如arrive, come, go, break, die, shatter, leave open, close, shut, recognize, find, buy, join win等) 表示动作时间极其短暂, 不能持续。一般情况下其现在完成式不能与表示一段时间的副词或副词短语 (如for two years, during the past week, in the past year since last year等) 连用;但是, 瞬间性动词的否定完成式可以和表示一段时间的副词或副词短语连用, 因为它表示一种可以延续的状态。
2. 持续性动词。
“Study”属于持续性动词。持续性动词 (Durative Verb, 如be, have, work, stand, lie, know, walk, keep wait, watch, sing, read, sleep, live, stay等) 表示动作可以延续下去或产生持久影响, 其现在完成式可以与表示一段时间的副词或副词短语连用。以下对瞬间性动词和持续性动词的用法分别举例并对照说明。标星号的句子为错句。
1.*I have arrived here for three hours.
I have been here for three hours.
2.*I have joined the club for two years.
I have been a member of the club for two years.
3.*He has died for three years
He has been dead for three years.
4.*I have bought this car for three months.
I have had this car for three months.
5.*He has left the office for half an hour.
He has been away from the office forhalf an hour.
He has not left the office for half an hour.
6.*He has come here for five days.
He has been here for five days.
He has not come here for five days.
7.*Mr.Richard has returned from America for two years.
Mr.Richard has been back from America for two years.
Mr.Richard has not returned from America for two years.
8.*The store has opened for one year.
The store has been open for one year.
The store has not opened for one year.
大一学生经过初中、高中阶段的语法学习, 已经掌握动词完成式的用法, 知道“have+past participle….for a period/during a period/in a period/since sometime”是正确的, 并常常套用此句型。然而并非所有动词的完成式都可以与表示一段时间的副词或副词短语连用。英语语法内容相对有限, 容易掌握;而一些英语常用词语的用法却千变万化, 必须经常留意、经常运用, 方能熟练掌握。对学生而言, 掌握包括动词、介词、连词、名词等许许多多的词语用法可以有效改善学生的英语表达能力, 提高其英语学习效率。
摘要：在批阅大一学生英语作文中常常遇到一些非常普遍的用法错误。本文将以所教大一学生英语作文中瞬间性动词的用法错误为例, 探讨瞬间性动词和持续性动词的用法, 以供大学生或其他英语学习者参考。
大一期末英语作文 篇3
教育应是应试教育还是素质教育
From primary school to college, students, teachers, parents---all are struggling for high scores. This is because the current education system is not aimed at students’ quality, but at developing their ability to perform well on the test. As a result, many students, even those with high scores, often do poorly when it comes to the practical application of the knowledge they have learned.
Therefore, China is challenging examination-oriented education by advocating quality-oriented education. The alternative will focus on the students’ ability and quality as a whole. And the exam results will no longer play a key role in evaluating the academic achievements that a student gains in school.
英语作文一封信大一1000词 篇4
When the robbers escaped, they immediately ran to town; when everybody was asleep, they crept quietly to Ali Baba’s house, and found some money. The captain said, “He stole some; let us get him, for I am sure that he is the one who had the idea!” and then they thought of a clever plan, but they did not know that Ali Baba, was a thousand times more smart than either of the robbers.
And so once they crept in, they hid in one of the empty jars of oil and stood there quietly, while the captain of the robbers went to Ali Baba’s room. After he went in there, he grabbed his sword, and was just about to kill him when Ali Baba quietly opened his eyes and saw him. He pretended to sleep. And when the captain of the robbers was tired, he decided to have a rest, and rested on the floor.
Ali Baba then got up and out a stuffed animal in there, and then got out of bed and to the jars of oil. When he found out that in it were robbers, he began to stamp his feet. “Is that you captain?” asked one of the robbers, “Can we come out now?” “Yes Erik, you can come out,” but before Erik the robber lifted out his head, Ali Baba grabbed a knife and killed Erik, and then tied the other jars on his three mules; and threw them into the pond nearby. And so Ali Baba had killed all of the robbers.
