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独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：皙池签字日期：≯f?年‘月7日学位论文版权使用授权书本学位论文作者完全了解江西师范大学研究生院有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的电子一版和纸质版，允许论文被查阅和借阅。本人授权江西师范大学研究生院可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书)学位论文作者签名：嘈沌签字日期：．)力13年g月／日 AbstractInthefieldofmodernforeignlanguageteaching，therehasbeenanincreasingimportanceattachedtolearners’subjectroleandthecultivationoflearners’autonomy．111TeachingRequirementsforCollegeEnglishCurriculum(2004)，learnerautonomy(LA)isoneoftheteachingaimsofcollegeEnglishteaching．Theformationofstudents’individuallearningmethodsandthecultivationofthisabilityareregardedasthesignificantmilestoneindicatingwhethertheteachingreformissuccessfulornot．Previousre&catchdiscussedalotonthecurrentsituationofleamerautonomyandEaglishmajors’oralabilityrespectively．Englishmajorsshowmanydeficienciesinoralability．，Meanwhile，tlleirautonomyinorallearningstillremainsmystery．However,therearefewstudiesfocusingonlearnerautonomyinoralEnfflish(LAIOE)，whichisthekeypointofthissmdyThisstudyinvolvesalarge-scaleinvestigationoflearnerautonomyinoralEnglish(LAJOE)forEnghshmajorsinChina．AhypothesizedmodelintegratingL～IoEandfiveinfluencingfactors(self-efficacyonoralability,attributiononoralability,teacher,peersandatmosphereinclass，andawarenessonoralautonomy)Wasproposedbasedonliteratureandthentestedbyusingstepwiseregressionanalyses．ThedatacollectioninvolvedtwophasesandallthedatawerecollectedthroughquestionnairesauJaptedfrompreviousstudies．Thequestionnaireincluded6sub-scales．investigatinglearnerautonomyinoralEnglishandthefivefactorsaboverespectively．PhaseI，aimingattestingthevalidityandreliabilityofinitialquestionnaires(82items)，Wasearnedoutamong127Englishmajorsinasecond—tiercollege，whichledtothedeletionof13items研也lowfactorloadings．PhaseIIWasthemainstudyinvolvingtheprocessofsendingmodifiedquestionnaires(69items)onalargescale(478Englishmajors硒m7differentuniversitiesorcolleges)．ByusingSPSSl7．0，stepwiseregressionanalyseswereservedtorevealpotentialpredictorsofLAIOEandotherfactors．Theresultsofthisstudyare1．LAIOEforEnglishmajorsWascommonlynotgoodenough．EnglishmajorsatkeyuniversitiesdidbetterinLAIOEthanotherstudentsinsecond—tierandthird-tiercolleges．2．Thefiveinfluencingfactorsareallsignificantlyandpositivelycorrelated谢thLAIOE．3．Theregressionanalysesshowed：1)Teacher,self-efficacy,attributionandawarenesscouldsignificantlyand positivelypredictLAIOE．2)Teachercouldpredictpeersandclassatmosphere，andattribution．3)Peersandclassatmosphere，aSwellasattribution，couldpredictself-efficacy．4)Attributionandself-efficacycouldpredictawareness．Theseregressionshaveconstructedapathmodelwhichwassimilartothehypothesizedone，indicatingthepotentialtodrawonthoseinfluencingfavorstoaccountforLAIOE．Onthebasisofthispathmodel，severalsuggestionswereproposedinthisstudy：1．Teachersshouldbemoreconsciousof也eirvitalroleinnumnfngEnglishmajors’LAIOE；2．Teachersshouldtrymoretoimproveorallearningamaosphereinclass；3．TeachersshouldhelpEnglishmajorsmakerightattributionsonoralabilityandraiseawarenessOlloralautonomy；4．Studentsshouldreeonceptualizeautonomousorallearningand‘'learnLAIOEbydoing'’．-ThedevelopmentofEnglishmajors’LAIOEisnotanisolatedprocessandteacheristhemostimportantf诎0rexceptforstudents．Englishm旬orscouldgraduallyenhanceLAIOEforimprovingspeakingabilitytothefullextent,withtheguidanceandsupervisionofteacherandtheimpactsofvarious蠡LctorS．KeyWords：Englishmajors；orallearningautonomy,influencingfactors；pathmodelⅡ 摘要当代外语教学越来越重视学习者的主体作用，外语学习者自主能力的培养已成为国内外学者的研究热点。2004年颁布的《大学英语课程教学要求(试行)》明确指出：自主学习能力是大学英语教学目标之一，教学模式改革成功的一个重要标志就是学生个性化学习方法的形成和学生自主能力的发展。早前的研究分别探讨了学习者自主的现状和英语专业学生的口语能力。英语专业学生在口语学习方面表现出许多缺陷，同时，他们在口语方面的自主学习能力还不被知晓。然而，很少有研究关注英语专业学生的口语自主学习能力，这即是本文的重点所在。为了调查中国英语专业学生的口语自主学习能力，本研究进行了大范围的问卷调查。为了进一步研究影响英语专业学生口语自主学习能力的因素，本文在大量研究文献的基础上，确立了5个主要的影响因素(口语自我效能，口语能力归因，教师，同辈群体及班级氛围和口语自主意识)，并提出了相关假设模型。本研究随后采用逐步回归分析方法来验证该假设模型的合理性。数据的收集分两阶段进行，所用的问卷均改编自前入的研究。两个阶段的总问卷均包括6个子问卷，分别调查了英语专业学生口语自主学习能力及其五大影响因素。第一阶段的原始问卷包括82题，笔者在一所二本院校收集了127份问卷；通过信效度检验后，有13题在正式问卷中被删除。第二阶段的正式问卷包括69题，笔者在7所不同批次的院校实施了问卷调查，共收集到478份有效问卷。通过运用SPSSl7．0和逐步回归方法对数据进行分析，本研究证实了五大因素对口语自主学习能力的影响。本研究的调查结果表明：1、英语专业学生的口语自主学习能力普遍较差；重点院校学生的口语自主能力要强于普通院校和独立院校学生。2、五个主要因素均与口语自主学习能力及其子能力显著正相关。3、回归分析的结果表明：1)教师、口语自我效能、口语能力归因、和口语自主意识对口语自主能力有显著的回归效应；2)教师对同辈群体及班级氛围和口语能力归因有显著的回归效应；3)同辈群体及班级氛围和口语能力归因对口语自我效能有显著的回归效应。4)口语归因能力和口语自我效能对口语自主意识有显著的回归效应。以上复杂的回归效应构成了一个与假设模型相似的回归路径模型，清晰地表明了各因素对口语自主能力的影响和其相互间的关系。根据该路径模型，本研究提出了以下几点建议：1、教师应更加清楚自身在培养学生口语自主能力上的所起的重大作用；III 2、教师应想方设法营造更利于口语自主学习的课堂氛围；3、教师应帮助学生进行正确的口语能力归因并提高口语自主意识；4、学生应重新了解口语自主学习的概念，以“做中学”的方式提高151语自主学习能力。英语专业学生口语自主能力的发展并不是一个孤立的过程，教师则是这个过程中除学生本身外最重要的因素。学生需要在教师的引导和指导下，通过各种因素的共同作用，循序渐进提升口语自主能力，这样学生的口语能力才能得到最大限度的发展。关键词：英语专业学生；口语自主学习；影响因素；路径模型IV AbbreviationsinThisstudy姆奎ⅫCLTEFLFLL脚LA圳0IPATCSCVSEAttributiononoralabilityAwarenessonoralautonomyConstmctivismlearningtheoryEnglishasforeignlanguageForeignlanguagelearningHumanismlearningtheoryLearnerautonomyinoralEnglishPeersandatmosphereinclassTeacherSocialcognitiveviewSelf-efficacyonoralabiliWV Contents硕士研究生：学位论文⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯Abstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯摘要⋯⋯⋯。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。IHAbbreviations．．⋯．．‘⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯VChapter1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1．1Research．background⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．·⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·l1．2Purposeand'significanceofthepresentresearch⋯⋯⋯⋯．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．3Organizationofthethesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1．==⋯⋯⋯⋯⋯⋯⋯⋯⋯4Chapter2Literaturereviewandtheoreticalfoundations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1Definitionsinthisstudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1．1Definitionoflearnerautonomy(LA)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯～52．1．2DefinitionofLAinEnglishlearninginChina⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62．1．3WorkingdefinitionoflearnerautonomyinoralEnglish(LAIOE)inpresentstudy．．．．．．．．⋯．．．．．⋯．⋯．．．．⋯．⋯．．．⋯⋯．．．．．．．⋯．．．．．⋯⋯⋯⋯⋯．⋯．．⋯⋯⋯．．．．．．．．⋯．72．2FactorsinfluencingLAIOE⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．72．2．1In'temalFactors⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯．⋯⋯⋯⋯．．82．2．2Extca-nalfactors⋯⋯⋯⋯⋯⋯．⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．．122．3TheoriesonLAinoralEnglishlearning．⋯⋯．⋯⋯．⋯．．⋯．．．．．．⋯．⋯．，．．．⋯．⋯．．⋯．⋯162．3．1Constructivismlearningtheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯162．3．2H1amanismleamingtheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．172．3．3Socialcognitiveview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．182．4Empiric：alstudiesofinfluencingfactorsonlanguagelearningandrelatedmodels⋯．．．．．，．．．。⋯．．．．．．．．．．．．⋯．．．．．．⋯．．．．．⋯．．．．，．．．⋯．．。．．。．⋯．⋯⋯．．．。。．。⋯⋯。．．．⋯．。⋯．。．⋯．．．．．．．．．192．5Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯．．．22Chapter3Researchmethodology⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯233．1Researchquestionsandhypothesizedmodel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．233．2PhaseI一一Pilotstudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯253。2．1Sllbjcots⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．253．2．2TheQuestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯253．3PhaseII．．．thestudy．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯27Vl 3．3．1Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．273．3，2Theformalquestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．283．3．3Datacollectionandanalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯30Chapter4Resultsanddiscussions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯314．1Thecurrent·situabOnofLAIOE⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯～314．