民办学院英语专业学生自主学习能力调查-文学学士毕业论文

PAGE19AbstractSinceHolecofferedhisdefinitionofautonomyinhisbookAutonomyandForeignLanguageLearningin1981,theconceptofAutonomousLearninghasbeenattractinggreatconcerninforeignlanguageteaching.Inrecenttwodecades,relatedempiricalstudieshavebeendonebyresearchershomeaswellasabroadandachievedvariousfindings.WithmoreandmoreattentionpaidtoEnglishlearningandapplication,peoplehavebeguntorealizetheimportanceofcultivatingtheabilityofindependentlearning.Thetraditionalteachingmodeinwhichteachersplaythedominatingrolesintheclasscan’tmeettherequirementofmodernEnglishteaching.Ithasdiscouragedstudents’thinkingandcreativity.What’smore,ithasconfinedthedevelopmentofstudents’personalityandtheabilityoflearnerautonomy.Thus,thepromotionoflearnerautonomyhasbecometheultimategoalofquality-orientededucation.Thispaperbeginswithaquestionnairesurveyof288English-majorsfreshmenatZengchengCollegeofSouthChinaNormalUniversityforexactlygraspingthepresentstateofstudents’learnerautonomy.Thesurveyshowsasfollows:manystudentscan’tbefullyawareoftheteacher’steachingobjectivesandrequirements;theyhavenoclearscheduleofEnglishlearningbesidesassignmentsoftheteacher;theydon’thavearelativelyrichrepertoireofstrategyselectionandimplementation,especiallythecommunicationstrategies;theylackinitiativeandareunwillingtocooperatewithothersintheprocedureoflearning;theyareincapableofcheckinghowwellaplanisworkinginthecourseofalanguagetask,ofapplyingthenewlylearnedknowledgeintopractice.ThispaperaimstoanalyzetheproblemsexistingintheprocessoflearnerautonomyandexplorethepossiblewaystopromoteEnglishmajors’learnerautonomyinprivatecolleges.Keywords:privatecolleges;Englishmajor;learnerautonomy

摘要自从1981年Holec在他的著作AutonomyandForeignLanguageLearning中提出自主学习的概念之后，它引起了外语教学界的广泛关注。近二十年来,国内外许多研究者都做了相关的实证研究,但所得出的结论并不统一。随着社会对英语学习和实践应用重视程度的不断加深,人们开始意识到自主学习对个人毕生发展的重要性。传统的以教师讲授灌输为主的教学模式已不能满足现代教学的需要,它极大地束缚了学生的想象力，抑制了他们的学习积极性和个性发展。因此,培养学生的自主性成为了素质教育的重要目标。本文通过问卷对华南师范大学增城学院288名大一英语专业学生的自主学习现状进行了调查。调查结果表明:许多学生未能充分了解老师的教学目标和要求；除了老师布置的学习任务,他们没有明确的学习计划；对学习策略的选择及使用(尤其是交际策略),他们了解得并不全面；他们缺乏学习的主动性,不愿意与他人合作；在学习过程中,他们不能同步检测自己的计划,不能把新学的知识应用到实践中。本文旨在分析学生在自主学习中存在的问题,探索有利于提高学生自主学习能力的途径和方法。关键词：民办学院；英语专业；自主学习ASurveyofEnglishMajors’LearnerAutonomyinPrivateCollegesPAGE1.Introduction1.1BackgroundofthestudyInthelasttwodecades,autonomouslearninginlanguagelearninghasarousedgreatconcernintheWest.Withtheadvocationoflifelongeducation,moreandmoreattentionhasbeenpaidtolearners’autonomouslearningability.AsBoud(1988:18)argued,“afundamentalpurposeofeducationisassumedtodevelopindividuals’abilitytomaketheirowndecisionsaboutwhattheythinkanddo”.Itisgenerallyacceptedthatlanguagelearningrequirestheactiveinvolvementoflearners.Languagecanonlybelearnedandnotbetaught.Theresearchershavealsobeguntoattachmoreattentiontothemethodsoflearning.Topromotelanguagelearners’autonomyandcultivateautonomouslearnersareregardedasimportanttasksforlanguageteaching.Little(1991:8)holdsthat“beingautonomousinlearningisimportantbeacausethemostefficientlearnerstendtobetheoneswhohavedevelopedadegreeofautonomy”.Foryears,appliedresearchesinChinahavesuggestedthatChinesestudentsseeknowledgeassomethingtobetransmittedbyteachersratherthandiscoveredbythemselves.Theyaresodependentonteachers’knowledgetransmissionthattheyareoftenatalossinstudywithoutthepresenceofteachers.Theyareunabletosettheirownobjectivesandtoselectsuitablematerialstoachievetheirgoals,letalonetocontinuetheindependentlife-longlearning.Chan(2003:33-54)suggeststhat“withoutteachers’directionandassignment,theydonotknowwhattolearnandhowtolearnafterclass.Thetraditionofteacher-centeredmodedoesnotseemapromisinggroundforthepromotionoflearnerautonomy”.Inaddition,withthedeepeffectofexamination-orientededucation,studentshavedifficultyintherolechangefrompassivelearnerstoactivelearners.Inrecentyears,thesocietyplacesemphasisonEnglishlearningaswellasapplication,whichleadstoamuchhigherrequirementonEnglishmajors.Itrequiresstudentstobeequippedwiththeabilityofindependentthinking,knowledgeacquisitionaswellascreativity.ThetraditionalmodeofEnglishteachingcan’tmeettherequirementofthesocialdevelopment.Tosomeextent,itwilldiscouragestudents’thinkingandcreativity.What’smore,ithasconfinedthedevelopmentofstudents’personalityandthecapabilityoflearnerautonomy.Therefore,thetraditionalmodeofteachingandlearninghastoshiftfrom“teacher-dominance”to“student-dominance”.ThisstudyaimstoanalyzetheproblemsexistingintheprocessoflearnerautonomyandexplorethepossiblewaystopromoteEnglishmajors’learnerautonomyinprivatecolleges.ItishopedthatthefindingsofthestudycanbringsomeimplicationstoEnglishteachingandlearning.1.2OrganizationofthethesisThisthesisiscomposedoffivechapters:introduction,literaturereview,learnerautonomy,thesurveyofEnglishmajors’learnerautonomyinprivatecollegesandconclusion.ChapterOneisageneralintroductionaboutthebackgroundofthestudyandtheoverallstructureofthethesis.ChapterTworeviewsthepreviousresearchesonautonomouslearningincludingboththestudiesinforeigncountriesandinChina.ChapterThreeintroducesthelearnerautonomy.Variousdefinitions,characteristicsofautonomouslearnersandnecessitiesofcultivatingstudents’learnerautonomyarediscussedrespectively.ChapterFouristheresearchdesign,whichincludessubjects,questionnaire,thediscussionoftheresearchfindingsandtheimplicationsforlanguagelearningandteaching.Thereisaquestionnairedesignedtoexaminethedegreeofstudents’learnerautonomy,whichaimstogetthefirst-handmaterialfromtheEnglishmajorsinZengchengCollegeofSouthChinaNormalUniversityaboutthecurrentsituationintheirautonomouslearningprocess.Theresultsofthestudyareanalyzedindetail.Finally,students’rolesandteachers’rolesinEnglishteachingandlearningaresuggestedtopromoteEnglishautonomycompetence.ThethesisendswithChapterFive.Firstlyitbrieflysumsuptheresearch,includingthemainfindingsofthestudyandthesignificanceofcultivatinglearnerautonomy.Thenitcomeswithlimitationsofthepresentstudyandrecommendationsofthefurtherresearch.2.LiteratureReviewResearchesonforeignlanguageautonomouslearninghavebeenconductedespeciallysince1980sinvariouswaysinthewesterncountriesaswellasinChina.Intheforeigncountries,onekindofempiricalresearchesonautonomyissoughttoexploreindividualdifferencesonvariousfactorsofautonomyandtherelationsamongthesefactorsbasedonthequestionnaireorinterview.Forinstance,InZimmerman’sresearch(1990:51-59),45boysand45girlsofthe5th,8thand11thgradesfromaacademically-giftedschoolandanidenticalnumberfromregularschoolsareaskedtodescribetheiruseof14regulatedlearningstrategiesandtoestimatetheirverbalandmathematicalefficacy.Basedonthedataobtainedfromthequestionnaire,Zimmermanfindsthatgiftedstudentsdisplaysignificantlyhigherverbalefficacy,mathematicalefficacy,andstrategyusagethanregularstudents.PintrichandDeGroot(1990:33-40)useaself-reportmeasureofself-efficacy,intrinsicvalue,testanxiety,andself-regulationtoexaminerelationshipsbetweenmotivationalorientation,self-regulatedlearningandclassroomacademicperformance.173seventh-gradersfrom8scienceand7Englishclassesarechosenassubjects.Theresultsshowthatself-efficacyandintrinsicvaluearepositivelyrelatedtocognitiveengagementandperformance.Dam(1995:22-26)givesapracticeofautonomouslearninginforeignlanguageeducation.Shestartsaclasswith11-year-oldDanishlearnersofEnglishbyaskingthemtobringsome“English”toclass.AcapbearinganEnglishsentence,atouristbrochure,apieceofadvertisement,apieceofoldnewspaperandajokemadebyalearnerallbecome“OurOwnMaterial”.Inthatparticularsituation,learningEnglishissupportedbythesocialenvironmentofDenmark,wherealargepartofthepopulationspeakEnglishandthesignificanceoflearningEnglishisveryobvioustothelearners.Wolters(1998:224-235)studiescollegestudents’motivationalstrategyusage.Self-reportdataarecollectedfrom115collegestudentsbyusinganopen-endedquestionnaireandLikert-stylesurvey.Findingsprovideevidencesthatstudentsregulatetheirlevelofeffortinacademictasksbyusingavarietyofcognitive,volitionalandmotivationalstrategies.Theyalsoprovethatdifferentaspectsofstudents’motivationalregulationarerelatedpositivelytotheirgoalorientationandcognitivestrategiesusage.InChina,someresearchersalsohavedoneempiricalresearchestoinvestigatethesituationmanagedtofindsomewaystoimplementit.Wang(2002:17-23)implementsatwo-semesterstudytocultivateautonomouslearningamongcollegestudents.Accordingtotheresultsofthestudy,heclaimsthatthereisco-efficiencybetweenthedevelopmentoflearnerautonomyandEnglishachievementandthus,provestheeffectivenessofpromotionofautonomouslearningonlearners’languageachievement.Hua(2003:43-48)introducesthefunctionofself-accesslanguagelearningcenteranddiscussesitsmajorproblemsinthepresentpractice.Hemakesadetailedanalysisofthefindingsbasedonhisinvestigation,whichisabouttheirlanguageneeds,learningattitudesaswellasapproaches,andconcludesthatitisessentialandurgenttoestablishsuchalanguagecenterinShenzhenUniversity.Xuandhiscolleagues(2004:64-68)doacomprehensiveinvestigationonautonomyamong1,340sophomoresfrom14collegesanduniversitiesinChina.TheresultsshowthatEnglishautonomycompetencefornon-Englishmajorsisverypoorandtherearemanyproblemsexistingintheirautonomouslearning.Leng(2005),inaninvestigationonEnglishautonomyfornon-Englishmajorsbasedonthedescriptiveanalysis,findsalowlevelautonomycompetenceofnon-Englishmajors.Studentsareinlowabilityinsettingpracticallearninggoals,carryingoutplans,creatingopportunitiestopracticeEnglish,applyingappropriatelearningstrategiesandmeasuringlearningoutcomes.Inaword,alltheseresearchesshowthattheEnglishautonomycompetenceamongEnglishlearnersatdifferentlevelsinChinaneedstobeimproved.Forstudents,theyneedtofindouttheirweaknessesandformulatepracticallearningobjectives.Theyshouldtrytheirbesttobemoreactiveinclassroomsandintheirownlearningprocess.Forteachers,theyneedtocreatemoreopportunitiesforstudentstopracticeEnglishandencouragestudentstocontroltheirownlearninginoroutsideclassroom..3.LearnerAutonomyThissectionfirstpresentsthevariousdefinitionsoflearningautonomy.Thenthecharacteristicsofautonomouslearnersaredescribed.Finally,thenecessitiesofcultivatinglearnerautonomyinChinaareputforward.3.1ConceptsoflearnerautonomyAutonomyhasbeendefinedinmorethanoneway.TheearliestandmostfrequentlycitedconceptofautonomywasgivenbyHolecwhopublishedhisbookAutonomyandForeignLanguageLearningin1981.Holec(1981:3)definesautonomouslearningas“theabilitytotakechargeofone’sownlearning”.Hedevelopesthisdefinitionfurtherin1985bystatingthatautonomyasaconceptualtool.Here,totakechargeofone’slearningmeanstohaveortoholdresponsibility,foralldecisionsconcerningallaspectsofthelearning.Andhe(1981:9)elaboratesthisbasicdefinitionasfollows:(1)determiningtheobjectives;(2)definingthecontentsandprogressions;(3)selectingmethodsandtechniquestobeused;(4)monitoringtheprocedureofacquisition(rhythm,time,place,etc.);(5)evaluatingwhathasbeenacquired.Inhiswords,theautonomouslearnerishimselfcapableofmakingallthesedecisionsconcerningthelearningwithwhichheisorwishestobeinvolved.Autonomyisnotaninbornability,butitcanbeacquiredlaterbylearnersthrough“natural”meansorthroughformallearninginasystematic,deliberateway.Zhou(2007)findsthefollowing:AlthoughHolec’sdefinitionadequatedlycoversthemainareasofthelearningprocessinwhichonemightexpecttheautonomouslearnertobe,thedefinitionseemsproblematic,inthatitdescribesthedecision-makingabilitiesinvolvedinautonomouslearninginlargelytechnicalterms,leavingopenthenatureofthecognitivecapacitiesunderlyingeffectiveself-managementoflearning.In1986,Huttunen(1986:233)definesautonomyas“thewillingnessandabilityofthelearnertotakeresponsibilityforhisownlearning’’.ThisdefinitionissimilartoHolec’sdefinitionexceptforaddinglearners’ownwillingness.Therefore,Huttunen’sdefinitionnotonlymentionstheabilityforlearnerstolearnautonomouslybutalsotheirdesiretodoso.Thisdesireismoreimportantinsuccessfulautonomouslearning.Benson(1997:18-34)preferstodefineautonomyas“thecapacitytotakecontrolofone’sownlearning”.Heviewstheconstructof“control”moreopentoinvestigationthantheconstructsof“charge”or“responsibility”.Bensonarguesthatadescriptionofautonomyinlanguagelearningshouldatleastrecognizetheimportanceofthreelevelsatwhichlearnercontrolmaybeexercised:learningmanagement,cognitiveprocessesandlearningcontent.Thethreelevelsofcontrolareclearlyinterdependent.Effectivelearningmanagementdependsuponcontrolofthecognitiveprocessesinvolvedinlearning,whilecontrolofcognitiveprocessesnecessarilyhasconsequencesfortheself-managementoflearning.Autonomyalsoimpliesthatself-managementandcontrolovercognitiveprocessesshouldinvolvedecisionsconcerningthecontentoflearning.Onthebasisoftheabovediscussions,wecanseethateachdefinitionfocusesononeaspect.Theyconsiderlearningautonomyas“ability”,“willingness”,“control”,etc.Inaword,allscholarsviewautonomouslearnersasparticipantswhoactivelysettheirowngoals,regulatetheirmotivationandselectappropriatestrategiesinchangingenvironment.Autonomouslearnersarenotjustpassiverecipientsofinformationfromteachersorfriends,butratheractiveandconstructivelearnerswhentheyarelearning.Inthisthesis,learnerautonomyisdefinedasboththeabilityandanactiontotakecontrolofformulatingtheirlearninggoals,selectingmaterialsandtasks,adoptingsuitablelearningstrategiesandevaluatingtheirlearningperformances.3.2CharacteristicsoflearnerautonomyDuetodifferentunderstandingoflearnerautonomy,researchesputemphasisonvariousdemensionsaswellwhenconsideringwhatautonomouslearnersshouldbe.Therefore,itisquitenecessarytomakeclearthecharacteristicsofautonomouslearners.Dickinson(1993:330-336)statesthecharacteristicsofautonomouslearnersindetailintheinterviewwithHedgeon“AspectsofAutonomousLearning”.Accordingtohim,autonomouslearnersaresupposedtohavethefollowingfivecharacteristics:(1)Autonomouslearnersareabletoidentifywhathasbeentaught.Theyknowwhatisgoingonintheirclasses;theycanpickoutwhatateacherisdoing,whattheaimsandpurposesare,andcanmakethemtheirownandworkonthem.Inoneword,theyareawareoftheteacher’sobjectives.(2)Autonomouslearnersareabletoformulatetheirownlearningobjectives.Theyarenotnecessarilyincompetitionwiththeteacherbutincollaborationwiththeteacherorassomething,whichisinadditiontowhattheteacherisdoing.(3)Autonomouslearnersareabletoselectandimplementappropriatelearningstrategiesconsciously.Theyhavearelativelyrichrepertoireofstrategyselectionandimplementation.(4)Autonomouslearnersareabletomonitortheirownuseoflearningstrategies.Theycanidentifystrategiesthatarenotworkingforthem,thatarenotappropriate,anduseothers.Theyhavetheconfidencetoditchthosethatarenoteffectiveandtrysomethingelse.(5)Autonomouslearnersareabletomonitortheirownlearning,inotherwords,toconductself-assessment.Thoughalllearnersinvolvethemselvesinself-assessmenttosomedegree,effectiveautonomouslearnersareconsciouslyinvolvedwithitandcanrecognizeitsimportanceandtheymightmakeamoredetailedanalysisofsuccessesandfailures.Knowles(1975:18)characterizesautonomouslearninginthisway:“initsbroadestmeaning,self-directedlearningdescribesaprocessinwhichindividualstaketheinitiative,withorwithoutthehelpofothers,indiagosingtheirlearningneeds,formulatinglearninggoals,identifyinghumanandmaterialresourcesforlearning,choosingandimplementingappropriatelearningstrategies,andevaluatinglearningoutcomes”.ToChan(2001:506),thereseemstobesixmainatrributescharacterizingautonomouslearners:(1)Settinglearninggoals;(2)Identifyinganddevelopinglearningstrategiestoachievesuchgoals;(3)Developingstudyplans;(4)Reflectingonlearning(whichincludesdefiningproblemareasandmeansofaddressingtheseproblems);(5)Identifyingandselectingrelevantresourcesandsupport;(6)Assessingone’sownprogress(whichincludesdefiningcriteriaforevaluatingperformanceandlearning).Tosumup,autonomouslearnersshouldhaveatleastfivefeatures.Firstly,theycanunderstandwhatisbeingtaught.Secondly,theycansettheirownlearningobjectivesandmakeplans.Thirdly,theycanchooseandmakeuseofappropriatelearningstrategies.Fourthly,theycanmonitortheiruseoflearningstrategies.Finally,theycanevaluatewhathasbeenacquiredandmakeadetailedanalysisoftheirsuccessesandfailures.3.3ThenecessitiesofcultivatinglearnerautonomyOnemoreimportantreasonforundertakingthisstudystemsfromtheresearcher’sdesiretodiscoverwhetherlearnerautonomywillaffectthelearners’achievements.Thenecessitiesofcultivatinglearnerautonomycanbestatedfromthreeaspectsasfollows:3.3.1SocialdThegrowthoftechnologyineducation,suchascomputerandinternet,providestudentswithmorelearningmaterials.Tosurviveinsuchachallengingworld,studentsshouldbeequippedwithvariousskillsandknowledgethatcontributetoliveindependentlyaswellassuccessfullyinthesocietythroughouttheirlife.Besides,theexplosionofknowledgeandinformationhasincreasedthequantityoflearning.Teacherscannolongerserveasaprincipalinformationprovider