总结大一表现（范文模版） 篇5
黄硕
大一学习和生活可以说圆满结束，在学习中成熟，在收获中成长。大一下学期我的综合测评排名是班级第三，照比大一上学期下降了一名，智育成绩排在班级第五，而大一上是第二，总体来讲还过得去，但我要做得更好，尤其是要提高学习成绩。
回首大一，我基本上实现了自己最初的规划，学习上：综测两次排名都在班级前三，英语四级通过，课外书阅读计划量的目标达到，并且很高兴得到了奖学金；能力上：担任班委，学生会干事，多次参加校院文体活动，能力得到了锻炼；生活上：班级宿舍同学相处融洽，利用节假日去了不少周边想去的地方。总体上过得去，但还不是完美，不足在英语四级虽然通过但是分数不高，分数没有竞争力，钢笔字技能没有通过，没有养成较好的早起晨读习惯，课余时间利用的不是很充分，体育800米总是不达标。
这学期我的目标是综测保持前三名，智育冲进前三，六级争取通过，普通话考试达到一级乙等以上水平，因为选择了英语方向，因此要尤其加强英语的学习，多参加些活动以及行知班的调研等，把班级班长工作做好，组织一次有意义的班级活动，利用课余时间找份兼职或去周边城市旅旅游。
大一英语作文范文 篇6
With entering the information age, we are urgently required to possess a valuable wealth—learning autonomy.Learning autonomy means that it is not the end of our school education as we step out of the door of school education, but a new start of new educationlife-long autonomous learning.On the other hand, during shool education, it is impossible to obtain every knowledge from teachers in class.There is no exception to the autonomy of learning English.Therefore, autonomous learning of English for college students majoring in English matters a lot.
However, in the department of foreign languages in Ding xi Teachers College, the autonomy of freshmen in learning English is not optimistic.Through making a questionnaire, I find that most of them lack of autonomy in English learning.If their teachers don’t arrange assignments, they even seldom read their course books.In class, most of them are unwilling to speak English actively;outside of class, they seldom create opportunities to learn English, or even they come across some chances, they seldom make full use of them.
The problems mentioned above are caused by many factors.In my opinion, the
reason why a lot of college students choose English as their major is not because of their interest, but because of their employment in future.I surveyed 123 first-year English majors from Class1, 2, 3, 4, in our department.The answers of 77 students can be used to analyze the questionnaire.When No 4 question“I think learning English is fun and full of exploration, the more I learn, the more interested I will be.”was asked, Only 5 students chose“5 (completely true) ”, 19 students chose“4 (usually true) ”, accounting for 31%.While No 7 question“I think my grades of English examinations have to do with my employment.”was asked, 35 students chose“5 (complete true) ”, 24 students chose“4 (usually true) ”, accounting for 74%.Thus, they study English very passively.They study English, most of time, just for examinations.
Therefore, the level of English major freshmen’s autonomy in English learning in our school is low, and it is hypothesized that the level of autonomy relates to learning achievement.
Therefore, my research general objective is to make a survey of English major freshmen’s autonomy in English learning.
Specific objectives are to find how high is the level of the autonomy of English major freshmen in English learning;how the level of autonomy relates to learning achievement;what the differences in the level of autonomy between female students and male students are.It is hypothesized that the level of autonomy relates to learning achievement.I surveyed 123 first-year English majors from Class1, 2, 3, 4 in our school.The survey lasted 3 weeks.The survey was conducted through interview, classroom observation and questionnaire.The survey showed that the level of autonomy in English is low and significantly correlated to academic performance.In general, there is no significant difference between male and female students, but in motivation female students are higher.
As far as I know, there are quite a few books, papers and conference presentations dealing with autonomous learning.They are, namely, Establishing Self-Access From Theory to Practice by Dickinson.L, Learner Autonomy in Practice by Little.D., Learner Autonomy and the Need for Learner Training by Mcdevitt, Autonomy and Foreign Language Learning by Holec.H.However all the books are simply an introduction to the western theory and practice in autonomous learning, few applying to the typical Chinese educational context, let alone the Foreign Language Department of Ding xi Teachers College, I know all teachers learn that most students do not like to study, but few teachers pay much attention to the cultivation of English major freshmen’s autonomy and enhance them.So I made a survey of English major Freshmen’s autonomy in learning English
2 Autonomous Learning
2.1 Definition of autonomous learning
The definitions of autonomous learning are of variety, different researchers focusing on different aspects share different concept of it.Debates about the acquirement of“life-long-learning”skills and development of independent thinkers rose in the 1960s, when the concept of autonomous learning emerged.Holec, Henri is an advocator and pioneer of autonomous learning in language learning.His definition is, “The autonomous language learner takes responsibility for the totality of his learning situation.” (Holec, 1979) .
