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題名：

Promoting Learner Autonomy through Reflection in a College Reading Class

(48點)
藉由省思以提升大一英文閱讀課程之學習者自主權研究

著者：

Chu, Man-ping(朱蔓萍)

出版地區：

台灣

出版城市：

台北市

學科：

文學 ; 語言

關鍵字：

省思 ; 學習者自主 ; 引導式日誌 ; 班訊 ; Reflection ; Learner autonomy ; Guided journal ; Class newsletter

刊名：

Hwa Kang Journal of English Language & Literature

卷期：

15期(2009.6)

頁碼：

67-90

語言：

英語

摘要：

中文摘要PDF ; 英文摘要PDF

根據語言教學專家David Lìttle (I 997) ，如果教師以哥哥展學習者自主權(learn叮 autonomy) 為正式學習的中，心要務，那麼學生的反苦思考(critical reflecti凹，且下簡稱吉思)能力t必然自始即掛演十分重要角色，其理由為所有正式學習之結果來自許個人深思熟慮的努力。其他研究學者，如Phil Benson (2001) ，亦視省思個人學習過程冉培養本身自主權的重要元素。學生的省思日誌(聞自ectionjoumal) 可謂其草一手記錄，直接由學生記載有關個人學習控驗和學習過程的且處。本主乃探討學生在教師導引下撰寫自誌時，對其其語學習之吉思為何以及利用班訊(cl品s newsletter) 分享同學吉思內容之風觀為何。丸，教師本身從學生的日誌中可得何種自我省思以利佳績教學並提升班上學習者自主權B 事與本研究之學生說嘻掛北部一所私立大學的「大一其主」課程，人數六十二名a 其過程再學生掛課哇回顧詰周課內、課外所做所學並計劃生周學習且標與行動牢牢，將其書寫許省息日誌檔韋內，完成挂利用校內網路平台轍立存檔，教師則從組主之日誌內選出學生詩請或部命內容搗輯成班訊，將其音告或張貼掛班組網站上以提棋提升學生對學習過程負貴的環境。同時，學生亦可藉此演陳選擇學習資源、教材和活動之所有權(ownership) 以推展學習者自主榷。本研究依據學生之間卷站果、省思日龍、和教師對使用省思日誌和班訊觀點車討論提升學習者自主權的可行性。

During the late 1970s and early ‘ 8曲，也e concept of learner autonomy cau且ht att叩tion of some of the Wc目tem scholars who have advocated a learner-c叩tered communicative language t，國ching (CLT) in the L2 education. AB CLT seeks to put the leamer at the cent叮 ofL2 pe由.go釘'， 1目rners 帥encouraged to take ownership of many processes which have 回ditionally belonged to 也e teacher (Kumarav甜ivelu， 2003). Acco吋ing to Little (1 997), if teachers make the development of autonomy a cen個I concem of fonnallearni嗯， consclOus reflection will necessarily play a central role 量。m 祉le beginning for the simple reason that most fonnal learnin皂的白e result of delibera妞， conSClOUS e晶ort 甘時間flection joumal can be employed 晶first-hand records directly from the learners themselves about their English h位nmg expen聞C由and their reactions to the learning processes. In Taiwan ，也e間h扭扭 date been some disc阻sion on its role ìn language learning, but 阻latively few scholars have looked into the effect of reflective joumals and c1臨閻明letters 個promote leaner autonomy in a reading c1ass. This project discusses how students perceived the use of reflective joumals and class newsletters to promote their autonomous learning in college The participants we間62 s恤d間的世om one of the r，目earch肘's Freshman English re，吋mg classes in the 晶.11 sem自肘。f 2008. They we扭曲曲目'aged to reco吋由eir reflections on what, why, and how th叮抽ds叫died and le個1吋mC岫s and Out ofclass in guidedjoumals and submitted them to the 問searcher electronically. Selected comments from their joumals were compiled and edit吋m個class newsletters and posted at the class website by 也e 間由配her. Through a 伊i由d journal templ臨扭曲pted from Steph曲son，鉤的along wi血 c1ass newsletters, students were provid吋opportunities to take responsibility of their own l曲rnm直process and exercise ownership of choice relat，吋to learning resourc閥， mat間als ， and the activities to develop autonomy. Discussion 、ws based on the results of two questionnaires, students' joumals, and the res扭扭hers' vi肌iVS of using the joumals and newsletters to promote learner autonomy in En且lish leaming

