An Experimental Study Of A Teaching Model Of Autonomous Learning In Listening For English Majors

For many years in China Listening comprehension has been a focus in teaching a foreign language, but there exist many problems in the practical listening class. In the traditional listening class the teacher still dominates the class and the students cannot set their own pace according to their own needs. It goes against the nature of language and language learning. Therefore the students'listening comprehension is still weak. Researches show that to develop the students'autonomous learning ability is a solution to this situation. One of the best ways for the teacher to improve the students'autonomous learning ability and listening proficiency is to build a new teaching model.With the development of humanistic psychology, cognitive psychology and socio-linguistics; learner autonomy, learning strategies, strategy instruction,learning motivation and multimedia assisted teaching environment have attracted much attention in second language teaching and researching. A new teaching model of listening can be based on the theories and researches of learner autonomy, learning strategies, strategy instruction, learning motivation and multimedia environment.According to the nature of EFL listening process and the current situation of EFL listening teaching and learning in China, promoting learner autonomy is significant and necessary. However, autonomy has its origins and history.Various definitions of learner autonomy and some related concepts have been given during the research years. Some concerned researches on learner autonomy appear continually in foreign countries and China. These researches prove that it is theoretically feasible to raise students'awareness of responsibility and promote their autonomous learning in the Chinese cultural background. Meanwhile, it is very necessary to research on the relationship between autonomy development and improvement of listening skill.The teaching model of autonomous listening in this study is established based on "the self-regulated learning model of Winne and Butler". Humanism, Cognitivism and Constructivism provide theoretical foundations for autonomous learning. This model has proved its effectiveness first from theory and then through experiment. Sixty-four English-major freshmen from two classes in Hunan Institute of Humanities, Science and Technology have participated in the present study, with one being the experimental group, and the other, the control group. Both groups have been taught the same material by the same teacher. However the experimental group has been taught by a new model focusing on autonomous listening, and the control group has been taught by the traditional model. Investigations into learners' autonomous learning are conducted on the participants through a questionnaire both before and after the experiment. Two listening comprehension tests randomly selected from CET-4 are used to assess the students' listening proficiency both before and after the experiment. Learners' learning diaries are also used as instruments for observing their use of autonomous learning strategies. After the experiment is finished, another questionnaire is administered to the experimental group to see whether they have a positive attitude towards the teaching model. The research aims to know whether the students learn to take the responsibility for their English listening effectively when the teacher provides them with a teaching model of autonomous listening, whether the students' listening comprehension be improved more effectively after applying the teaching model, and whether the students have a positive attitude towards the teaching model. The following findings have been generated from the present study: (1) the teaching model of autonomous listening through strategy instruction under multimedia environment has significant effect on promoting students' autonomy in their learning listening; (2) it has significant effect on improving their listeningoficiency. (3) students have positive attitude towards the teaching model. Such findings provide practical implications for Chinese college English teaching. That is, in order to help learners to be more autonomous and more proficient in their learning, teachers should take the responsibility of designing a new teaching model to meet the needs of the students.