1．1OvcrallsituationofLAIOE⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯314．1．2AnalysisOnfivesubcomponcntsof乙虬oE⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。324．1．3Comparisonamongstudentsfromdifferentlevelsofuniversities⋯⋯．344．2CorrelationanalysisbetweenthefivefactorsandLAIOE⋯⋯⋯⋯⋯⋯⋯⋯⋯．．354．3Theregressionmodelanddiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．384．3．1TheregressioncoefficientsfromTC，AW，SE，ATtoLAIOE⋯⋯⋯．384．3．2Theregressioncoefficientsamongthefiveinfluencingfactors⋯⋯⋯一40—43．3ThepathmodelofLAIOEandfiveinfluencingfactors⋯⋯⋯．．．⋯⋯43Chapter5Conclusions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．475，lMajorfindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．475．2Implications⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一485．2．1Implicationsforteachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．485．2．2Implicationsforstudents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．515．3Limitationsandsuggestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·51Referenee⋯⋯．．AppendixA⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯．53⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．57AppendixB⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·61Acknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯在读期间公开发表论文(著)及科研蜻况⋯⋯⋯⋯⋯⋯⋯VIl⋯⋯⋯⋯⋯．65⋯⋯⋯⋯66 Chapter1Introduction1．IResearchbackgroundFormanyye：arsnow，learnerautonomyhasbeenahottopicfordiscussioninthefieldofforeign]tanguageteaching(e．g．Dickinson，1995；Little，1995；Littlewood，1999；Xu&Peng,2004；Hua,2009)．“Learnerautonomy'’inlanguagelearningWasfirstlyproposedbyHolec(1981，CitedinWang，2011))andthetermwasdefinedas“theabilitytotakechargeofone’sownlearning”．Healsospecifiesthedefinitionas．“tohave，andtohold，theresponsibilityforallthedecisionsconcerninganaspectsofthislearning”．———一LearnerautonomyoriginatedfromtheEuropeanreformofadults’educationin1960．AfterWorldWarII，therapiddevelopmentofeconomy，science，cultureandtheappearanceoftaperecorder,multimedia,faxande-mailsprovidedsocial．environmentalandmaterialfoundationsfortheevolutionof1earnerautonomy(Chen，2006)．I】1addition，therisingofHumanismandConstructivismteachingapproachesgraduallyreplacedthelong-existingBehaviorismteachingapproach，whichhadahugeinfluenceonlanguageteaching．Innature，1一巳：al'nerautonomyshouldbeself-activatedandinternal．LanguagelearnerswhoarcautonomousCanset血eirownlearninggoals．studywithplannedmethodsandlearnregularlyandefficiently；meyarealsoawareofⅡleirlearningresults，abletomonitorthemselvesandcreatematerialandsocialenvironmentwhichisbeneficialtothelearningprocess(Qi，2002；Pang,2003：13)．ThecultivatingoflearnerautonomyandcommunicativeabilitywasemphasizedinTheNationalSyllabusforEnglishmajorsfNSEM，2004)，whiletheimplementationofthisguidelinestilldidn’tproduceagoodharvest；neitherdiditgreatlysatisfyeducatorsorlearners．Mostlearners(includingEnglishmajors)stillcannotpracticeoralEnglishaulx)nomouslyandefficientlyoravoiddumbEnglish，nottomentionfreelycommunioatewithnativespeakers，teachersandothersecondlanguagelearners(Liu，2008)．AfterdetailedsurveyinauniversityinJiangxiProvince，Liandothers(2008)reportedthatthough85．4％ofEnglishmajorsbelievedspeakingWasawfullyimportant，therewerestilltwothirdsofthestudentswhohadgreatdifficultyincommunicating’而ththeirteachers．ManyEnglishmajors，realizingtheirinadequacies AThesisoftheDegreeofMasterofArtsinoralperformance．stilldi血’tknowhowtoenhancetheiroralautonomytomakeupthedefieienties．Therewasavarietyofreasonsresultinginthecurrentsituation．嫩landothers(2005)reportedthatalthoughthelanguagedifficultyinoralEnglishteachingclassesareprevailinglylowerthanthatofotherclass(suchasreading，listeningandwritingclasses)，oralEnglishteachingefficiencyarediscoveredtobeth．elowest．Inmanyuniversities，Englishmajorsonlyhadorallanguageclassonceaweek(abouttwohourseachtime)，whichcouldhardlymeettherequirementsofstudents’orallearning．Thestudents，therefore，hadfewchancestoimmersethemselvesinaforei萨languagelearningenvironmentorreceiveextraoralinput．Thankstothefactsabove．Englishmajorsfacedlotsofdifficultiesont11eirpathtooralimprovement．But’alleffectivesolution--learnerautonomy----couldmakeadifference．ResearchexhibitedthatEnglish噌畸Ors’learningautonomyhadas订ongcorrelation、析廿llanguageachievement．anditWasalsothemostpowerfulpredictoroflanguageperformancefWu&Zhang，2009)．Learnerautonomy，whichshouldberegardedaSaveryimportantabilityforEnglishmajors，oughttobecultivatedthroughoutteachingprocesstohelpstudentsconqueroraldifficultiesabove．Regretfully,fewoftheEnglishmajorsknewhowtomakeupforthedefectsagainstorallearning；someevenignoredt11eirproblemsinthisarea．TheirlearnerautonomyinoralEnglish(LAIOE)hadnotbeenwellcultivatedoractivated,and‘'howautonomousweretheyinorallearning'’stillremainedmystery．ThereasonsorthefactorsinfluencingthedevelopmentofLAIOEwerevariousandcomplex，whilehowtheyaffectedLAIOEwererarelystudied．Thevaguesituationisrequestingforresearchers’attentionanddiscussion．1．2PurposeandsignificanceofthepresentresearchThoughoralEnglishlearningisemphasizedincurriculumandeducationrequirementsfordecades，thelearningresultisstillunsatisfied．ItisafactthatmostEn曲shmajors’performanceinspeakingandwritinglagsthcirperformanceinreadingandlistening．ItcallalsobeundeniablethatmostEnglishmajorsarenotgoodatspeakingcurrently．Thereisonepointwhichcannotbeneglected—oralEnglishlearningrelieslargelyonthelearner’Slearningautonomy，becausemostuniversitiesdon’thavetheconditiontoprovideenoughnaturallanguagecontextandcommunicativeopportunities(SchoolofInter-cultureStudiesinJiangxiNormalUniversity，forinstance，onlyprovides2hoursofformalinstructiononoralEnglish2 eachweektoEnglishmajors．whichis缸fromenoughforlanguagelearning)．InordertoenhanceoralEnglishability,studentsmustbeautonomousinlearnmg．SoithassignificantpracticalmeaningtodoresearchonLAIOE．AlthoughresearchersabroadandathomediscussandstudyalotinLAiBlanguagelearningfield，mostofthemstillremainonthedefinitionofLAabilityandstrategiesonenhancingLA．Theoreticalstudiesareenormousbefore，whileempiricalstudiesonlyappearandbegintoflourishfrom2004．Gao(2005)pointedoutthatstudiesconeemingLAinforeignlanguagelearningwerenotdeepandwideenoughand伍erewasalsoalackofempiricalstudies．So．empiricalstudyonLAIOEisingreatneedtotestifytheformerresearchesanddeepentheresearchquestions．Thedevelopmentoflearnerautonomycannotbeattainedinvacuum；itcallnotbeseparatedfromothem’thoughtsandexperiences(forexample,teacherandpeers)，(Bond．1988：29)一Sotheremustbenumerousfactorsinfluencingtheformat近ofEnglishmajors’LAIOE．ButGao(2005)indicatedthatsubjectiveandobjectivefactorsrestrictingLAinlanguagelearningstillremainedmystery．Someresearcherspayattentiontoonlyoneortwofactors(suchasself-efficacy,groupdynamics)whichhaveinfluenceOllLAinorallearning(Sun，2007；Yang，2009)，butthelinksbetweenmorefactorsandLAIOEarescarcelystudiedduetothedifficultiesandcomplexityinresearchmethodologyandinstrtmaent．However，thereisatendencytotakeadvantageofadvancedinstrumentforanalyses．Forexample，thecomputersoRwareSPSScanhelpstepoverthosebarriersabove．Thus，intiffsresearch，丽也theutilizationofSPSS，morefactorswillbeconsidered．Inthisarea,researchersalwaystakelearnerautonomyabilityinEnglishlearning髂awhole，butactuallyLAinlistening，reading，writingandspeakingarenotSOalike．ThereisalsoatendencytorefinethestudybyonlydiscussingoneaspectofEnglishlearning．Forex；nnple，Xu(2007)investigatesEnglishmajors’LAonlyinlisteningstudy．IntheaspectoforalEnglishlearning，duetothelearningcontextandconditioninChina,EnglishmajorsatuniversitymaylargelyrelyonLAtoimprovetheirspeakingachieve,铂aent，whichisofgreatimportancetothem．ConsideringtheimportanceofLAinoralEnglishabilityandthosereasonsabove，thepresentstud),aimstoinvestigatethecurrentsituationofEnglishmajors’LAIOEinChina,andtherelationsbetweenthemainfactorsandLAIOE．Itisanficipatedthisstudywillprovideaconcretemodel，andtheexplanationofthemodelwillgivesomevaluablehintsOEtenhancingL久IOEtobo廿llearnersandteachers．