Brain Kenny (1993) defined autonomous learning in this way-autonomous learning creates opportunities for the learners to generate knowledge”.
Cotterall (2000:109) argues that autonomous learning is supposed to be viewed as an essential objective of all learning and should include such aspects of language learning process setting objectives, selecting learning strategies, and evaluating progress.
The above definitions define the autonomous learning from different aspects.I will give my definition from another angle.In my own opinion, learning autonomy is not only a capacity to learn efficiently, but also, and what is more important, an excellent habit we can carefully foster through a long time, with which we can learn efficiently and learn lifelong time with fun, with our good qualities, like positive attitude of life, determination, perseverance, persistence and so on.
2.2 Characteristics of autonomous learning
According to my definition of autonomous learning and research of Norman, Little, and other scholars, the characteristics of autonomous learning in English teaching and learning, in my opinion, are as following:
1) Time-consuming When it comes to fostering and shaping the helpful habit-learning autonomy, Rome is not built in one day.That is really the case.Like all habits, good or bad, they are not shaped in a moment.
2) Correlation with good personal qualities.If we want to shape the habit-learning autonomy, we first should pay attention to fostering our good personalities.However hard and bored at the beginning, we should have a strong will, be determined, persisted until it is a habit without which you feel empty in your heart.Its shaping is closely associated with good personal qualities.
3) Stability Once the habit of autonomous learning is shaped, it is relatively stable, it can go a long way, sometimes for some body lasts lifelong.
4) Relativity Different person shares different personalities, which affects the degrees of autonomy.like what Noman (997:193) states, the fully autonomous learner is an ideal rather than a reality.Therefore, there are different degrees of autonomy.
5) Effectiveness and fun When the habit is shaped, we will take learning as a habit, it can help us to study effectively.Language is acquired most effectively when we are directly involved in accomplishing something, and then we will have a personal interest in the outcome of what we are using the language to do, we will feel fun to learn English.
2.3 Theoretical background
Autonomous language learning approach was founded on the basis of Constructivism, Linguistic basis.
2.3.1 Constructivism
Piaget (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) stated individuals were actively involved right from birth in constructing personal meaning, which was their own personal understanding, from their experience.From his theory, we know the learner is the main role in learning and teaching.Learners take active responsibility for their own learning, engaged in formulating hypotheses to explore the rules of the target language.It is important for language teachers to help and encourage students in this process, rather than consider them as passive receivers.
George Kelly (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) , stated his idea in his personalconstruct theory.He began with the premise of‘man-as-scientist’, constantly sought to make sense of his world.People carry out their own personal experiments, construct hypotheses actively seek to confirm or disconfirm them.According to him, language is not learned by the mere memorization of discrete items of grammar, discourse, function or other aspects of language.Instead, learners are involved in an active process of making sense.As language teachers, we should take advantage of a variety of ways to get students involved in learning and construct their own understanding of the language.It is more important to teach them how to learn than to give them knowledge only.
2.3.2 Linguistic basis
Chomsky (Learning as dialogue:the dependence of learner autonomy on teacher autonomy system 23/2, 175-181) claimed that human beings are biologically endowed with an innate language faculty.The innate language faculty incorporates a set of universal grammatical principles (UG) .If students learn a few words, they have an ability to creatively use the language to express their ideas.He emphasized the importance of innate knowledge and the learner’s contribution to the process of language learning.
Krashen’s affective filter hypothesis deals with how affective factors related to SLA.In his view, the filter controls how much input the learner comes into contract with, and how much input is converted into intake.It is effective because the factors, which determine its strength, have to do with the learner’s motivation, selfconfidence, and with low anxiety have low filters, and so obtain and let in plenty of input.For language learners, it is important to be aware of the fact that whatever language input is provided in classrooms, teachers should give students effective input and create lively atmosphere.They should give students more practice and make them the host of the class.
