英语专业听力课程自主教学模式设计研究

英语专业听力课程自主教学模式设计研究IntroductionWiththeprevalenceofonlinelearning,moreandmoreuniversitieshavedevelopedself-directedlearningmodelsforstudentstoacquireknowledgeandskillsattheirownpace.AsoneofthecorecoursesinEnglishmajor,listeningcomprehensionplaysanimportantroleinEnglishlanguagelearning.Therefore,itisnecessarytodesignaself-directedlearningmodelforEnglishlisteningcomprehensioncourses.Thispaperpresentsaself-directedlearningmodelforEnglishlisteningcomprehensioncourses.Firstly,thispaperoutlinestherationaleforaself-directedlearningmodel,includingtheadvantagesandlimitations.Secondly,itdescribesthedesignoftheself-directedlearningmodel,includingthecontents,instructions,andassessment.Finally,thispaperdiscussestheimplicationsoftheself-directedlearningmodelandthepotentialchallenges.RationaleTheadvantagesofself-directedlearningincludeflexibility,individualizedpacing,andenhancedmotivationbyprovidingstudentswithmoreautonomyinthelearningprocess.AccordingtoKnowles(1975),self-directedlearningisaprocessinwhichindividualstaketheinitiativetodiagnosetheirlearningneeds,formulatelearninggoals,identifyhumanandmaterialresourcesforlearning,selectandimplementappropriatelearningstrategies,andevaluatelearningoutcomes.Thisprocessnotonlyencourageslearnerstotakecontroloftheirownlearning,butalsocreatesopportunitiesforthemtodevelopmetacognitiveskillsandlifelonglearninghabits.Therefore,self-directedlearningcanhelpstudentsbecomemoreresponsiblefortheirownlearning,andmoreengagedandinvestedinthelearningprocess.Nevertheless,therearesomelimitationstoself-directedlearning,suchasthepossibilityofneglectingessentialknowledgeorskills,thelackofexternalmotivation,andthepossibilityofgettinglostinthelearningprocesswithoutproperguidance(Kuhlenschmidt&Lay,2017).Therefore,itisimportanttodesignaself-directedlearningmodelthatpromotestheadvantagesandmitigatesthelimitations.DesignTheself-directedlearningmodelforEnglishlisteningcomprehensioncoursesisdividedintothreemajorstages:(1)preparation,(2)learning,and(3)assessment.Preparation.Thepreparationstageconsistsoftwocomponents:(1)syllabusdesignand(2)pre-assessment.Syllabusdesign.Thesyllabusisdesignedtoincludethecourseobjectives,thecoursecontents,andthelearningoutcomes.TheobjectivesoftheEnglishlisteningcomprehensioncourseincludethefollowing:(1)developlisteningskills,(2)increaselisteningcomprehension,(3)exploredifferenttypesofspokenlanguage,and(4)enhancecriticalthinkingandproblem-solvingabilities.Thecoursecontentsshouldbedesignedbasedonthecourseobjectives,andcanincludelisteningtonewsreports,interviews,podcasts,andlecturesfromdifferentfields.Thelearningoutcomescanbemeasuredbythestudents’abilitytounderstandspokenlanguageaccurately,toinfermeaningfromcontext,toidentifykeyinformation,andtointerpretthespeaker’simpliedmeanings.Pre-assessment.Beforestartingthecourse,studentsneedtocompleteapre-assessmenttoevaluatetheirEnglishlisteningcomprehensionabilities.Thepre-assessmentshouldconsistofalisteningtestwithmultiple-choicequestions,shortanswerquestions,andopen-endedquestionsthatexaminethestudents’generalknowledgeofEnglishlisteningcomprehension.Basedontheresultsofthepre-assessment,studentscanidentifytheirweaknesses,settheirlearninggoals,andformulatetheirlearningstrategies.Learning.Thelearningstageconsistsoffourcomponents:(1)selectinglearningresources,(2)learningthroughpractice,(3)seekingassistance,and(4)reflection.Selectinglearningresources.Theself-directedlearningmodelshouldprovidestudentswithawiderangeoflearningresources,suchasonlinelectures,podcasts,TEDtalks,andTVshows.Theseresourcesshouldbeselectedbasedonthelevelofdifficultyandthestudents’interests.Theycanbeaccessedthroughtheuniversity’sonlineplatformorthroughexternalwebsites.Learningthroughpractice.Afterselectingthelearningresources,studentsneedtoengageinactivelisteningpractice.Effectivepracticestrategiescanincludedictationexercises,note-taking,summarizingandparaphrasing,androle-playing.Seekingassistance.Despitetheautonomousnatureoftheself-directedlearningmodel,studentsstillneedassistancefromteachersandpeers.Teacherscanprovideguidanceandfeedbackonstudents’learningprogress,givetipsoneffectivelearningstrategies,andencouragecollaborativelearning.Peerscanprovidesupportandadvice,andstimulateintellectualdiscussions.Reflection.Reflectionisanimportantcomponentoftheself-directedlearningmodel.Ithelpsstudentsidentifytheirstrengthsandweaknesses,evaluatetheirlearningprogress,andadjusttheirlearningstrategies.Studentscanreflectontheirlearningoutcomesthroughjournals,blogs,discussionforums,orotherwrittenororalforms.Assessment.Theassessmentstageconsistsoftwocomponents:(1)self-assessmentand(2)summativeassessment.Self-assessment.Self-assessmentisacrucialcomponentoftheself-directedlearningmodel,asitfostersthedevelopmentofmetacognitiveskillsandself-regulatedlearning.Studentscanassesstheirlearningoutcomesbycomparingtheirperformanceonthepre-assessmentwiththeirperformanceonsummativeassessments,andbyevaluatingtheirownlearningstrategiesandtheireffectiveness.Summativeassessment.Summativeassessmentisdesignedtomeasurethestudents’achievementofthelearningoutcomes.Thesummativeassessmentcanconsistofalisteningtestwithdifferenttypesofquestions,oraprojectthatrequiresstudentstolistentoandanalyzespokendiscoursefromdifferentsources.ImplicationsTheself-directedlearningmodelforEnglishlisteningcomprehensioncourseshasseveralimportantimplications.Firstly,itallowsstudentstotakeresponsibilityfortheirownlearning,developtheirownlearningstrategies,andpersonalizetheirlearningexperience.Secondly,itprovidesstudentswithflexibilityintermsofpace,timing,andlearningresources.Thirdly,itenhancesstudents’metacognitiveawarenessandself-regulatedlearningskills.Fourthly,itpromotescollaborativelearningandpeerinteractionthroughgroupdiscussionsandfeedback.Fifthly,itprovidesteacherswithopportunitiestoindividualizeinstruction,givefeedback,andevaluatestudents’learningoutcomes.ChallengesTheself-directedlearningmodelforEnglishlisteningcomprehensioncoursesalsopresentssomechallenges.Firstly,itrequiresstudentstohaveacertainlevelofintrinsicmotivation,self-discipline,andself-regulatedlearningskills.Studentswholackthesetraitsmaynotbenefitfromtheself-directedlearningmodel.Secondly,itmaybedifficultforstudentstoidentifyandselectappropriatelearningresources,especiallyforthosewholackguidanceandexperience.Thirdly,itmaybechallengingforteacherstomonitorandevaluatestudents’learningprogress,provideformativefeedback,andensurethefairnessandvalidityofthesummativeassessment.ConclusionInconclusion,theself-directedlearningmodelforEnglis