3 AThesisoftheDegreeofMasterofArts1．3Organizationofthethesis．Inthefirstchapterofthispaper,apanoramaoflearners’autonomyandoralabilityispresented．Inthesecondchapter，theauthorintroducespreviousresearchcloselyrel．atedtothisissuetorevealthecurrentproblems，elaboratesfivemaininfluencingfactorsandstatesthreemaintheoriesinthisfield．Inchapterthree，first，threeresearchquestionsareputforwardforfurthersolutionsandahypothesizedpathmodelisproposedbasedonpreviousresearch．Second，methodologies，participants，procedures，instruments，andwaysofdataanalysesaredescribedindetail．Inthefourthchapter，resultsforansweringthethreequestionsaredemonstratedfromthesefollowingparts：overallsituationofLAOLEofEnglishmajorsinChina,correlationsbetweenfivefactorsandLAIOE，regressiverelationsamongfactorsandaregressionpathmodeloffactorsinfluencingLAIOE．Thelastpartischaptcr5．Inthispart，majorfindingsandimportantimplicationsarereportedaswellasthispaper’Slimitations．ThroughdiscoveringtherelationshipsbetweeninfluencingfactorsandLAIOEvialarge-scalesurveyanddataanalyses，suggestionsonteachingcouldbegiventopropdfatumlanguageeducation．4 Chapter2Literaturereviewandtheoreticalfoundations2．1DefinitionsinthisstudyThedefinitionsrelatedtolearnerautonomyinoralEnglishareintroducedbelow．2．1．1Definitionoflearnerautonomy皿A)ThoughHolec(1981)hadpromotedhisdefinitionofL“theabilitytotakechargeofone’Sownlearning—andthisprimitivedefinitiontookoffformorethan30yearsinlanguage：teachingarea,theexplicitborderofLAinlanguagelearningisstillcontroversial．。SiJar-e_theappearanceoftheconceptofLA，variousrelatedtermsWel'ecreatedtoexhibittheirdifferentproperties．Amongthem，self-regulatedlearning，sdf二ins劬】c60n，self-directionwerewidelyseeninmanyliterature．Self-regulatedlearningrequiredstudentstoperle·nilmetacognitively,motivationally,andbehaviorallyin也eirownlearningprocess，italsostressedstudents’abilityontheuseofspecifiedstrategiestoachieveacademicgoalswiththepremiseofself-efficacyperceptions(Zimmerman，1989)．Self-instructionindicatedthatstudentscouldcontinuestudywithoutdirectguidesfromtheteacher．Self-directionwasalittledifferent丘omthetermsabovebecauseitemphasizedthelearner’Sattitudeonlearning．Theself-directedlearnerhadresponsibilitytomakeanydecisionsrelatedtolearningprocess，buttheymightnotcarryoutallthedecisionsOCu，2007)．Therewereotherterms，suchasself-access(stressingtheapproach，resourceandtechnologyforlearning)，self-organizedlearning，activelearning,self-plannedlearningandSOon．Them弭adandmiscellaneoustermsconcerningvariousaspectsboostedthedifficultyofmakingaunifieddefinitionindeed，butontheaspectoftermusing，learnerautonomy(LA)iswidelyacceptedandmostffequenflydiscussed．Dickinson(1987)definedLAasthelearnershouldtakeresponsibilityofalldecisionsrelatedtolearningandtheaccomplishmentsofthedecisions．LittledescribedLAindetailsasthelearnercouldestablishhis01"herownleaninggoal，decidelearningcontentandmethodsandconstructasetofevaluatingsystem(1990，citedinXll’2007)．Little(1995)concludedthatthe“acceptanceofresponsibility'’hadbothsocio—affectiveandcognitiveimplications：itentailedatonceapositiveattitudeto5 AThesisoftheDegreeofMastorofArtslearningandthedevelopmentofacapacitytoreflectonthecontentandprocessoflearning、Ⅳi也aviewtobringingthemaSfaraSpossibleunderconsciouscontr01．Inthisdefinition，Littleaffirmedthetwoimportantcomponentsof‘'takingresponsibility"’，namely，attitudeandcapacity．ThisopinionwasconsistentwiththeviewpointofLittlewood(citedinXu，2007)whichpresentedLAasallintelligencecontainingtwoaspects：capacityandwillingness(attitude)．SomeresearchersbehevedLAWasthetransferofresponsibihtyfromteachertostudents．Littlewood(1999)saidthat“takingresponsibility'’involvedlearnersintakingownership(partialortotal)ofmanyprocesseswhichhadtraditionallybelongedtotheteacher,suchasdecidingonlearningobjectives，selectinglearningmethodsandevaluatingprogress．Cotterail(2000)heldthesimilarviewthatpromotinglearnerautonomyshouldincorporatemeansoftransferringresponsibilityforaspectsofthelanguagelearningprocess(suchassettinggoals．selectinglearningstrategiest潞未evaluatingprogress)fromtheteachertothelearner．Abovealeseveralmainviewpointsprovidedbyresearchersabroad。ThesedefinitionsmayhavereflectedalloverallpictureofLAtothefo而印learners；however,theycouldn’tdepicttheauthenticandpracticaldefinitionofLAinChinesecontext．2．1．2DefinitionofLAinEnglishlearninginChinaConsideringthosepreviousforeigndefinitionsandstudies，Fan(2004)gaveadefinitionofLAconcernedwithChineseforeignlanguagelearners：thelearnerindependentlydecidedhisorherOW／1learningcontent，learningmethodsandlearningform(ratherthantheteacher)basedondifferentneeds．motivationsandgoals．LAinFLLwasaleamingprocessinwhichthelearnerconsciouslyplanned，monitored，implementedlearningandreflected．ThisdefinitionWagalmostthesalⅨlewi也thatofHe(2003)，exceptforthesupplementbyHethatthelanguagelearnershouldalsobeabletoestablishasystemofself-evaluation。Zeng(2011)onceconductedanexperimentandasurveytoexploretheefficacyofthevideo-anral-oralcoursemodeincollegeforeignlangnageteaching．Inthisstudy,Zengattainedthedataof16non—Englishmajors’LAbytestingthesefiveaspects：abletosetlearninggoals；abletochooselearningcontentandspeed；abletomapoutlearningsiteandtime；abletoaccomplishautonomouslearningcontent；abletochoosemethodsandstrategies．haddition．teacher’Sguideandsupervisionaleofnecessityduring也eautonomouslearningprocess．XuandPeng(2004)explainedLAofEnglishlearnersi11Chinafromfiveaspects：6 垒坠堂．!!—InfluencingFactorsonLearnerA—utonomyinOralEnglishforEnglis—hMajorsI)understandtea：her’Steachingaimandrequirements；2)establishlearninggoalandlearningplan；3)makeuseoflearningstrategiesefficiently；4)monitortheusingprocessoflearningstrategies；5)monitorandevaluateEnglishlearningprocess．Xu(2007、publishedanarticleaboutListeningautonomyforEnglishmajors，inwhichsheemployedherowndefinitionofLAandadapteditalittletomakesureitsfocusmgonlisterdngautonomy．TheresultsexhibitedthisdefmitioncouldwellreflecttieauthenticLA．abilityofEnglishmajorsintheaspectoflistening．WehavethereasontobelievethatitcanalsoreflectLAabilityofEnglishmajorsinspeakingaftersmalladaptations；．2．1．3WorkingdefinitionoflearnerautonomyinoralEnglish(LAIOE)inpresentstudyIIlthisstudy，learnerautonomyinoralEnglish(LAIOE)forEnglishmajorsisd芒缸edfromthefollo、)l，jDg为v争aspects：1)abletounderstandteacher’soralteachingaimandrequirements；2)abletoestablishorallearninggoalandmakerelatedplans；3)abletOmakeuseoforallearningstrategieseffici钮tly；4)abletomonitortheuseoforallearningsmttegies；5)abletosuperviseandevaluateorallearningprocessandprogress．2．2FactorsinfluencingLAIOELAinlangalagelearningcouldberegarded弱ailactivityorakindoflearnerability．Intiffsstudy，theauthortendstoseeLAIOEasthelaterone．ResearcheshaveshownthatLMOE，aSallmteractive—developedability,couldbeinfluencedbyavarietyoffactors，bothinternalandexternal．Cotterall(1995)carriedoutasurveyandconcludedthatintheeyesoflanguagelearners．sixfactorswereabletoinfluencemeirLA．Theywereroleoftheteacher,roleoffeedback,learnerindependence，learnerconfidencein,；tudyability，experiencesoflanguagelearningandapproachtostudying．IntheresearchconductedbyYoung(2005)，classroomenvironmentsandteacherswhowereautonomy-supportivewereidentifiedbylargedatatohaveinfluencesOnstudents’LAandmotivation．Amongthesefactors，somewerelearners’inhouseproperfies(e．g．1earnerindependence，learnerconfidenceandexperiences)，butotherswereexternal(e。g．roleofteacher,’roleoffeedbackandclassroomenvironment)．IntheworkofXu(2007)，acomprehensiveintroductionwasmadebyawholechaptertodepictthemostcominonfactorsinfluencingLAinEnglishlearning．Xuclassifiedsevenfactors(suchasself-efficacy,attribution，motivation，attitudes，etc．)intothecategoryofinternalfactorsandfiveintothecategoryofexternal(suchas7 AThesisoftheDegreeofMasterofArtsteacher,peers，social—culture，etc．)．Therefore,inthisstudy，thefactorsareunfoldedfrominternaltoexternalseparately．2．2．1InternalFactorsTherearelotsofinternalfactorsthatinfluencelearnerLAIOE．