寫作檔案袋在高中英語寫作教學(xué)中應(yīng)用效果的研究

寫作檔案袋在高中英語寫作教學(xué)中應(yīng)用效果的研究AstudyontheeffectofsettingupEnglishWritingPortfoliototheteachingofseniorEnglishwriting石晶AbstractWhilestandardteachingmethodsonwritinghavebeennotedtogainfruitsinteachingpractice,therearestillsomeproblemsassociatedwiththemandmuchroomfordevelopment.Writingportfolioappearstoshowitssignificanceinmodernteachingpractice,andimprovelearnerautonomyinandoutclassrooms.Sincetheyearof2002,thenewEnglishCurriculumStandardsuggestsEnglishwritingcanbeexaminedandassessedinmanywaysbeyondthetraditionaltexts,andthepossibilitythattheapplicationofEnglishwritingportfoliomaybeusedasaeffectivetoolinEnglishwritingclass.ThisstudyexaminestherelationshipbetweentheconstructionofEnglishwritingportfolioandlearnerautonomythroughexperimentsinreallyclassandtoproposemethodstoimproveautonomyonthebaseofwritingportfolio.Theresearchquestionthatwasinvestigatedwas:(1)Canthetrainingofsettingupwritingportfoliopromotelearners’abilityofautonomouslearning?(2)Canthetrainingofsettingupwritingportfoliopromotelearners’writingability?Thecorrelationwasmeasuredfor92participantsintwoclassesfrominaNo.1seniorschoolinthecityofJinChanginGansuProvince.ThisisimportantbecauseoftherelativelylowEnglishwritinglevelinseniorhighschoolaroundChina,especiallyinthewestpartofThisstudyisinhopethatitmightimprovetheeffectivenessofthestudents’learningnotonlyontheclassinseniorhighschool,andmoreimportantly,theircontinuouslyautonomouslearningaftertheclass.Thisstudyadoptsmanyapproaches,suchasobservation,questionnaire,formalandinformalinterviewandtest,andthedatawasprocessedwithSPSSsoftwareandMicrosoftExcel.Thefindingspointtoapositive,significantrelationshipbetweentheconstructionofEnglishwritingportfolioandlearnerautonomyandthewritingability,a10%ofincreaseonlearnerautonomy,anda15%growthonwritingabilitywithinone-yearEnglishwritingportfolioexperiments.Italsoindicatesthepossibilitytotapstudents’potentialforautonomouslearningandimprovetheirwritingcompetenceinseniorhighschool.Keywords：learningautonomy;writingportfolio;seniorEnglishwriting;portfolioassessment摘要盡管傳統(tǒng)教學(xué)方法在教學(xué)實(shí)踐中取得一些成效，但是還存有許多問題和許多提升空間?，F(xiàn)代教學(xué)中，寫作檔案袋在提高自主學(xué)習(xí)方面越來越體現(xiàn)其重要位置。2002年,新課程標(biāo)準(zhǔn)指出除了傳統(tǒng)的考試,英語寫作還可以通過多種評價(jià)方法進(jìn)行檢測和評價(jià)，它為教師應(yīng)用檔案袋進(jìn)行英語寫作教學(xué)的可能性提供了理論上的指導(dǎo)。本文通過課堂實(shí)驗(yàn)案例，探討了英語寫作檔案袋的建立與學(xué)生自主學(xué)習(xí)能力之間的關(guān)系，為應(yīng)用英語寫作檔案袋提高自主學(xué)習(xí)能力提出些許建議。本文探討了以下兩個(gè)問題：（1）建立寫作檔案袋的訓(xùn)練是否能夠提高自主學(xué)習(xí)能力？（2）建立寫作檔案袋的訓(xùn)練是否能夠提高學(xué)生的寫作能力？實(shí)驗(yàn)統(tǒng)計(jì)了甘肅金昌第一中學(xué)的2個(gè)班級的92名學(xué)生的數(shù)據(jù)。實(shí)驗(yàn)的意義在于中國，特別是中國西部，英語寫作水平相對低下，傳統(tǒng)課堂降低了學(xué)生寫作，尤其是英語寫作的興趣。而高中是人生的陽光時(shí)期，是大學(xué)學(xué)習(xí)的過渡期，也是為未來學(xué)習(xí)提供了主要基礎(chǔ)的時(shí)期。從某種程度上說，高中時(shí)期的知識儲備和學(xué)習(xí)方法指導(dǎo)甚至決定一個(gè)人一生的知識導(dǎo)向。本文希望通過探討提高高中學(xué)生在課內(nèi)，更重要的是，在課后的自主學(xué)習(xí)能力。研究采用觀察法，問卷調(diào)查，正式非正式采訪，測試等多種方法。數(shù)據(jù)通過SPSS及MicrosoftExcel統(tǒng)計(jì)整理，結(jié)論表明建立英語寫作檔案袋與提高學(xué)生自主學(xué)習(xí)能力之間有密切的正相關(guān)關(guān)系。研究顯示經(jīng)過一年的寫作檔案袋的培訓(xùn)，實(shí)驗(yàn)班比普通版學(xué)生自主學(xué)習(xí)能動性提高了10%，英語寫作能力提高了15%，為開發(fā)學(xué)生潛力，提高高中學(xué)生自主學(xué)習(xí)及英語寫作能力提供可能。