本卷期目次

Hwa Kang Journal of English Language & Literature 15期 (2009.6)

	Words Within, Part One: Awareness, Creativity, and Learning/ Balaz, Allen
	Words Within, Part One: Awareness, Creativity, and Learning/ Balaz, Allen
	The Relationship between Teachers' Verbal Immediacy Behaviors and Students' Affective Learning for English/ Hsu, Lisa
	The Relationship between Teachers' Verbal Immediacy Behaviors and Students' Affective Learning for English/ Hsu, Lisa
	Rethinking Literature Courses with Difference: Teaching Engilsh Literature in Taiwan/ Huang, Chia-yin
	Rethinking Literature Courses with Difference: Teaching Engilsh Literature in Taiwan/ Huang, Chia-yin
	English-only Instructure in Post-secondary Enducation in Taiwan: Voices from Students/ Huang, Yi-ping
	English-only Instructure in Post-secondary Enducation in Taiwan: Voices from Students/ Huang, Yi-ping
	Elementary School English Education in Japan-toward Coherent English Education in an Asian Context/ Ito, Mika
	Elementary School English Education in Japan-toward Coherent English Education in an Asian Context/ Ito, Mika
	Using Extensive Reading as a Remedial Program for Elementary English Underachievers-Implemntation, Problems, and Solutions/ Juan, Lin；Cheng, Chin-kuei
	Using Extensive Reading as a Remedial Program for Elementary English Underachievers-Implemntation, Problems, and Solutions/ Juan, Lin；Cheng, Chin-kuei
	DVD Films for Improving Freshman English Learning/ Lin, Li-yun
	DVD Films for Improving Freshman English Learning/ Lin, Li-yun
	Four Skills, Grammar and Culture Too? －－The Case and Place for Culture in the English Language Classroom/ Brock, Mark N.
	Four Skills, Grammar and Culture Too? －－The Case and Place for Culture in the English Language Classroom/ Brock, Mark N.
	Engaging Students Teachers in Reflective Thinking/ Takagi, Akiko
	Engaging Students Teachers in Reflective Thinking/ Takagi, Akiko
	英詩之中譯與詮釋/ 丁善雄
	英詩之中譯與詮釋/ 丁善雄
	Methods and Materials for Developing Second-language English Reading at Tertiary Lecel/ Wyk, Arlys van
	Methods and Materials for Developing Second-language English Reading at Tertiary Lecel/ Wyk, Arlys van
	如何在EFL情境落實跨文化溝通能力/ 葉潔宇
	如何在EFL情境落實跨文化溝通能力/ 葉潔宇
	Motivation Orientation Used by Taiwanese Applied Enlish Majors in the Enlish Journalism Course/ Chen, Bo-an；Su, Chia-chun
	Motivation Orientation Used by Taiwanese Applied Enlish Majors in the Enlish Journalism Course/ Chen, Bo-an；Su, Chia-chun
	Online Tutoring as a Practicum in English Teacher Education/ Chen, Hsuan-jen
	Online Tutoring as a Practicum in English Teacher Education/ Chen, Hsuan-jen
	Promoting Learner Autonomy through Reflection in a College Reading Class/ Chu, Man-ping
	Promoting Learner Autonomy through Reflection in a College Reading Class/ Chu, Man-ping
	中譯英中介語中的作格動詞/ 董大暉
	中譯英中介語中的作格動詞/ 董大暉

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