Generallyspeaking，thosefactorswhichcallbecontrolledbylearnersorbelongtoindividualsareregardedasinternalfactors，suchasself-efficacy,learnerawarenessofautonomy,attributionways，motivationandlearningstrategies(Xu，2007：61)．Amongthem，motivation，withoutallexplicitcommondefinition，wasexplainedastheinteriordynamicanddesireforgainingknowledgebyXu(2007：67)．Xu(2007：67)alsoputforwardthatmotivationinforei驴languagelearningincludedfourpartsbasedonthetheoryofGardner(1985)：1)thegoalofalearningforeignlanguage；2)theeffortsmadeinlearningprocess；3)thedesireofrealizingthegoal；4、thedevotion-f睇learningthatlanguage．Infact，thesefourpartsofmotivationcoincide、)l，iththesecondandthirdaspects(goal—settingandefficient—efforts-making)inthedefinitionofLAIOEintiffsstudy．SowecansaythatLAIOEisrighttheembodimentofmotivationinorallearning．MotivationWasalsocloselyconnectedwithlanguagelearner’Sattitude／belief／awareness，strategiesandattribution，anditcouldevenbereflectedbythosefactorstohaveinfluenceonorallearning(Zhang，2004；Xu，2007)．Therefore，inthisstudy,motivationisnotregardedasallindependentinfluencingfactor．becauseithasbeendissolvedinotherfactorssuch鹊LAJOE，1eal-nerawarenessandattribution．ThesamehappenstostrategiesbecauseLAIOEalsocontainsEnglishmajors’useoforallearningstrategies．Sothestrategyisnotregardedasailindependentinfluencingfactor，either．Self-efficacy,learnerawareness，attributionwaysarethemost台equently-talkedinternalfactorsinthefieldoforalEnglishinChina(Zhang，2006；Wang，2010；Xu，2011；Zhang，2011)，but也eywerestillnotinvestigatedandanalyzeddeeplyenough．TheinfluencesfromthesethreefactorsonLAIOEwerereferredinpreviouslitcraturebutnotidentifiedyet．Sotheauthorchosethesefactorsforexploringmore．Asthereasonsabove,self-efficacy，learnerawarenessandattributionwaysarechosenhereforfurtherintroductionanddiscussion．2．2．1．1Self-efficacywasfirstproposedbyBandura,thefamousAmericanpsychologistandestablisherofsocial—learningtheory．Self-efficacyreferredtotheconfidenceandbeliefanindividualheldonachievinggoalsinaspecificarea(Bandura,1977，citedinXu，2007：63)．Bandura(1986)redefinedselfefficacyastheperceptionsaboutone’S8 AStudy伽1InfluencingFactorsonI舶m盯AutonomyinOralEnglishforEnghshMajorscapabilitiestoorganizeandimplementactionsnecessarytoattaindesignatedperformanceofskillforspecifictask,andhementionedthatitcouldinfluencetheprocessofautonomouslearningbywaysofsettinggoalsandSOon．Da(2006)，apsychologistfloraChina,pointedoutthatself-efficacyinEnglishlearningmeanttobethedegreeofanindividual’SconfidenceonaccomplishingaspecificEnglishlearningtask，ratherthanthes虹llstheindividualattained．Thus，self-efficacyfororalEnglishlearningcouldbecomprehendedasthementalstatealearnerholdswhenheorsheisdevelopingspeakingability；andthismentalstatewillsurelyinfluencedtheprocessoffulfillingoraltasks．Zimmerman(1989)qualifiedself-regulated(Inthisarticle，self-regulatedlearningandLAwillnotbedistinguished)asthatstudents’learningmustinvolvetheuseofspecifiedstrategiestoachieveacademicgoalsonthebasisofself-efficacyperceptions．Here,weCanfindtheim癸短娩ntrolesself-efficacyperceptionplays．酗el'-／nan(2000)restatedthesignificanceofself-efficacyiIlanotherarticle—self-efficacyhasemergedasa：highlyeffectivepredictorofstudents’motivationandlearning，self-efficacyhadbeenfoundtobesensitivetosubtlechangesinstudents’performancecontext,tointeractwithself-regulatedlearningprocesses，andtomediatestudents’academicachievement．ThisperspectiveiSconsistentwithSchunk’Sopinion(1990)whichpresentedamodeloftheinfluenceofself-efficacyandgoalsettingonself-regulatedlearning．Xu(2007)reportedthatself-efficacyinfluenceLAinlanguagelearningfrom5aspects—learners’choosingoflearningtask,goalsetting，effortstomake，tensionandanxietyexp(menced,andtheapplicationofLAstrategies．Likewise，onthebasisofBandura’Sviewpoints，Xu(2011)pointedoutthatself-efficacyinfluencedoralEnglishlearninginfourways；hi曲self-efficacyhelpslearnerschoosemoredifficultcommunicativeactivities，facilitates也eiroralpractice,declinestheiranxietyanddepressionino：ralperformanceandimproves也eirpersistenceinautonomicoralEn班shlearning；．LuandDing(2005)conductedanempiricalstudyamongEnglishmajors，concludingthat88％ofthelearnersfirmlybelievedtheSenSeofachievementcouldgreatlyinfluencetheirlearningwillandactionsinspeaking．Inanotherstudy，Chen(2007)reported40％ofnon-EnglishmajorsrevealedthattheirunwillingnesstospeakinEn91ishafterschool～avoidanceinoralEnglishautonomouslearning—attributedtoth·出lowself-efficacyinoralperformance．WuandZhang(2009)investigated13Englishmajorsviaquestionnairestoexploretherelationshipamongself-efficacy,le％amerstrategies，self-regulatedlearningandacademicachievement．9 AThesisoftheDegreeofMasmrofArtsTheyadoptedcorrelationandregressionpathanalysistOdealwiththedataandreportedthat(1)self-efficacywaspositivelycorrelated、)l，i也learningstrategiesandself-regulatedlearningand(2)thereWasasignificantregressioneffectofself-efficacyonlearningautonomy,butnosignificantcorrelationbetweenself-efficacyandacademicachievement．However，Sun(2007)foundasignificantpositivecorrelationbetweenlanguageself-efficacyandoralEnglishperformance．InthemasterthesisconductedbyZhu(2010)，similarresultemergedassheconfirmedthepositivecorrelationbetweenself-efficacyandlearningstrategieswhichweretheembodimentofLA．shealsodiscoveredpositivecorrelationbetweenself-efficacyandoralproficiency．Basedonthestudiesabove，self-efficacyinorallearningshouldbyanymeansbebroughttotheforefrontasakeyroleininfluencingLAIOE．2．2．1．2Learnerawarenessonautonomy—Le锄嗣嘲arenessonautonomyreferstothelearner’Ssubjectiveunderstandingandidiosyncratictruthstowardsautonomy(Qi，2004)．Itissimilartolearnerbeliefwhichpresentstrueindi、，idualviewandattitudeofthelearners．Learnerawarenessalsotendstoreflectlearner’S‘'readiness”forautonomy，thatis，ifalearnerishighlyawareofwhatisautonomyinoralEn幽shlearning，heorsheoughttobereadyfordevelopingLAinthisarea．Dai(2009)proposedthatthroughanalyzinglearners’awarenessinlanguagelearning，wecouldunderstandmeirdegreesofacceptabilityonLAIOE．Little(19951oncesaidthatthebasisoflearnerautonomywasthatthe1ea．meracceptedresponsibilityforhisorherlearning．Thatkindofacceptancehadsomeimplications：itentailedapositiveattitudetolearningandthecapacityofrethinkingthecontentandprocessoflearningforbringingthemasfar龌possibleunderconsciouscontr01．Inthisstudy,learnerawarenessonoralautonomy口叨isdefinedaSEnglishmajors’beliefsonLAIOE，thatis，towhatextenttheyrealizetheirresponsibilitiesinorallearningandaccepttheseresponsibilities．ManyscholarsconcernedthattheconceptionofLAoriginatedfromWesterncultureasitWaSendowed、)lrithWesternvalue．soitmightbedifficulttoimplementLAinplaceswhereindividualismWasnotSOpopular(Littlewood，1999)．Ho&Grookall(1995)describedintheirarticlethatChinesestudentswouldnotfindautonomyverycomfortableemotionallyorindeedintellectually，becauseoftheAsiannotionofauthority--theteacherWasexpectedtoexerciseauthority，tOlookafterornurturestudentsandtakechargeofthelearningprocess-andt11eirunacceptabilityin10 presentingopinionsthatdifferedfromothersortheteacher．ButinlaterstudyconductedbyLitflewood(1999)，hewarnedagainstsettingupstereotypicnotionsof“EastAsianlearners”whichcouldmislead也eteachertobelesssensitivetostudents’needs．Qi(2004)statedtheconceptionofLAinlanguagelearningandexploredwhetherLAcouldbeadapted丽t11Chineselearnersinthefieldoflanguagelearning．Heputemphasizedontileviewpointthatonlywhenlanguagelearnersattainedawarenessonautonomycouldtheystudyautonomously．Aninvestigationwasadministratedby210questionnairesinhisstudytoanalyzeautonomyawarenessbetweenChineseandWesternlearners，concludingthattherewasnosignificantdiscrepancybetweentheirlearnerawarenessonautonomybutthisawarenesscouldhaveinfluenceontheirbehaviorsinlanffaagelearning．．Whatshouldbenoticedwasth甜thefomxa!Jonoflearneraw筮魄把ggcouldbeinfluencedbyotherfactors，especiallytheeffectsfromteacher’Sbehaviors(Liuandet．2010)．Thisdeservesfurtherexploration．2．2．1．