Abstract:
本研究参考自主学习理论，调查了十位成年汉语学习者，描绘了他们在汉语作为第二语言学习中的自主学习能力，并且初步构建了汉语学习自主学习者的特征模型。本文以学习者的叙事为研究材料，分析结果发现研究对象在八个方面体现出了较强的自主学习特征：控制学习对象、控制学习目标、控制学习策略、控制元语言知识、控制反思行为、控制学习内容、控制学习材料和控制学习环境。本研究希望促进汉语作为第二语言教学中对自主学习研究的深入理解和发展，并为教师培养汉语学习者自主学习能力提出若干建议。 Drawing on theories of learning autonomy, the study investigated ten adult learners of Chinese in Hong Kong in order to describe the characteristics of autonomous learners and develop a profile for successful learners of Chinese as a foreign language. Data were collected through semi-structured interviews, analysed and presented in this paper. Eight characteristics were identified from narrative data. Findings show that autonomous learners demonstrated strong control abilities over learning objects, learning targets, learning strategies, metalanguages, reflections, learning content, learning materials and learning environment. The paper ends with suggestions to promote research on learning autonomy and also to offer suggestions to teachers who hope to foster learning autonomy with their students.