3 A Survey on Learner Autonomy
3.1 Research purpose and research questions
The above gives a definition of autonomous learning of my understanding and its characteristics.But it hasn’t made clear how learners act in real study.I want to know the level of the autonomous learning in real life in order to find causes of influencing autonomy of freshmen majoring in English.The survey tries to answer the following questions:
1.In terms of English major freshmen, how high is the level of autonomy in English learning?
2.How is the level of autonomy related to learning achievement?
3.What are the differences in the level of autonomy between female and male students?
3.2 Methods
3.2.1 Classroom observation
In Chinese language classes, students attach much importance to classroom learning activities, so their performances in the classroom reflect some of their learning habits and learning strategies.I observed 4 English classes (Class1, 2, 3, 4) .My observations aimed to identify how they learn.I wanted to get some useful information about how the students act in the classroom.
3.2.2 Interview
In order to get useful information about how students learn English in the class and outside, I conducted several interviews.Two groups of the interviewees were selected according to their achievements.One group came from the students who get high scores on the English section of their University Entrance Examination and could communicate fluently in class.The others scored lower and were unwilling to speak English in the classroom.I paid attention to the following points in the process of the interviewing.
a.During the interview, I speak to them in English as clearly as possible.I tried to make the students feel relaxed.In this way, they could express their real ideas.
b.The questions asked in the interviews were related to their learning in the classroom and outside.
3.2.3 Questionnaire
The questionnaire used in the survey which was designed by referring to HKBU Papers in (Applied Language Studies, 4, 64-79) was designed and expected to measure the level of autonomy.It was conducted on the basis of the definition of autonomous learning.The questionnaire contains two sections.Section 1 was on background information, including name, sex, and the scores on the English section of their University Entrance Examination.Section 2 consists of 58 items belonging to the following 6 categories:learning motivation, learning content, goal-setting and plan, learning strategy, assessment, and learning help.Each item was on a five-point scale ranging from 1“this statement is never or almost never true of me”to 5“this statement is always true of me”.The questionnaire was written in Chinese so that the students have no difficulty in understanding them.
Item 1-10 is used for testing motivation, item 11-20 for resource, item21-26 for goal-setting, item 27-43 for strategy, item44-51 for assessment and item 52-58 for learning environment. (see table1)
Before these items were designed, the validity was considered carefully.Mativation includes extrinsic motivation and intrinsic motivation.Although we consider teachers’efforts to motivate students, we do believe that ultimately students should become selfmotivated.The survey claims that intrinsically motivated people do things for their own sake instead of external reward.Intrinsic motivation is strongly related to self-regulation, one element of autonomous learning.Motivation was investigated through rating scales of various kinds of their attitude toward the language, the culture, and the learning process.The questions were mainly concerned with intrinsic motivation, such as“I am interested in English”, “I like to communicate with others in English”, “I think learning English is challenging and interesting”.
The items for learning content involve resources in class and outside.Here I suppose what students learn is determined by learners rather than their teachers.
The items for goal-setting and study plan are concerned with planning, time management.Goal-setting means that students set their learning objectives on their own.
The items for strategy mainly consist of listening, speaking, reading, writing, memory and other learning strategies.
The items for assessment include self-regulation, self-summary, self-assessment and self-reinforcement.
The items for help include physical environment and school culture.It showed how students get help from teachers, peers and other resources.
3.3 Results of the research and findings
3.3.1 Data analysis
3.3.1.1 Correlation between different variables
The questionnaire was divided into six parts in order to test its reliability.Correlation analysis was used to test the relationships between different variables.Through calculation by the software SPSS 13, the reliabilities between the six dimensions range from0.770 to 0.961, which proved that the questionnaire was reliable and these six aspects were highly consistent.We can use it to identify the level of autonomous learning in Foreign Language Department of Ding xi Teachers College.As shown in Table 2, a close relation existed between the 6 variables of autonomous learning.Help had the strongest correlation with Assess.
3.3.1.2 Levels of autonomy
Means and standard deviations of the learner autonomy in English learning on each aspect are described in Table 3.Most of the means are nearly half of the total.That means students didn’t have high level of autonomous learning.Of all the components, college students showed the lowest degree in assessing.The standard deviation is one of the most important statistical measures.It shows the typical amount by which values in the data differ from the mean.From the table we can see standard deviation of strategy is the highest and then comes motivation.All the standard deviation were big, which may be due to fact that students graduate from different middle schools.