3AttributiononoralabilityTheexplanationanindividualgivesonhisorherownSuccessorfaflllreiscalledattributionfXu，2007：65)．Soattributiononoralabilityisabouthowthelearnersexplaint11e：irachievementinspeaking，nomatterwhatspeakingleveltheyareon．AmericanpsychologistWeiner(1971)raisedhisattributiontheoryandmadesomeclassificationsonattributions：unstable(efforts，luck)andstableattributions(abilityanddifficultyoftask)；internal(ability，efforts)andexternalattributions(1uckanddifficultyof’task)；conlrolled(efforts)anduncontrolledattributions(ability,luck，anddifficultyoftasks)．Basedonn1．1／nerousresultsfromexperiments，Weinerdiscoveredthatalthoughtheattributionwaysvariedindifferentcontexts，abilityandeffortswerealwaysthekeyinpredictingachievements．Lefieourteta1．(1979)designedaMultidimensional—MultiattributionalCausalityScale(MMCS)‘toassessstudents’attributionsfromfouraspectsbasedonthetheorybyWeiner—ability,effort,context(difficultyoftasks)andluck．Bothoftheresearchersfoundattributioncouldfacilitateordepresslearners’motivationandwhat’smoreinlportantwasthatstudents’attributionsonlearningresultswouldsignificantlyinfluencetheirlearningbehavior．especiallynleirautonomousbehavior．Zimmerman(2000)claimedthatautonomouslearnerstendedtoattributeSUCCESStotheirabilityandeffortandfailuretothereasonsthattheycouldmake’up．Otherresearchersbeli,WedeffectiveandappropriateattributionmighthelpenhanceLAin 垒!坠竺!121堡!旦婴!!兰竺竺21坐languagelearninginalloverallscale，thusimprovingLAinoralEnglishlearning．ResearchersathomebelleyedthatthewaysofattributioncouldinfluenceLAbehavior．Wang(2008)，Hua(2009)，、Ⅳu(2010)respectivelydescribedtheiropinionsonattribution’Sinfluenceonlearner’Slanguagelearningfromthesalnetheoreticalbase(Winner’Sattributiontheory)．Theyallheldthesimilaropinions：highlyautonomousleamerstendedtoattributetheirSUCCESSto也eireffortsandability,whilethosewhowerenotSOsuccessfulinbothLAandacademicachieverncuttendedtoattributetheirfailuretocontextandluck，andifthelaterlearnerseverattributed也eirfailuretoability,theymightgiveupmakingeffortsata11．Hua(2009)collecteddatafrom109EnglishmajorsandconstructsamodelonLAinlanguagelearningbyfactoranalysis．Thismodelcoveredfivefactorsincludingbothteacherroleandattributions·becausedatashowedthattheyhadcorrelationswithLAinlanguagelearning．wu(2010)alsoemphasizedthat出宝越对ueof“attributiontheory'’layinthepossibilityofchanginglearners’attributionwaysanditWaSofgreatimportancefortheteacherstoguidethestudentstoattributeinapositiveway,thushelpingenhancetheirLAinorallanguagelearning．Attributionisalsoconcernedtohaveinfluenceonotherinternalfactors，suchaSlearnerawarenessandself-efficacy．HsiehandSchallert(2008)mentionedthatattributionscouldinfluencestudents’expectancy，values，emotionsandbeliefsabout也eircompetence．Emotionsandbeliefsarepartoflearnerawareness．sothelatermightbeaffectedbyattribution．ThesamestudyalsodepictedanotherstudyconductedbySherman(2002)withtheconclusionthatstudentswimlowself．efficacyweremorelikelytoattribute也eirfailuretolackofabilitythanwerechildrenwithhighself-efficacy．Xu(2007，65)mentionedthatl亭achercouldguidestudentstomakerightattributionOil也eirachievementsandfailuresinlearning．andthisprocesscouldfurtherchangestudents’self-efficacy；ifteachercouldhelpstudentstomaketherightattribution，theirself-efficacymightbeimprovedandpowerfulmotivationwouldbepromoted．Thus，thethreeinternalfactorsconcernedinthisstudymayhaveinfluenceoneachother,whichiswaitingforconfirmationbyfurtherdata．2．2．2ExternalfactorsAftertalkingaboutthoseinternalfactorsabove，thisstudywillalsopayattentiontoexternalfactorswhichcannotbecontrolledbyEnglishmajorsindividually．Theseexternalfactorsincludesteacher’Sroleandaction，teachingtechnology，peersandlearningenvironment，socialcultureandSOon(Liuandet．，2010；Xu，2007)．Inthisstudy，theinfluencesfromteacher，peersonLAIOEwillbescrutinizedasthesetwo12 factorscaninfluenceEnglishmajorsespeciallyintheaspectofcommunicationandorallearning．2．2．2．1TcacherTeacherisacrucialfactorinfluencingEnglishmajors’LA．Itisobviouslynotenoughforuniw：rsityteacherstoonlytransmitlanguageknowledgeandskillstostudents．Theyshouldalsoteachstudentsabouthowtolearnautonomouslyandhowtoberesponsiblefortheirownstudyprocess．Thebeliefandattitudeateacherholds，theapproachesateacherappliesandthematerialsateacherchooseswillmoreorlesspromoteorrestrictstudents’developmentinLAIOE．Itiswidely；acceptedthatmostindividualslackthecapacitytodirecttheirownorallanguagelearning，atleastintheearlystages．Itisinthiscontextthattheattributesofteac]aersinvolvedinautonomouslearningprojectsbecomeimportant．AstudyconductedbyCotterall(1995)investigated。learnerbelin&aboutlanguagelearning丽也thehelpofaself-developedquestionnaire，andthenafactoranalysisofsubjects’responsestothequestionnaireWasdonetomakesuretheunderlyingdimensionsoflearnerbeliefs．InCotterall’Sconclusion，oneoftheimportantdimensionsWastheroleoftheteacher．TeachersmightbemoreOrlessinfavorofcultivatinglearnerautonomy．Theywereskilledinhelpingtheirstudentsdevelopautonomyinforeignlanguagelearning(Benson&Huang，2008)．Asaresult，manyscholarsdevelopedstudiesontheroleofteacherinLAinlanguagelearningandteaching．Linle(1995)arguedthatalthoughlearningstrategiesandrelativetrainingsignificantlysupportedthedevelopmentoflearnerautonomy,thedecisivefactorwouldalwaysbethenatureofthepedagogicaldialogue，sincelearningarOUSedfrominteractionand：interactionWascharacterizedbyinterdependence．Inaddition，hearguedattheendofthearticlethat‘‘thepromotionoflearnerautonomydependsOnthepromotionof‘teacherautonomy'’．InanotherstudyconductedbyFerret—CajaandWeiss(2002)，itwasreportedthatteacherswhowereperceivedtobeflexibleandtoallowstudentstoset也eirowngoalsandorganizemciractivitiesweresupposedtohaveenhancedstudents’self-determination，whichispartoftheembodimentofLA．Voller(1997)pc,intedouttherearethreeconcreterolesofteacherincultivatingLA，namely，“facilita]tor'’，“counselor'’and“resource”(citedinBenson＆Huang，2008)．Studiesathomeprovidedmoredescriptions．LanandZeng(2004)suggestedthatautonomouslearningdidn’tdenyteacher’Sparticipationintheclass，butrequiredteacherstobett钉organizeteachingprocess．ThoughnoteverystudentcouldachieveLAIOEtoafullextent，teacher’Ssupportandhelpwerestillinevitableinstudents’13 AThesisoftheDegreeofMasterofArtsgradualimprovement．ThisviewwasspecifiedbyLiu(2009)一EnglishmajorsinChina,learningthesecondlanguageinamothertonguecontext，hadgreatdifficultyindiscovering也eirownlanguagemistakeswithoutteacher’ssupervisionoutsideclassroom．1etaloneself-correctingⅡleirmistakes．Someresearchersathomehadconfirmedtheinfluenceofteacher’SroleonLAwithbo也theoreticalandempiricalevidences．Hua(2001)andShang(2004)mentionedthatteacher-learnerrelationshipinfluencedLAtoagreatextent--·-especiallyinthecasewhenteacherandlearnersgotalongwell谢也eachother．thelearner’StrustontheteacherwouldtransformintoLA．Inthestudyabove,Hua(2001)alsoproposedthreedifferentrolesthatteacherplaysinLA，namely，counselor,facilitatorandresource，whichisverysimilartotherolesdescribedbyVoller．He(2003)believedthatteacher,ascounselorandresource，shoulddirectlytransmittedknowledgeofautonomytothelearnersatfirstandmadeitclearwhatrolesthelearnersshouldplay,thusk竭西ngconstructlearners’LA．Sun(2009)synthesizedseveralquestionnairesintooneandcarriedoutanempiricalstudyonfreshmeninEnglishmajor．Byanalyzing182validquestionnairesandconductingindividualinterviews，Sunconcludedthatfreshmenwerelackoftheautonomousabilitiesofself-planning，self-monitoringandself-assessment．Asaresult,sheproposedseveralsuggestions，includingthatteachershouldbecomefacilitatorinclassroom，trytocreateabettercontextandhelpthestudentsmakesurelearningtasksandcontents．Lieta1．(2009)assumedthatteacher’Sindividualcultivation，attitudestoLA，teachingabilityanddedicationtoworkcoulddirectlyinfluencestudents’autonomousbehaviorsandthisassumptionwasverifiedbyastructuralequationmodel．Basedonthestudiesabova，it’Snotfarfetchedtosaythatteacherplaysakeyroleinstudent’Sdevelopmentofautonomyinorallanguagelearning，andweshouldtakeitasacriticalfactor．