關(guān)鍵詞：學(xué)習(xí)自主性寫作檔案袋高中英語寫作檔案袋評價(jià)ListofTablesandFiguresListofAbbreviationALAutonomousLearningLALearnersCCControlclassECExperimentalclasse.g.forexampleetc.andsoforthi.e.thatisNMETNationalMatriculationEnglishTestsSPSSStatisticalPackageforSocialSciencesChapterOneIntroductionThisstudyconsiderstheeffectofapplicationofwritingportfolioonlearnerautonomybyacaseintheWestpartofChina,anditwasduetomydesiretomylanguageteachingpracticewithmyteachingtheoryandbeliefs,whichreservedanimportantspaceforstudents'interestscoupledwithautonomouslearning.1.1BackgroundofthisstudyAsaninternationallanguage,Englishworksasthechannelforcommunicatingnotonlyonlanguageitselfbutalsoontheculturebetweenpeoplearoundtheworld.Thecultivatingforpersonneltacklingwithgoodenglishabilitiesgraduallyshowitssignificance.Therefore,theEnglishteachingonseniorhighschoolstudentsarousesmorepublicattention.However,writing,oneofthemostlanguageabilities,gettheleastsatisfactoryresultscomparingtootherlanguageabilities.Accordingtotheofficialstatistics,in2010,thenationalaveragescoreofthewritingintheentranceexamtotheuniversityis19pointsoutof30points,justaroundthepassingline18points.ThisismuchduetothelackoftrainingonEnglishwritingand,what’smore,tononeffectivewayofteachingEnglishwriting.traditionalteachingmodeisstillteacher-centredatpresent（LanTudor,1993).Givingouthomeworkandrecordingallpartsofteacherswork,nofeedbacksandrecommendations,leadingtoaresultofnointerestinEnglishwritingforstudents.ThenewEnglishCurriculumStandardin2002pointsoutthatexceptthetraditionaltexts,Englishwritingcanbeexaminedandassessedinmanyways.Italsoprovidesalistofmaterialssuchaswritingactivity,wringassessmenttable,andtheportfolioassessment.theenglishwritingabilitycanbemeasuredbeyondtraditionaltext.1.2PurposeoftheStudyWhilestandardteachingmethodsonwritinghavebeennotedtogainfruitsinteachingpractice,therearestillsomeproblemsassociatedwiththemandmuchroomfordevelopment.Writingportfolioappearstoshowitssignificanceinmodernteachingpractice,andimprovelearnerautonomyinandoutclassrooms.Thepurposeofthestudyistoexploretherelationshipbetweenwritingportfolioandlearnerautonomythroughexperimentsinreallyclassandtoproposemethodstoimproveautonomyonthebaseofwritingportfolio.1.3SignificanceofthisStudyThelowefficiency,over-stressfulnessonthesummativeassessment,andthelowinitiativeandinterestinlearninglightentheimportanceofthestudy.Thescorefromatestisnottheonlycriterionofmeasuringstudent’sEnglishproficiency.Thebasiceducationalcurriculuminnovationhasdefinitelysetforththeestablishmentofassessmentsystemthatpromotesstudents’allarounddevelopment.Itassertstheassessmentonstudentsshouldbemainlybasedonformativeassessment,incombinationwithsummativeassessment.TheEnglishCurriculumindicatesthattheEnglishlearningportfolioisoneoftheimportanttoolsoftheformativeassessment,anditisacollectionoftheevidencethatdocumentsstudents’efforts,progressandaccomplishmentsmadeinthelearningprocessandreflectstheirlearningoutcomes.learnerautonomyisexpectedtobemotivatedthroughtheconstructionandapplicationofEnglishlearningportfolio.1.3.1High-efficiencyinclassThenewEnglishCurriculumCriteriaputanemphasisonthefactthatteachersmustpaymoreattentiontostudents’emotionandmotivatetheirinterest.DuringEnglishstudy,teachersshouldalsohelpstudentsdevelopeffectivestrategyandwidentheirinternationalvision.Inthisway,studentscanuseEnglishlanguagebetterwithabilityofautonomouslearningandexcellentcharacter.Allthesehavebeenconsideredaseffectivemeasuresforimprovingresults,practicingefficiency