3.3.1.3 The relation between autonomy level and English achievement
In order to answer the second question, college students were divided into two parts in terms of the scores in College Entrance Examination, high-achievers are above the average score while the others are low-achievers.
The description of the levels of autonomy in high-achieving learners and low-achieving learners. (N1=51, N2=51)
The data indicates that high-achievers are significantly superior to the low-achieving ones in the overall level of autonomy.The autonomy in all the components is significantly related to learner achievement.
3.3.1.4 The differences in the level of autonomy between female students and male students
M1=mean of autonomy in high-achieving learnersM2=mean of autonomy in low-achieving learnersS1=standard variation in high-achieving learnersS2=standard variation in low-achieving learners
In order to answer the third question, college students were divided into two parts, male students and female students. (N1=78, N2=24)
M1=mean of autonomy in male learnersM2=mean of autonomy in female learnersS1=standard variation in male learnersS2=standard variation in female learnersThe data shows that there are no significan
The data shows that there are no significant differences between male and female students (p>0.1) .But the autonomy of females in almost all the components except content was superior to males.
3.3.2 Classroom observation
Good learners were actively involved in classroom activities.They took notes when necessary and listened to the teacher inventively.They willingly and actively answer questions and think for themselves.In spoken English activities, they actively expressed their ideas and tried to use newly-learned words, phrases and sentences patterns.They seemed to have a strong desire to communicate, or learn from communication.They made up their own sentences instead of referring to the ones on the textbook.They were not afraid to make mistakes.If they had questions which could not be solved by themselves, they didn’t hesitate to ask for help.They took the initiative to speak in class.On the contrary, low-achieving students were tired of English.They tended to prefer written work, such as grammar and other written exercises.In class, they seldom took notes.Some of them don’t know what to take because their middle school teachers often told them what they needed to write down, but in college, it all depended on themselves.They were unwilling to answer questions unless asked to do so.If they had to do some presentations, they often read the original words in the books.Though they sometimes talked with their partners, they sometimes speak Chinese instead of English.
In reading, good learners did better than less successful students.They could take advantage of reading strategies well, such as scanning, skimming and guessing unfamiliar words from the context and find topic sentences easily.However low-achieving students couldn’t finish material in the limited time.Some of them even moved their fingers or pens while reading.They focused on words rather than meanings.
In writing, high-achieving students often wrote outlines first.They followed the teachers’requirements and directions of the training materials.After writing, they often checked their own assignments and sometimes ask their peers to do so.But low-achieving students often ignore the writing requirements.In addition, they made many grammatical mistakes in the sentences and submitted to the teacher without checking.
Neither high-achieving students nor low-achievers cooperated with their classmates in class.Females did much better in speaking than males.Quite a few males were reluctant to speak English in class.In the other fields, there were no differences.
3.3.3 Interview
students were also asked to reflect their learning, which includes the following questions:
1.Do you have a study plan?
2.Are you active in class?
3.What activities do you undertake to learn English after class?
4.Why do you want to carry out such activities?
5.Are you attentive or absent-minded?
6.How do you carry out this activity?Do you use any methods?
A high-achieving student:I have study plans.In class, I am active because it is good for me to practice my English and keep myself alert.I like reading English newspapers and magazines. (China Daily, 21stCentury, and English Salon) .They are too expensive.So I often read English books in our library.When I met new words, I guess their meanings.After reading, I look them up in the dictionary and write in my notebook.I like reading in the classroom.No one interrupt me there.I also like to speak English with my friends outside.I appreciate self-evaluation very much.
A low-achieving student:I don’t have a study plan.In class, I don’t like to answer the teachers’questions though sometimes I know the answers.I want to read some English materials outside class.But there are too many new words.I had to give up.Speak English?No chance.
3.4 Discussion
On the basis of the data analysis, we can conclude the level of autonomy has a significant relation to learner English achievement.The over mean of autonomy in high-achieving learners are higher than that means of autonomy in low-achieving learners.What made them different?