Meanwhile，teacher’SroleandactionCanalsoinfluenceotherfactorsrelatedtoLAIOE，suchasstudent’Sattributiononmeiroralabilityandawareness．Teachercouldguidestudentstomakeauthenticandcorrectattributiononmeiroralability；,andbeforepromoting也eirLAIOE，teachershouldfirstcultivatetheirlearnerawarenessonautonomy，ortheywouldmeetbarriersintransformingrolesandconstructinglearners’oralautonomy(Xu，2007：65—79)．2．2．2．2PeersandatmosphereinclassLAisnotonlyanindividualbehavior，butalsoasocialone．LAcannotoccurinvacuum，anditcannotberegardedascompletelyindependent，whichhasbeen14 reflectedinZimmerman’Ssocialcognitiveviewofself-regulatedacademiclearning．Thesocialcognitweconceptionofself-regulatedlearninginvolvedatriadicanalysisofcomponentpr()cessesandallassumptionofreciprocalcausalityamongpersonal，behavioralandenvironmentaltriadicinfluences(Zimmerman，1989)．Soenvironment，ortheSOcalledlearningcontextwithpeersandgroups，CallbecomeakeyfactorinthedevelopmentofLAinlanguagelearning．ZimmermanalsopointedoutthattheautonomouslearnerswereassumedtounderstandtheimpactoftheenvironmentOnthemduringacquisitionandtoknowhowtoimprovethatenvironmentthroughtheuseofvariousstrategies．Inalanguagelearningenvironment，learnersareinevitablyaffectedbytheirpeers．TherewerethreeclassesofsubprocessesinLA：self-observation，self-judgment，andself-reaction(Zimmerman，1989)．Learnerstendedtotakepeersasmodels-andreferencestomakejudgmentOil也emselves，thusinfluencing山eirsel仁嬲sessmel】毛—一Newman(1998)arguedthattherelationshipandatmosphereamongthepeersinfluencedacademichelp—seeking．Andinallintimate，harmonious，andunitedlanguagelearningenvironment,competitionsamongstudentsdecreased，helpingprotectandrespectstudents’self-esteem．Domesticresearchers，liketheiroverseacorrespondents，alsoperceivedtheinfluencefrompeersinlearningenvironment．Qi(2004)pointedout：onlywhenstudentsstudiedinthe“idealfacilitatingenvironment’’couldtheyexperiencetrueautonomouslearning．The“environment’’mentionedabovereferstothesecondlanguagelearningcontextconstructedbysurroundingpex’pleorclassmates．Infact，“environment’’hasmoreextensivemeanings．Shang(2004)classifiedenvironmentfactorintotwobigcategories，indirectenviroumemfactoranddirectenvironmentfactor．IndirectenvironmentfactorWasconsistoffamilyandsocietyanddirectenvironmentfactorcontainedteacher,pedagogy,modelofinstruction，teachingmaterial，peersandatmosphereintheclass．Therefore，in蹄liteofteacher’sroletalkedabove,influencefrompeersorgroupdynamicsshouldalsobeconsidered．Peers，groupdynamicsandsocialactivitiesallinvolvetherelationshipsbetweenlearnersandtheatmosphereinlearningenvironment．ItisnotdifficulttoimaginethegreateffectstheYhaveonLAinoralEnglishlearning．Shang(2004)referredthatgroupdynamichadsignificantinfluenceonLAOIE，whichWasconfirmedbyYang(2009)inhermasterthesis．Yangadministeredquestionnairesto180hi曲schoolstudentstoseem由differentsituationsofgroupdynamicsandlevelsofLAin15 En曲shlearningandthenverifiedthesignificantcorrelationbetweengroupdynamicsandautonomousbehaviors．AnotherconcretestudyconductedbyLou(2005)involvedanexperimentonoralpresentationskillstraining，showingtheimplementationofpeer-assessmentcouldenhancelearners’confidenceandreinforcelearners’self-monitoringability0artofLAIOE)．Thuspeer-assessmentisaileffectivewayofdevelopingLA．Wang(2008)saidindividuallearner’Sself-assessmentWasaffectedbypeer’Slearningbehaviorandachievement．Individuallearnerscommunicatedwitheachotherandimitatedfromotherpeers；theinfluenceofamodelonthelearnerscould@V朗／1surpassthatoftheteacherandparents．IfthelearningatmosphereWasharmoniousenough，therewouldemergemoreacademichelp—seeking，thereforeimprovingLAinorallanguagelearning．What’Smore，lotsofevidencesshowthatatmosphereinclassroomeailbeinfluencedbytheteacher．髓esurveyconductedbyLuandDing(289s醣revealedthatEnglishmajorsheldhighexpectancyonteacher’Sinvolvementandinteractionintheoralclassforamoreactiveatmosphere，Ifteachercouldtakecareofstudentsandtrytocreaterelaxedandmoderateatmosphereinoralclass，theteachingefficiencywoulddefinitelyincrease邪wellasstudents’confidencefWuandet．，2005)．Onthataccount，teachershouldcreateanautonomousatmospheretOprovideactivitiesforthestudentstoshowtheirintegrativeskills(Fu，2007)．2．3TheoriesOilLAinoralEnglishlearningEducationalpsychologyisalwayscloselyrelatedtothedevelopmentoflearnerautonomy；ConstmetivismLearningTheory，HumanismLearningTheoryandSocialCognitiveViewarecommonlyregardedasthemaintheoreticalbasis．2．3．1ConstructivismlearningtheoryConstmctivismLeamingTheory(CLT)isoneofthemostheatedtheoriesinthisfieldatpresent．CLTdevelopsfromCognitiveDevelopmentalPsychologybyPiagetandSocialhlteractiomsmbyVygotsky．ThoughtherearenumerousschoolsofCLT，mostscholarsbelievethatpeoplecoulddecidetheirownunderstandingoftheworldandendowtheworldwithindividualizedmeaning．Peopletendtoconstructandexplaintheworldwithth由personalexperiences．ScholarsofCLTareconcernedwithhowpeopleconstructknowledgeonthebasisoft11eirintrinsicexperiences，psychologicalstructuresandbeliefs．Yi(2009)pointedoutthattheconstructionofnewknowledgeforlanguagelearnerscouldnotbereplacedbyothers．Theamountoflanguageknowledgealearner】6 attaineddependedonhisorherconstructingability,butnotrecitingandmemorizingability．HealsobelievedthatCLTprovidedautonomouslearning埘ththeoreticalbases．Thoughconstructionofknowledgeisaveryprivateprocess，CLTputemphasisontheinteractionsbetweenstudentsandteacher．AteachingmodeofCLTWasproposedbyscholars：teacher,students，taskandenvironmentwerethefournecessaryelementsandnoneofthemcouldisolatetheothers．Inthislearningprocess，theteachersetteacl：ljngtaskswhichcouldreflecthisorherteachingideas；studentswenttounderstandthemeaningofthesetasksandpersonalrelevancebetweentasksandthemselves；tasksweretheconnectionsbetweenstudentsandteacher．Soteacher，studentsandtasksal'einadynamicbalance(WilliamsandBurden，1997；citedinXu,2007：51)．CLTalso：弩ⅣesSOBaeimplicationsinforei皿languageteaching：1)，teachingshouldnotbeseenastheprocessofpassingknowledgefromteachertothestudents；however,it’Sthestudentsthatautonomouslyconstruct也eirownknowledgethroughoutsideinformationandbasedonpersonalexperiences；2)，teachershouldbeawareofstudents’alreacb7knowledgeandcreatelearningenvironmenttoefficientlyfuseoldandnevlknowledge；3)，teachershouldencouragestudentstotakepartintolearningactivities，suchascooperativelearningandassessmentsinthegroups()(11，2007：52)．灿liIlall，thenatureofCLTinorallearningistobringstudent’SautonomyintofullplaybecausestudentsarealwaysthecenterinlearningprocessfXu，2007：52)．Asstudentsexhibitdifferentlevelsoforalperformance，teachershouldrespectt11eirindividualdifferencesandletstudentsconstruct也由oralsystembasedOntheirindi、，idualabilitiesratherthansetaunitivestandard．Whenmestudentsareautonomouslyexmstructingtheirownoralsystem，teacher,peersandtasksstillplayimportantrolesintheprocess．Thus，teacher，peersandotherfactorscouldinfluenceLAIOEforEnglishmajors．2．3．2HumanismlearningtheoryHumanismLearningTheory(HLT)beganat1950sor1960s．HLTistheoppositionofBehaviorismbecauseitputsemphasisonlearner’Sinnerworld．Individualthouffhts，intentionsandemotionsrankfirstasthecoreofHLT．Maslow，theveryfamoushumanist，contributedtothisareabyproposingHierarchyofNe,耐．Inthistheory,severalranksofneedsareputforward：thebottomisbasicphysiologicalneeds；thesecondrankissafetyandsecurityneeds；themiddle17 isbelongingandloveneeds；thefourthrankesteemneeds．Thesefourranksofneedsarecalledmaintenanceneedsasanydeficienciesinthemwouldendangertherealizationofhigher-rankneeds，suchascognitiveneeds，aestheticneedsandself-actualization．Maslowbelievesthatlifecouldbemeaningfulifonlytheneedsofself-actualizationcouldbesatisfied．ThoughMaslow’Stheorycriticizedbecauseofitssoleculturalspecialties，itstillhasgreatinfluenceonglobaleducationandgivessignificantinspirationsfortheteacherstofacilitatestudents’autonomyinclass(飙2007：4s)．Thehighlightliesintheviewpointofself-actualization，whichwillarousestudents’greatmotivationoflanguagelearning，andthismotivationalwaysexceedstheworkofknowledgeitself．