,lighteningstudents’burdenandenhancingteaching.1.3.2DigestionofknowledgeafterclassThroughtheconstructionandutilizationofwritingportfolio,thedigestionofknowledgeafterclasswhichhasbeenneglectedintraditionalclassearnsattention.Continuousrecordoftheworkafterclassgivetheclueofthestepsonthewaytoawholewritingandgivepreparationsforthenextwriting.Confuciussaid,“Lookbacktotheold,ifyouwouldlearnthenew，writingportfoliosetthewayforstudentstoreviewthewaybackandpaytothewayforward.1.3.3TheDevelopmentofself-characterWritingportfolio,accordingtothenewEnglishCurriculumStandard,isencouragedtoshapeanddevelopthestudents’self-characterthroughcontinuousself-assessmentandself-evaluation,inotherwords,learnerautonomyisdevelopedthroughtheapplicationofwritingportfolio.Everyteacherownshisfixedteachingmethodsandstyles,buthisstudentsowndifferentlanguagetalent,cognitiveandlearningstylesandemotionfeatures.Inthisaspect,teacherscannotsatisfyeachstudent’sneedanddemand,sotheyonlytalkaboutsomegeneralrulesandlawsoflanguage.Forexample,abouthowtorememberEnglishwords,teachersonlyteachstudentstheyshouldusethebestmethodtodoit.However,differentindividualpossessesdifferenttimeforhigh-efficientmemory.Somestudentscanrememberwordsclearlyinthemorning,butothersintheevening.Sostudentsmustlearntoself-manageandrethinkself-learningfeatures.Theyshouldalsochoosepropermethodandstrategytoenhancequalityoflearning.1.3.4Needforlife-longlearningEnglishlearning,especiallyforwriting,isnotone-timething,coveringalllifelong.Noschoolcanprovideitsstudentswithallknowledgeandskillstheywillneedfortheiradultlives.Learningalanguageisalife-longendeavorthatcanbedonemostlybythelearnersthemselves.Takinglearners’roleascrucialintheirlearningandstimulatinglearnerautonomyshouldbetheaimoflanguageeducationbecauseautonomouslanguagelearnerswouldbetrulyeffectivelanguagelearnersandlanguageusers(Little,2000).Intraditionalclass,teachersusuallymissedouttheinwardsconnectionbetweeneverystepsoflearning.Thebrainstorming,theconstructionofideas,theoutline,etc,whichcouldbeensavedastreasurefornexttimewriting,hasbeenneglectedandleftoutafteronetimewriting.1.3.5individualneedoflearnersThediversityofindividualneedsmakenoclassroomteachingcansatisfy.Whattheteachersareexpectedtodoisenrichtheclasstomaximizetheindividualneedsofthestudents.Meanwhile,itisthelearnersthemselveswhoknowtheirneedsbest.Learnerautonomycaterstotheindividualneedsoflearnersatalllevels.Inthisway,learnersgettherighttogainwhattheyreallywant.Allowingstudentsmorefreedomandautonomywillenhancethelearner’smotivationandqualityoflearning(Dickinson,1996).ChapterTwoLiteratureReviewInthepastdecades,manyresearcheshavebeenconductedtostudylearnerautonomyandwritingportfolio.Inthispart,wewillbrieflyreviewthehistoryandtheoriesoflearnerautonomyandwritingportfoliodomesticandworldwide.2.1TheDefinitionoflearnerautonomyThereisnodefiniteanswertothedefinitionoflearners’autonomy,theexplorationofitstartsasearlyas20thcentury.In1981Holec(1981:3)haddefinedautonomyas‘theabilitytotakechargeofone’sownlearning’(Gardner&Miller,2002:6).Thenhedevelopedthisdefinitionfurtherin1985bytalkingaboutautonomyasaconceptualtool.Heregardsautonomyaspersonalcharacteristics.Benson(1997:29),viewingautonomywithinapoliticalframework,defineslearnerautonomyasrepresenting‘a(chǎn)recognitionoftherightsoflearnerswithineducationalsystems’and,withinthecontextofteachingEnglishasaForeignLanguage,as‘a(chǎn)recognitionoftherightsofthe“non—nativespeaker”inrelationtothe“native-speaker”withintheglobalorderofEnglish’.Pintrich(2000)statesthatautonomyisanactiveandconstructivelearningprocess,inwhichfirststudentssettheirlearninggoals,thenmonitor,regulateandcontrolcognition,motivationandbehaviorguidedorboundbygoalsandcontextcharacteristics.Autonomouslearningactivitiesplayaroleofmediationinstudent’sindividual,environmentandgeneralaccomplishments(PangWeiguo,2003:4).InPhilBenson’sterms,autonomyis“aboutpeopletakingmorecontrolovertheirlivesindividuallyandcollectively.Autonomyinlearningisaboutpeopletakingmorecontrolovertheirlearninginclassroomandoutsidethemandautonomyinlanguagelearningisaboutpeopletakingmorecontroloverthepurposesforwhichtheylearnlanguagesandthewaysinwhichtheylearnthem”(Benson,2003).Autonomycanalsobedescribedasacapacitytotakechargeof,ortakeresponsibilityfor,orcontroloverone’sownlearning.Fromthispointofview,autonomyinvolvesabilitiesandattitudesthatpeoplepossessandcandeveloptovariousdegrees.InChina,manyeducationstrytodefinelearnerautonomyintheirownway.HanQinglin(1999)considers‘a(chǎn)utonomy’inanarrowsensemeansthatwithteacher’sscientificguidance,studentsrealizeautonomousgrowththroughactiveandcreativelearningactivities;Broadly,‘a(chǎn)utonomy’meanspeopletakelearningactivitiespurposelyandselectivelybyawidevarietyofmeanstorealizeautonomousdevelopment(LinLi&WangZhijiang,2005:33).ChenShuiqing(1999)states‘a(chǎn)utonomy’meanslearningagentsdominatetheirownlearning;itreferstotheactiveandconstructiveprocessofself-design,self-management,self-regulation,self-check,self-assessmentandself-transmissionconductedintheaspectsoflearninggoals,process,effectandsoon(LinLi&WangZhijiang,2005:33).Aboveall,welearnthattheforegoingdefinitionsoflearnerautonomyhaverevealedtoustheessenceofautonomouslearning.Herewebelievethatlearnerautonomymeansthatundertheguidanceoftheteacher,studentsassumetheawarenessoftheirownlearning,activelyparticipateinthelearningprocess,taketheaccountabilityfortheirownlearning,settheirpersonallearninggoals,self-monitortheirprogress,reflectontheirlearning,self-assesstheirlearningoutcomesandtimelymodifylearningplansformovingahead.2.2TheResearchonlearnerautonomyintheWestEarlyinthe19thcentury,theideaoflearnerautonomycameintopeople’sview.AncientGreekphilosopherSocratesfiguresoutthatintheclassthestudentsplaythemainroleratherthanteachers.hepondersthatthetaskoftheteacherisnottransformknowledge,butinnovateknowledge,inspiringthestudenttoseekforknowledgethemselves.BritisheducatorHerbertSpencerstressestheimportanceofdevelopingthestudents’abilitytoautonomouslearning,hearguesthatteachersshouldencouragethestudentstoobserveactively,thinkindependently,andgainknowledgesthemselvesinsteadofgivinginformationtothemdirectly.FrencheducatorJean-JacquesRousseaupointsoutthemainroleofteachersistoinspiresinterests,instructstudymethods,andcultivatelearnerautonomy.Inthemiddleof20thcentury,phycologistB.F.Skinnercreatedprogressteaching,ateachingmodethatstudentslearnknowledgebythemselvesundertheguidanceofteachers.JohnDewey,Americaneducator,considersthemaintaskofteachingistocultivatethestudent’sthinkingmethod,whichcouldbeabstainedbyvoluntaryexploration,thatistosay,tolearnwhiledoing.Theformerandthelatterpromoteslearnerautonomyinamarginin20thcentury.Inlast60thcentury,theriseofinformationprocessingpsychologyandhumanisticpsychologypushforwardtheresearchinlearnerautonomy.2.3TheResearchonlearnerautonomyinChinaInChina,learnerautonomyappearasearlyasChunqiudynastywhenConfuciussetuphisheuristicteachingidea,thenMenciusdevelopitthinkingwhichsuggestsonlylearningautonomouslyandvoluntarilycanreallymastertheknowledge.Heproposesthatautonomouslearningdonotequaltoselfstudywhiletheteacherplaysansignificantroleinit.Zhuxipondersthatteachersshouldgivethestudentslearningtargetsandmethodsbeforeclass,discusswithstudentsandtacklewithstudents’problemsinclassandgetfeedbackfromstudentsafterclass.Inrecenttimes,SomeChineseeducatorscommencedtoembracewesterneducationideas.Caiyuanpeiprovokedtheideaofevokingstudentstoexploreautonomously,emfasizingthateducationshouldleadstudentslearnautonomously,bythemselveswhichnamed“Self-studytutorship”.Afterward,neweducationideassuchasprojectmethod,DaltonplancametoChinaandpromotesChina’sresearchonlearnerautonomy.Around1979,aeducationreformtookplaceinChinaandmanyteachingmodeonlearnerautonomyshowup,suchasthe”read”,discuss,exercise,instruct”teachingmodeinShanghaiYucaiMiddleschooldevelopedbyDuanLipei,“self-study,assist,teach”developedbyLuZhongHenginchinascienceinstitutionetc.Alltheseteachingmodepayhighattentiontocultivatestudentslearnerautonomy.2.4DefinitionofPortfolioEversincetheportfolioswereinventedandappliedinEducation,manyscholarsgavetheirowndefinitions.Thedefinitionsofportfoliovarybecauseofthedifferentperspectiveofthosescholars.“Aportfolioisapurposefulcollectionofstudentworkthattellsthestoryofastudent'sefforts,progress,orachievement.Itmustincludestudentparticipationintheselectionofportfoliocontent,criteriaforselection,criteriaforjudgingmeritandevidenceofstudentself-reflection.’’(Arter,1990).Johns(1990)definedtheportfolioas“Usedasanassessmentframework,portfoliosaresystematiccollectionsbystudentsandteachersthatserveasthebasistoexamineeffort,improvement,processes,andachievementaswellastomeettheaccountabilitydemandsusuallyachievedbymoreformaltestingprocedures.”NationalEducationAssociation(U.S,1993)definedtheportfolioas“portfolioisacollectionofevidencethatdemonstratestheprogressiveacquisitionofknowledge,skills,andattitudes.Italsogivesapictureofyourindividualexperienceinalearningsituation.”Andtheresearchertendstoadoptthisconceptionasthedefinitionofportfolio.2.5OriginofPortfolio“Theconceptofportfoliodevelopmentwasadoptedbytheartists.Andthepurposeoftheartist'sportfolioistodemonstratethedepthandbreadthoftheworkaswellastheartist'sinterestsandabilities"(seeMoya&O'Malley,1994).Later,portfolioshavebeenintroducedandadoptedbysuchprofessionsasphotographers,artists,architectsorsimilarpractitionersasameanstodocumentindividualachievements.Portfolioskeepandshowallindividuals'achievements.Withpersonalgrowth,thecontentsofportfolioareupdatedconstantly.“Portfolioshavebeenusedineducationformorethantwentyyears.Studentportfolioshavebeeninspiredbyprofessionalssuchasartistsandphotographersasameansofkeepingarecordoftheiraccomplishmentsandtheirpersonallyfavoredworkstoshowtoothers.