Motivation
It is admitted that motivation is highly correlated to achievement, and this correlation is taken as evidence that highly motivated students do well in school and outside of school.The relationship may be in the opposite direction from that which is commonly assumed.That is, it may be superior achievement that enhances motivation as well as high motivation leading to superior performance.57%of low-achieving learners choose“they are never or seldom interested in English”and“only 10%of them like to communicate with others in English.”while 62%high-achievers say they are interested in English and 71%of them like to communicate with others in English.
There are two types of motivation, extrinsic and intrinsic.When the only reason for performing an act is to gain something outside the activity itself, such as passing an exam, or getting financial rewards, the motivation is likely to be extrinsic.When the experience of doing something generate interest and enjoyment, and the reason for performing the activity lie within the activity itself, then the motivation is likely to be intrinsic.Although both extrinsic and intrinsic motivations play an important role in learning, here intrinsic motivation is mainly dealt with and autonomous learners are self-motivated.Maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic.One of the most effective ways to help both child and adults to think and learn is to free them from the control of rewards and punishments.It was found that students who were interested in continuing their study beyond the college entrance requirement were positively and intrinsically motivated to succeed.In contrast, those who were only in the class to fulfill entrance requirement exhibited low motivation and weaker performance.
Learner level is likely to be one factor governing how important this type of attitude might be.It is possible that at the advanced level attitude towards the reference group will be more important than lower down.At the advanced stage getting inside the culture is more important.If the learners are interested in the target language community’s culture, custom, media and so on, it is more probable that they possess intrinsic motivation.It is also accepted that intrinsic motivation with long-term benefit and extrinsic motivation with short-term benefits.
The study of motivation also raises the interesting‘chick and egg’issue of cause and effect.Motivation may also lead to success;but success can also lead to motivation.
From the data, we can also see female students have a little higher motivation level in English.First it may be because girls have stronger competence in language learning.Second, maybe females are under pressure in education and employment.
4 Conclusion
In the thesis, I made a survey on learners’autonomy in English learning in Foreign Language Department of Ding xi Teachers College.The survey was based on the autonomous learning.I mainly focus on the understanding what autonomous learning means, including its definition, its characteristics and theoretical background.Then I use interview, classroom observation, questionnaire survey to explore the level of autonomy, the relation between the level of autonomy and English achievement, and the difference between male students and female students.At last, I point out one main cause which influences the level of autonomous in learning English.The survey showed that the level of autonomy in Foreign Language Department of Ding xi Teachers College is low and significantly correlated to academic performance.In general, there is no significant difference between male students and female students, but in motivation, female students are higher.By writing the thesis, I hope I can provide some useful information so that the teachers in our school know their students well about their autonomy in English learning, and help their students learn English actively and autonomously.
Though I have tried my best to ensure reliability and validity of the survey, due to my limited knowledge and current conditions unsolved, the present paper still needs improving.In the terms of methods, questionnaires may cover more aspects.Moreover, the subjects were chosen only 4 classes of freshmen in our school, which might affect its representative.Nevertheless, this paper describes what is actually going on in our EL classroom.It is expected that the result of the survey will benefit both teachers and students.
参考文献
[1]Andrew D Cohen.Strategies in Learning and using a Second Language[M].Addision Wesley Longman Limited, 1998.
[2]Cotterall S.Developing a course strategy for learner autonomy[J].ELT Journal, 1995, 49 (3) :219-227.
[3]Cotterall S.Promoting Learner Autonomy Through The Curricu lum:Principles for designing language courses[J].ELT Journal, 2000, 54 (2) :109-117.
[4]Dickinson L.Self-instruction in language learning[M].Cam bridge:Cambridge University Press, 1987.
[5]Ho J, Crookall D.Breaking with Chinese cultural traditions:Learner autonomy in English language teaching[J].System, 1995, 23 (2) :235-243.
【大一英语作文范文】推荐阅读：
大一英语演讲稿范文04-15
大一英语自我介绍作文09-01
大一英语答案08-24
大一英语课堂09-09
大一英语期末试题05-22
大一英语课文翻译06-18
大一英语的学习计划05-13
英语自我介绍大一新生07-14
大一班英语汇演小结08-19
大一英语期末考试试卷09-05