TherearefivebasicprinciplesofHLT：1)Students’learningshouldbeself-directed；2)Theaimofschoolshouldbecultivatingstudentswhowantto1earnandknowhowtolearn；3)Theonlymeaningfulevaluationself-黜Juation；4)Knowledgeandemotionareequallyimportantinlearningprocess；5)StudentscarlattainmostincontextswithoutanythreatensandfullofaSenSeofsafety(Xu，2007：49)．WhiletheprinciplesofHLTarealittleextremeandfarfromrealeducation，itshighlyidealizedcharactersstillinspireteachersandscholarswholong-forchangesinlanguageeducation．ItalsooffersthetheoreticalbasesforthedevelopmentofLAIOEinthefollowingaspects：1)HLTputsemphasisonself-actualization，andwithoutindividualparticipationorexperienceinorallearning，noonecanachieveself-actualizationinoralEnglish．Therefore，EnglishmajorsshouldtrytoenhanceLAIOEforachievingself-actualization．2)Self-evaluationhasbeengiventhepriorityastheonlymeaningfulassessingforminHLT(Xu，2007：49)．SoEnglishmajorsshouldhavetheabilitytoevaluatethemselvesinoralachievement,whichwhatthefifthaspectofLAIOEstressesinthisstudy．3)HLTbelievesthatstudentscanattainmostincontextsfullofaSenSeofsafety(Xu，2007：49)，whichindicatesthatteacher，peersandatmosphereinclasscouldinfluenceEnglishmajors’orallearningprocess．Andthesefactorsarejustwhattheauthorwantstoexploreinthisstudy．2．3．3SocialcognitiveviewThisstudyalsoadoptsasocialcognitiveview(scv)intheaspectofLAIOE，i．e．，learnerautonomyinoralEnglishcannotbeseparatedfromself-efficacyperceptions18 AStudyonInfluencingFactorson‰erAutonomyinOralEnglishforEnglishMa—j—o—r——s—oforalperformauceandorallearningcontext．Zimmermanandothers(1989)revealedcomnloncharactersofloarnerautonomybypopularizing(hetheoryofSocialCognitiveView．Recently，SCVisexpandedandutilizedinvariouseducationalsubjectsincludinglanguageteaching．I．,e．al'nerautonomyisalsocalledself-regulatedinthistheory．Toqualifyspecifically鹤self-regulated，students’learningmustinvolvetheuseofspecifiedstrategiestoachieveacademicgoalsonthebasisofself-efficacyperceptions(Zimmerman，1989)．Thisdefinitionassumestheimportanceofthreeelementsinautonomousleaa'ning：students’self-regulatedlearningstrategies(autonomouslearningstrategies)，self-efficacyperceptionsofperformance，andcommitmenttoachieveacademicgoals．Sointhefieldoforallearning，basedonSCV，oralstrategies，self-efficacyinoralabilityandeffortstoachieveoralgoalsshouldberegardedaSessentialelcm麒_；’墨SCValsoassunlesreciprocalcausationsamongthethreeelementsabove(Zimmerman，1989)，whichindicatesthatautonom．ouslearninginoralEnglishisnotdeterminedmelelybythepersonalprocesses；personallearningprocessesareassumedtobeinfluencedbyenvironmentalandbehavioraleventsinreciprocalfashion，thatis，teacher’Sroleandbehavior,peers’behaviorsandclassroomatmospherecouldallinfluenceEnglishmajors’learninginoralEnglish．111fact，thisopinionisverysimilartotheviewofCLT．Thecolnlnongroundofthesethreetheoreticalfoundationsisthattheyallstresstheimportanceandnecessityofcultivatingstudent’Slearnerautonomyi11oralEnglishlearning．Theyalsosupporttheopinionthatstudent’Slearnerautonomyinorallearningisheavilyinfluencedbysomeexternalfactors(teacher,peersandatmosphereinclass)．Inaddition，Socialcognitivetheoristsassumethatself-efficacyisakeyvariableaffectingautonomouslearning(Bandura,1986；Zimmerman，1989)，whichindicatedthatself-efficacyshouldplayakeyroleinorallanguagelearning．2．4EmpiricalstudiesofinfluencingfactorsonlanguagelearningandrelatedmodelsConsidering：thatSOmanyfactors，bothinternalandexternal，influencelearnerautonomyinoralEnglishlearningsimultaneously，thisstudyshouldtrytofigureoutrelationshipsamongthosefactorsinadirectway,thatis，discoveringthepotentialrelationshipsandthendepicttherelationshipsinamodel．Andmanyresearchershave19 AThesisoftheDegreeofMasterofArtsstartedtointroduceandadopttechniquesinanalyzingthiskindofmulti—factorsstudy．Yashima(2002)consideredseveralfactors(attitude，confidenceinL2communication，L2proficiencyandL2learningmotivation)influencingWillingnessinSecondLanguageCommunication(WTCinL2)amongJapaneseEnglishlearnersandconstructedahypothesizedmodel(seefigure1)reflectingmeirinterrelationsbasedonprevioustheoriesandstudyresults．YashimaassumedthatAttitude，Confidence，MotivationcoulddirectlyinfluenceWTC；L2proficiencycoulddirectlyinfluenceconfidenceandindirectlyinfluenceWTCthroughconfidence；attitudecoulddirectlyinfluencemotivation，andmotivationcouldinfluenceproficiency．TheseinfluencingpathsareexplicitlyshowninthemodelinFigure1．Figure1：ThehypothesizedmodelofWTCinL2byYashima(2002)ThenthehypothesizedmodelWastestedbylargedatacollectionandanalysesanditwasmodifiedasbelow(seefigure2)．Figure2：ModelofWTCinL2intheJapaneseEFLContextbyYashima(2002)ThedataanalysesshowedthatmostofthepathsanticipatedbyYashimawere AStudyOnInfluencingFactorsOil1．garnerAutonomyinOralEnglishforEnglishMajorsprovedtobetrue，butthepathfrom1．2learningmotivationtoWTCinL2wasnotdiscovered，whileanewpathfrommotivationtoconfidenceWasdiscovered．Thismethodology，whichincludestwophasesofstudies—proposingahypothesizedmodelandmakinguseoflargedatatotestifythemodel，isutilizedbyalotofotherresearchers．Peng(2010)turnedthesubjectstoChinesestudentsandadoptedthesamemethodologytoV商母asimilarmodelofWTCinL2inChineseEnglish—as—a-foreign—language(EFL)classroom．Researchersathomenotonlystudiedfactorsinfluencingwillingnessincommunicationforlanguagelearners，butalsoconcernedaboutfactorsinfluencingoralability．LiandZhao(2011)conductedalon西tudinalstudyonthedynamicinfluencesoflearnerfactors(coincidewiththedefinitionofinternalfactorsinthisstudy)onoralabilityforEnglishmajorsinChi,w』nleymainlyinvestigatedintelligence，aptitude，motivation，cogrdtivestylesandpersonalityasinfluencingfactors．Thedatawerecollectedbyqu·estionnairessentonalargescale，anddatawereanalyzed研mstepwiseregressionanalysesbySPSS．Theresultsrevealedthatintelligence，apta'tude，motivation，cognitivestylesandpersonalitywereallsignificantlycorrelatedwithoralability,language：aptitude，sensitiveandcourageouspersonalities，high-motivationcouldsignificant．Ypredictoralability．Intheaspectoflearnerautonomyinlanguagelearning,WuandZhang(2009)investigated13Englishmajorstoseetherelationshipsamongself-efficacy，learningstrategies，languageachievementsandlearnerautonomy．TheyalsoutilizedSPSStoanalysesthedataandseewhetherthefactorscaninfluenceorpredictlearnerautonomyinEnglishandthenconstructedaregressionpathmodel(Figure3)． AThesisoftheDegreeofMasterofArtsFigure3：Thepathmodelofself-efficacy,learningstrategies，languageachievementsandlearnerautonomybyWuandZhang(2009)Inthisregressionpathmodel，it’Scleartoseeself-efficacyandthethreestrategiescoulddirectlyinfluencelearnerautonomyinlanguagelearning；learnerautonomyandmake—upstrategiescoulddirectlyinfluencelanguageachievements；threestrategiescouldinfluenceself-efficacy．Thesestudiesaboveofferedappropriatemethodologiesanddataanalyzingmethodsfordealingwithmulti—factorstudy．Thosemethodologiesareofgreatvalueandimplication，SOtheyaleadoptedinthepresentstudy．2．5SummaryInthischapter，definitionofLAIOE，mainfactorsinfluencingLAIOE，importanttheoriesinthisfield，andrelatedmodelshavebeenpresented．However，thepreviousstudieswhichofferedimplicationalmodelsresearchedalotonthefactorsinfluencingwillingnesstocommunicate，thefactorsinfluencingoralabilityorthefactorsinfluencinglearnerautonomyinEnglish·．-·fewstudiesputemphasisonlearnerautonomyinoralEnglish．Autonomousorallearning，asahighlyinteractivelearningprocess，isgreatlyinfluencedbylotsoffactorswhichdeservefurtherdiscussionandexploration．Therefore，thisstudywillinvestigatetheinfluencingfactorsonLAIOEandtrytoconstructapathmodeltorevealthecorn#icatedandinterwovenrelationships． Chapter3Researchmethodology3．1ResearchquestionsandhypothesizedmodelRelatedtotheobjectives，thisthesisisexpectedtoanswerthefollowingthreequestions：1．ⅥmatisthecurrentsituationofEnglishmajors’learnerautonomyinoralEnglish(LAIOE)?ArethereanydifferencesinLAIOEamongstudentsatdifferentlevelsofuniversitiesorcolleges?2．