.Studentsbecometherealcenter,andtheinformationtheygetfromtheirclassesisfarfromenough.Thus,theymustlearnautonomouslyanddevelopnewskillstomeetquicklychangingtimes.Inaddition,ourworldisnowonitswaytoglobalization.Chinahasactivelyintegratedintotheworld.TheentryintotheWTOandthesuccessfulbidfortheOlympicgamesaregoodexamples.Tobettermeettheneedsofthesocietyandtacklethechallenges,studentshavetobearmedwithcommunicativeandcooperativeskillsaswellascapacityforautonomouslearning.3.3.2TeachingdemandForalongtime,theEnglishteachingmethodinChinapaidmoreattentiontoteachers’inputratherthanstudents’output.However,studentsdidnotlearnthelanguageaswellaswethought.Inrecentyears,autonomouslearninghasbeenenjoyingincreasingpopularityinChinaandhasbeenwrittenintotheCollegeEnglishCurriculumRequirementsin2004toenhanceChinesestudents’Englishlearning.Withmoreandmorestudentsenrolledintocollegesanduniversities,teachingresourcesarefacingchallenge.Manyteachersteach2or3classeswithabout30ormorestudentsineachoneandtheydon’thavesufficienttimetoinstructtheirstudentsonebyone.Thus,othermodesofinstructionhavetobesoughtinordertoreduceteachercontacttime.Forlanguagelearners,theyneedmoretimetolearnautonomously.Evenaftergraduation,autonomouslearningasalife-longlearningmodeoflearningplaysanimportantroleinlearningotherknowledgewithoutthepresenceofteachers.3.3.3IndividualdemandItisknowntoallthatdifferentpeoplemayhavedifferenttastesforonething.Studentsasindividualsbringalongwithdiversifiedneeds,learningstylesandperformances.Itisimpossibleforthelimitednumberofteacherstofindawayofteachingsuitableforvarioustastesofstudents.Thepurposeofeducationistotrainlearnerstobeindependentindividualslivingandworkingsuccessfullyaswellasindependently.Therefore,wecandrawaconclusionthattheultimategoalofeducationistocultivatealearner’sindependenceorautonomy.3.4SummaryFromthischapter,weknowthatlearnerautonomyisnotanewteachingmethodbutlearner’sabilitytotakechargeoftheirstudy.Theorientationofagovernmenttowardslanguagelearningandteachinghasalwaysbeensubjecttosocial,educationalandindividualneeds.Thus,tobeautonomouslearners,studentsshouldhavetheabilityofidentifyingwhathasbeentaughtinclass,formulatingthelearningobjectives,selectingandimplementingappropriatelearningstrategies,monitoringtheuseofappropriatelearningstrategiesandevaluatingthelearningperformances.4.TheSurveyofEnglishMajors’LearnerAutonomyThisstudyaimstogetabetterunderstandingofthepresentstateofEnglishmajors’learnerautonomyinprivatecolleges,tofindouttheproblemsexistingintheirEnglishlearningandtoexplorethepossiblewaystoimproveEnglishteachingandlearning.4.1SubjectsThesubjectsinthisstudyare288English-majorsfreshmenfromZengchengCollegeofSouthChinaNormalUniversity.Thereasonswhyfreshmenareselectedassubjectsofthestudyarethatmostofthemmayhavenotadaptedtothesdudystyleaswellaslifestyleofacollegeandhaven’tyetbecomeautonomousinlearning.Besides,theyhavestrongdesiretobettertheirlanguagelearningbutareoftenfrustratedtofindefficientmethods.Teachersdon’tknowtheactualproblemsintheprocessofstudents’learningandhavedifficultyinfosteringstudents’learnerautonomy.What’smore,freshmenaregoingtotakeTEM-4,TEM-8aswellasotherimportanttestsinthefollowingyears,andtheyaremoreseriousaboutEnglishlearning.Sothefreshmenareconsideredtobemoresuitableforthepresentinvestigation.4.2QuestionnaireToprobeintothedegreeofEnglishmajors’learnerautonomycompetence,thequestionnaire(seeAppendix)ismadeupoftwoparts.PartAisconcernedwiththesubjects’personnalinformation,includingname,genderandthestudentnumbers.PartBcoversfiveaspects:identifyingwhathasbeentaught;formulatingthelearningobjectives;selectingandimplementingappropriatelearningstrategies;monitoringtheuseoflearningstrategies;evaluatingthelearningperformanceandfindingtheweakness.Totallythequestionnaireconsistsof25itemseachofwhichhasfivechoices.Thesechoicesareonafive-pointLikertScale(1=nevertrue,2=occasionallytrue,3=sometimestrue,4=oftentrue,5=alwaystrue).Someoftheitemsareselectedfromotherresearchers(Zhou,2007;Peng,2008).AlltheitemsinthequestionnairearepresentedinChinesetomakesurethatallthesubjectsofdifferentEnglishlevelscanunderstandthemeaningsandrespondtotheitemsaccuratelyandquickly.4.3AnalysisoffindingsThedescriptivestatisticanalysesareappliedtocalculatethefrequenciesofallthevariablesconcernedinthequestionnaire.Theresultslistedinthefollowingtablesareusedtomeasurelevelsofstudents’learnerautonomy.Table1StatisticdescriptiononidentifyingwhathasbeentaughtItemsContentFrequency123453Iunderstandtheteacher’steachingaimsandrequirements.102194147163.47%7.29%32.64%51.04%5.56%14Iknowtheteacher’spurposesinadoptingcertainactivitiestoimprovestudents’languagecompetenceinclasses.22792133340.69%9.38%31.94%46.18%11.81%15Icanfollowtheteacher’steachingstepsinclass.42047170471.39%6.94%16.32%59.03%16.32%16Icansuccessfullymaketheteacher’saimsandpurposesmyown.642121106132.08%14.58%42.01%36.81%4.51%FromTable1,wecanknowthatthemajorityofstudentsareabletoidentifyteachers’aimsaswellaspurposesandknowwhathavebeentaught.AsseeninItem3,altogether56.60%studentscanunderstandtheteacher’steachingaimsandrequirements,and32.64%ofthemrespondwithneutralanswers.Though29studentscan’tknowtheteacher’spurposesinadoptingcertainactivitiestoimprovetheirlanguagecompetenceinclasses(Item14),167studentsthinkthattheycandothat.Whileconsideringwhethertheycanfollowtheteacher’steachingstepsinclass(Item15),only24studentsdisagreewithit,47studentsgiveneutralanswerswith217agreements.However,themostseriousproblemisthatstudentsarenotabletomaketheteacher’saimsandpurposestheirownsuccessfully.ResponsestoItem16showthatonly41.32%studentsrealizetheimportanceofmakingtheteacher’saimsandpurposestheirown.Thatis,studentsarenotfullyawareoftheteacher’steachingobjectives.Therefore,teachersandstudentsshouldhaveagoodintercommunicationwitheachother.Thatis,teachersshouldexpressthemselveswell,maketheiraimsclearlyunderstoodbystudents,andusedifferentstrategiestomakestudentsactivelyinvolvedintheclassroomactivities.Inadditon,teachersneedtohavetheirowntrainingabouttheteachingstrategiesinordertoachievetheultimategoalofeducation.Inthemealtime,theyneedtoleavemoretimetostudents,letthembetherealcenterinclass.Asstudents,theyshouldactivelycooperatewiththeirteachers.Theyneedtoknowwhattheyhavebeentaughtandtrytomaketheknowledgeapartofthemselves.Table2StatisticdescriptiononformulaingthelearningobjectivesItemsContentFrequency123451IcanmakeaconcreteplantomakefulluseoftimeinEnglishlearning.136091109154.51%20.83%31.60%37.85%5.21%2Icansetpracticallearninggoals.82948161422.78%10.07%16.67%55.90%14.58%4IhaveclearscheduleofEnglishlearningbesidesassignmentsgivenbytheteacher.94099122183.13%13.89%34.38%42.36%