“(Genesee&Upshur.2001:99).InthefieldofEnglishlanguagelearning,itwaspointedoutbyO'MalleyandPierce(1996)that“theimportanceofportfolioshasrecentlycomeintofocusandthatthroughtheirstyleofconcurrentinstructionandassessment,portfoliosboosterbothteachers'andstudents"learningabilities."Appliedineducationaldomain,portfoliosarealsoviewedasasystematiccollectionofstudents'samplework,buttheirpurposeandcontentsarenotonlytoexhibitstudents"achievementsbutalsotoshowthestatusofstudents'learninganddevelopment.2.6CurrentresearchonwritingPortfoliointhewestSince1970s,educationalassessmententerssocialconstructionstage.Ineducationalpractice,portfolioassessmentisgivenmoreattention,whichattachesimportancetostudents’educationalprocess.Itwasreportedthatin1977，theMinistryofEducationfortheProvinceofOntarioencouragedteacherstoestablish“writingfolders”inordertosupportinstructionandevaluation.OfcoursePortfolioassessmentwasprobablyusedinformallymuchearlierthanthatbutwhicharedifficulttodocument.Vermont,perhaps,isthefirsttofullyimplementaportfolio-basedperformanceassessmentsysteminwritingandmathematic(Khattri,etal.,1998).Someachievementsonportfolioshavebeenmadebyresearchersandeducatorsoverthepastonedecade(Paulson,Paulson&Meyer,1991;Genesee&Upshur,2000;Arnold,2000;Tillema&Smith,2000;Woolfolk,2003).Theresearchersandeducatorsabroadmainlyanalyzethetheoriesconcernedportfolios,dosomeresearchintotheirdefinition,typesandcontents,andapplication.Meanwhile,inthefieldofcomposition,compositionspecialistsbegantosearchforwaysofmeasuringstudentwritingincriticizingsingletests.Inaddition,manysearchersoncompositionsbegantoexperimentwithportfolio-basedapproaches,andinthelate1980sandear1y1990s，theexperimentsbegantoreceiveconsiderableattentionatconferencesandinmajorpublications(Qu,2000).Recently,intheUnitedStates,manyprimaryandsecondaryschoolsandeducatorshavetoadjusttheirteachingconceptsonassessment,tryingavarietyofassessmentmethodstounderstandstudents’learninginacomprehensiveway.Portfolioassessmenthasbeengivenincreasinglyattention,whichattachesimportancetostudents’writingprocess.Westernresearchesandtheoriesonassessmenthavecometoitsspecializedperiodbothinorganizationandliterature.2.7CurrentresearchonwritingPortfoliointeachingpracticeinChinaAtpresent,becausemanyexpertsandteachershavedonecontributiontoournation'sneweducationalreform,avarietyofthearticleswerepublished.Achievementsconcernedareexplainedasfollowing.Atthelevelofschool,theseoutcomesofstudiescouldbeclassifiedinto:(1)assessmentincollegesanduniversities(Zhao,2001;Ma,2009);(2)assessmentinhighschools(Shi,2006;Wu,2005);(3)assessmentinprimaryandsecondaryschools(Guam2002;Lui,2007);andsoon.Attheperspectiveofstudy,theseachievementscouldbeanalyzed:(1)thestudyofassessmentbasedtheTheoryofMultipleIntelligence(Ding,2008;Lu,2008);(2)theprinciplesofassessment(Liu,2008;Xiang,2007);(3)thestudyofassessmentbasedmultimediateaching(Su,2007;Liu,Zhu,2008);(4)thestudyofassessmentunderthenewcurriculumreform(Mao,2006;Yang,2008);(5)thestudyofassessmentonportfolio(Luo,2008;Zen,2005),andetc.Fig.1censusofarticlesinCNKIonEnglishwritingbyfuzzysearchArticlesTime20032004200520062007200820092010201120122013Englishwritingportfolio1043101191518146Englishwritingportfolioinseniorhighschool10123312351Ascanbeseenfromthetable,theresearchonEnglishwritingportfolio,includingthatinseniorhighschoolseesasteadygrowthsinceitfirstshowsupin2003.In2012,thenumbersofarticlesinCNKIonEnglishwritingportfoliohitahistorichigh.However,Among22researchestoEnglishwritingportfolioinseniorhighschool,fewarticlesmentionedthesituationintheunderdevelopedareasandnoneofthemexploredinthewayofcasestudy.Insum,EnglishwritingportfolioinChinacomestoanewera,inwhichoneofhottopicsisEnglishwritingportfolioinseniorhighschool.However,mostoftheseresearchestendtotheoreticalresearch,muchmoreeffortsmustbedevotedtothestudiesofEnglishportfolioinnorthwestunderdevelopedareas.ChapterThreeTheoreticalframeworkThisstudyisbasedonmanyrelatedtheoriesinthisfield,whichinstructedthestudyinatheoreticalway.Inthefollowingpart,thisstudyaimstodiscusslearnerautonomyandwritingportfolioinmotivationpsychology,appliedlinguistics,andconstructivelearningperspective.3.1MotivationpsychologyLearnerautonomy,onitsessence,isrelatedtothemotivationpsychology.Motivationcanbedividedintoexternalcausesandinternalcauses.Teachersareexpectedtotakeadvantageoftheinternalandexternalcausestoprovokestudentslearnautonomously.3.1.1GeneralviewofMotivationPsychologyMotivationistheforcethatinitiates,guidesandmaintainsgoal-orientedbehaviors.Itisdefinedastheprocessthatinitiates,guidesandmaintainsgoal-orientedbehaviors.Itisthedirectforceofmotionandtheinnerdriveforindividualtomoveforeword.Motivationplaysasignificantpartonpeople’sactivitiesandconducts,whichdeterminespeople’spreference,tendencies,thechoicetheymakeandhowmucheffortshewouldliketomakeetc.Learningmotivationistheinnerdriveofstudentstolearnknowledgewithanreflectionofhope,interests,wishesetc.inordertoinfluencethedirection,processandeffectsofthestudy.Acloserelationtiesbetweenthemotivationandtheeffectofthestudy,thatistosay,motivationaffectsthelearningonalargemargin.Learningisanactiveprocessthatneedstobemotivatedandguidedtowarddesirableends.Tosomedegree,learningisself-initiated,butitmustbeaidedbymotivessothatthelearnerwillpersistinthelearningactivity.Adefinitemotiveisvaluableinlearningprocess.MotivationPsychologyinvolvesthebiological,emotional,socialandcognitiveforcesthatactivatebehavior.Psychologistshaveproposedanumberofdifferenttheoriesofmotivation,includingdrivetheory,instincttheoryandhumanistictheoryinwhichhumanistictheoryisconcernedwiththisstudy.Humanistictheoriesofmotivationadvocatesthethinkingthatpeoplehavestrongcognitivereasonstoperformvariousactions.Ofwhichthemostfamousandfar-reachingoneisillustratedinAbrahamMaslow’shierarchyofneeds,whichpresentsdifferentmotivationsatdifferentlevels.3.1.2Maslow'sHierarchyofNeedsIntheyearof1943,A.H.MaslowaddresseshistheoryofhierarchyofneedsinthebookofATheoryofHumanMotivationPsychologicalReview.AsshowninFigure2.Maslow'shierarchyofneedsadvocatestheneedsofindividualthatcanbedividedinto5degreesfromthelowestleveltothehighest,includingphysiologicalneedsconcerningfood,waterandsleepetc,safetyneedsconcerningfeelingofsafetyandshelterfromharm,socialneedsconcerningbeingloved,befriendedandacceptedbyothers,esteemneedsconcerningbeingrespectedbyothersasaresultofpeople’saccomplishments,self-actualizationneedsconcerningrealizingfullpotential,andself-actualizationneedsconcerningrealizingyourfullpotential.Everylatterneedsisdevelopedonthesatisfactionoftheformerneeds.Oncethelowerlevelneedshavebeenmet,theprimarymotivatorbecomestheneedforself-actualization,orthedesiretofulfillone'sindividualpotential.Theself-actualizationneedsisinthehighestlevel.Hearguesthatthepersonalityofself-actualizationispractical,creative,exclusive,honest,andhumousetc.Fig.23.1.3Maslow’seffectsonlearnerautonomyinteachingpracticeThevariablesofmotivationassociatedwithlearnerauto