Dothe5mainfactorsI．self-efficacyonorallearningability(SE)，attributiononoralability(AT)，teacher(TC)，peersandatmo枇inclass(】队)andawarenessonoralautonomyfAw)一correlatewitllLAIOE?3．ⅥmataretherelationshipsamongthosefactorsandLAIOEandcalltheyconstructapath：model?Isthehypothesizedmodelverifiedbythedata?OnthebasisofConstmctivism，Social—cognitiveViewandHumanism，thisstudyattemptstoidentifytheinfluenceofthosefivefactors(self-efficacyonorallearningability，attributiononoralability,awarenessoforalautonomy,teacher，peersandatmosphereinclass)onLAIOE，andoffersamodel(seefigure4)presentingthecomplicatedandinterlacedrelationshipsamongthosefactorsoverall．Modelspecificationwasbasedonthefollowingtheoreticalconsiderations(Peng，2009)．Ofthethreeinternalfactors，selSefficacyonorallearningability(SE)wasspeculatedtobecloselyrelatedtoLAIOE(Zimmerman，1989；WuandZ'hang，2009)．ItwasexpecteddaatEnglishmajorswhohadhigherself-efficacyontheirorallearningabilityweremoreautonomousinoralstudy．Accordingly,inthemodel，adirectpathformSEtoLAIOEwashypothesized．Attributiononoralability(AT)，andawarenessonoralautonomy(』¨v)，werealsoconsideredtohavedirectinfluenceonLAIOE，becauseEnglishmajorswhotendedtorealizet11eirresponsibilitiesinorallearningandattributetheirachievementstoeffortsandabihtywouldbehavebeRerinautonomousorallearningprocess(Qi，2004；Wu，2010)．Therefore,thepathfromATtoLAIOEandthepathfromAWtoLAIOEwerehypothesizedinthemodel．Ofthetwoexternalfactors，teacher(TC)wasfoundtoplayasupportiveroleinenhancingstudents’abilityofsettinggoalsandorganizinglearningactivities(VoUer，1997)，SOdpathfromteacher(TC)toLAIOEwashypothesized．Similarly，thedirect pathfrompeersandatmosphereinclass(PA)toLAIOEwashypothesizedasthegroupdynamicsthepeersexhibitedinclasswerecloselycorrelatedtostudents’autonomousbehaviors(Yang，2009)．Meanwhile，teacher(TC)wassupposedtohaveinfluenceonattributiononoralability(AT)，awarenessonoralautonomy(AW)andpeersandatmosphereinclass口A)(Liuandet．2010；Xu，2007：65；LuandDing，2005)，becauseifateacherwasself-autonomous，heorshewouldtransmitanactiveattitudeonautonomytostudents，andteachercouldalsohelpstudentsestablishfightattributionandawarenessonorallearning．Adirectfromattribution(AT)toawareness(矾9Washypothesized，becausestudentswhotendedtoattributedachievementstoeffortsorabilitywouldliketoshoulderbiggerresponsibilitiesfororallearning．Anotherfromattribution·(AT)toself-efficaey(sE)Wasalsohypothesizedbecauseattributionwayswerecorrelatedtoself-efficacyperc酬ol硌髻强e皿响n，2002)．Figure4：HypothesizedModelBasedonLiteratureReviewInordertoattainenoughdataforanalyzingthecurrentsituationofLAIOEandverifythehypothesizedmodel，themethodofsendingquestionnairesonalargescalewasutilizedhere．Thestudyneededtwophasesofdatacollecting．PhaseI，thepilotstudy,involvedpilotingtheinitialquestionnairesonasmallscale，usingexploratoryfactoranalyses(EFAs)toseefactorloadingsandCronbach’Salpha，aimingatdatareductionand，moreimportantly,identificationoftheembeddedfactorstructures(Peng，20LO)． Phase11wasthemainstudyinvolvingdataanalyzingandmodelverification．3．2I—PilotstudyInthepilotstudy,sixquestionnaires(testinglearnerautonomyinoralEnglish，self-efficacy，attribution，teacher，peersandatmosphereinclassandawarenessofautonomyrespectively)areneededtocollectthedatatotesttheitems．3·2·1SubjectsTheinitialquestionnaireswerepilotedamong127Englishmajorswhocamefromasecond-tiercollegeinJiangxiProvince．Amongthem，64weresophomoreswithmorethanoneyear’SprofessionalEnglishlearningexperienceandtheother63werefreshmenstudyingatthiscollegeformorethanhalfayear．Ranginginagefrom17to20and、坊thanaverageageof18．6years；9nly20．4％ofthestudentsweremale．一‘h“一Thedatacolletedinthisphasewasnotusedinthemainstudy．3．2．2TheQuestionnaireThequestionnaireinpilotstudyincludedthefellowingsixsub—scales．Allthesesub—scaleswereaJdaptedfromthequestionnairesinpreviousstudies．MostoftheoriginalquestionnaireswereinChinese，onlytheitemsinthequestionnaireofAttributiononOralAbility弘彬neededtobetranslatedintoChinesebytheresearcher．Theresearcherhadgotacertificateoftranslation(CATTIlid，SOthequalityoftranslationcouldbeguaranteed．LearnerAutonomyinOralEnglish(LAIOE)Thepilotque,；tionnaireofLAIOEwasadaptedfromXu’S(2007)scalemeasuringLAinlistening，whichtestedlearnerautonomyinoralEnglishfrom5aspects(orbyfivesubcomponents)compliedwiththedefinitioninChapter2．24itemswerechosenandmeasuredinthepilotstudy．Cronbach’SalphaofthisquestionnaireWas．892烈=127)．Self-efficacyOIlorallearningability(sE)Forthisscale，10itemsweretranslatedandadaptedfromGermanPsychologistsSchwarzerandJerusalem’S(1995，citedinSu，2007)GeneralPerceivedSelfEf!ficacyScaletomeettherequirementsinthisspecificfield．Forexample，theoriginalitem‘‘ifItrymybest．Icallalwayssolvetheproblems”Waschangedto“ifItrymybestandmakeefforts，ICansolvemostproblemsintheimprovementoforalEnglish”．Cronbach’SalphaofthisquestionnaireWas．872(N=127)．Awarenessonoralautonomy似即9itemsWere；adaptedfromthequestionnaireofLearnerAutonomyAwarenessin AThesisoftheDegreeofMasterofArtsChinatranslatedbyQi(2004)inthepilotstudy．Cronbach’SalphaofthisquestionnaireWaS．668(N=127)．Attribution011oralabaay似刁16itemswereadaptedandtranslatedfromMultidimensional-MultiattributionalCausalityScale(MMCS)designedbyLeflcourteta1．(1979)tomeettherequirementsinthisfieldjust舔thescaleonself-efficacy．Forexample．theitemintheoriginalquestionnaire“Inmycase，thegoodgradesIreceivearealwaysthedirectresultofmyefforts”Wasmodified筋“Inmycase，thegoodgradesIreceiveinthefieldoforalEn鲥sharealwaysthedirectresultofmyefforts”．What’Simportantisthatthisscaleshowshowmuchandtowhatextentthestudentsattributetheiroralachievementsorfailuresto也eirowneffortsandcapabilities．whichcanbecalled硒introvertedattribution．Cronbaeh’SalphaofthisquesfionnairBwaS．611(N=127)．Teacher(TO，．一．一。The12itemsinthepilotsurveycamefromthequestionnaireofCollegeTeacher’SRoleinCultivatingStudents’LearnerAutonomydesignedbyXu(2007)，andlitem(iteml3)wasdesignedbasedontheperspectiveofWang(2011：276)thatteachershouldnegotiatewimstudentsaboutstudycontents，homeworkandexaminationsystemtopromotemeirautonomy．Sothetotalinitialnumberwas13．Cronbach’SalphaofthisquestionnaireWas．904m=127)．PeersandAtmosphereinClass俾刖TheinitialquestionnaireofPAcontained10itemsadaptedfromYang’S(2009)questionnaireonautonomyandgroupdynamics．Cronbach’SalphaofthisquestionnaireWas．729(N=127)．Theinitialquestionnairesincluded82itemsovera盟(displayedinAppendixA、．Alltheitemsweremeasuredona5-pointLikertscale．Generally，1-pointrepresentsstronglydisagreeand5一po证ltmeansstronglyagree．Tablelshowsthecharacteristicsofinitialquestionnairesinpilotstudy． Table1：CharacteristicsofInitialQuestionnairesinPilotStudy．Note．I_AIOE=LeamerautonomyinoralEnglish；SE=self-efficacyonorallearningability；AW=awarenessonoralautonomy，AT=attributionOiloralability，TC—teacher，PA=peersandatmosphere缸class．3．3PhaseII—thestudyPhaseIIisthemainstudyinvolvingtheprocessofsendingmodifiedquestionnairesonalargescale，theanalyzingofthedataandthevalidatingofthehypothesizedmodel．SPSS17．0isusedbasedonrawdatainput．3．3．1SubjectsInordertoensuretheauthenticityandvalidityofthedata,anewgroupofsubjectsrecruitedfromthesamesamplepoolWasutilized(Peng，2010)andthetotalnumberofsampleWasincreasedalot----520Englishmajorsfrom7differentuniversitiesorcollegesinJiangxiwereinvitedtotakepartinthesurvey．Amongallthesubjects，478ofthemofferedfullyvalidquestionnaires．Ofthesestudents，160wererecruitedintothefirt-tier／nationalkeyuniversities；145wereenrolledintosecond-tieruniv(稻itiesand173wereinthethird—tiercolleges(Table2)．TheyweresophomoresorjuniorswhohadtakenoralEnglishclassforatleastoneyearandhadestablishedtheirownregularlearningstyles．Thistime，abundantdataWasusedtodescribetheoverallandspecificsituationofLAIOEandthenexploretherelationsamongthefactors． AThesisoftheDegreeofM丛terofMts3·3·2TheformalquestionnaireAfteranalyzingCronbach’Salphaoftheinitialquesfio-．,皿,aireandfactorloadingsofeachitembySPSS，13items诵也lowfactorloadings(
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