ResearchontheindividualdiversityandtheEnglishlearningstrategypreferences

1、学生个体差异与英语学习策略选择的研究research on the individual diversity and the english learning strategy preferencescontents abstract .1key words .1. introduction.2. literature review 3. problems in english learning .6. traditional learning style 7. principles in using the english strategies85.1 analyzing yourself

2、correctly .85.2 arranging the time properly . .95.3 accepting and tolerate errors.95.4 balancing the importance of steadiness and activity .95.5 choosing proper learning materials.95.6 creating environment .105.7 balancing the learning importance. .10. developing the english learning strategies . .1

3、06.1 finding out the problems . .106.2 altering the habit of study . .106.3 slowing the speed of study . .10vii. what teachers should do:matching teaching styles with learning styles .117.1 developing self-aware efl learners.117.2 altering the teaching styles . . .127.3 encouraging changes . 137.4 p

4、roving activities with different groupings .14. conclusion .15references 16 research on the individual diversity and the english learning strategy preferences摘 要： 今天，我们正处在一个科学技术和社会快速发展的时代，学会学习，掌握学习的策略，这对社会和个人都是至关重要的。掌握学习策略有助于提高学习质量和学习效率。学习策略的应用水平是衡量个体学习能力的重要尺度；是制约学习效果的重要因素之一；是会不会学习的标志。重视学习策略的科学研究对解决

5、当前教学改革中存在的问题有重要意义。一是可以改进学生的学习，大面积提高学生的学习质量；二是能更有效的促进教师的教。教师通过学习策略的教学，可以减少教学和训练时间，达到减轻学生学习负担的目的；三是有利于实施素质教育。信息时代，个人对学科知识的掌握是有限的，而掌握获取知识的策略才是至关重要的。关键词：个体差异；英语学习；学习策略；学习策略选择；策略培养abstract: today, we are facing an age of high technological growth. learn to study and master learning strategies, which are

6、very important for both society and the individual. learning strategies can help improve learning quality and learning efficiency. the level of using learning strategies is a very important measure to assess the ability of ones own learning, is one of the main factors that hinder learning effect, is

7、 the sign of learning to study. researching on learning strategies has a very profound meaning in solving the problems in teaching reform. firstly, it can change students learning conditions. secondly, it can facilitate the teachers teaching. teachers can reduce the time of teaching and training thr

8、ough learning the knowledge about learning strategies, and they can reduce the students study burden. thirdly, it can help apply the quality education. in the times of information, a person can only master limit knowledge, but the most important is mastering strategies of gaining the knowledge.key w

9、ords: individual diversity, english learning, learning strategies, learning strategy preference, strategy trainingi. introduction thousands and millions of people in our country are foreign language learners. however, quite a lot of whom can not master this language well though they spend an amount

10、of time, energy and money on it. one of the main reasons is that they can not find out the best way for them to learn foreign languages. that is, they can not find out their own learning strategies. learning strategies plays a very important role. learning strategy and learning strategy preferences

11、have become the necessary factors in improving the students learning efficiency. however, there are so many students and teachers who cant realize the importance of it, they cant deal with the relationship between the individual diversity and the english learning strategy preferences. many researche

12、rs discovered and concluded that the learners who followed ones own favorite learning strategy could improve his learning efficiency and encourage his learning motivation. in the development of the research on the learning strategy, there are few people to investigate into chinese students, and ther

13、e are even fewer people to investigate into the relationship between the individual diversity and the english learning strategy preferences. however, in china, there are so many english learners. so researching on the individual diversity and the english learning strategy preferences has a very prof

14、ound meaning.the students differ from each other greatly. therefore, english learners should learn foreign languages starting from their own actual conditions, analyze profoundly their own individuals and choose the best learning strategies. on the other hand, the teachers should teach considering t

15、he students actual conditions, analyze carefully the students individual diversity and do research on the students individual diversity, which could help improve the quality of teaching in classes and help the students overall development.through this research, i try to let the english learners know

16、 more knowledge about learning strategies from all sides, attract the english teachers and the english learners attention to the importance of the english learning strategy preferences and encourage the students to try to find out their own learning strategies that adapt to themselves according to t

17、heir individual diversity.in this thesis, i will put the stress on the importance and necessity of the english learning strategy preferences according to the individual diversity, the principles when one uses the english learning strategies and how teachers foster the students learning strategies.i

18、will do my research on the individual diversity and the english learning strategy preferences according to the following steps:1. the importance and necessity of the english learning strategy preferences according to the individual diversity.2. the relationship between the students individual divers

19、ity and the english learning strategy preferences.3. the differences between learning strategies and learning manners or learning styles.4. the english learning strategy preferences and the factors that influence the english learning strategy preferences.5. the principles that we use the english lea

20、rning strategy 6. what the teachers should do when they foster the students english learning strategies.ii . literature reviewlearning strategy is an ordinary way that the learners adapt when they learn new knowledge or solve new problems. the research on learning strategy began at the end of the 19

21、60s, in the middle of the 1970s or at the end of the 1970s, the dunns concluded 21 kinds of learning styles，including perceptual learning styles. later, reid added individual learning and group learning to it，and concluded the following six learning styles:(1) visual learning, for example, learning

22、through reading or looking at pictures.(2) auditory learning, for example, learning through listening to classes， listening to radios.(3) kinesthetic learning, for example, learning through systemic feel and kinesthesia in the learning circumstances.(4) tactile learning, for example, learning by han

23、ds.(5) group learning, for example, learning through discussion.(6) individual learning, for example, learning through doing exercises by individual or learning by oneself.oxford (1990) points out that learning strategy is positive and automatic learning tools, which is very necessary and important

24、to improve the students communicate ability. zhoubin (2003) argues, “clever language learners should find out foreign language rules and foreign language learning strategies, and find out the best learning strategies that adapt to yourself”. professor huzhuanglin (2004) stated in his lecture: each s

25、tudent has his own best learning strategies that adapt to himself, one couldnt say which learning strategy is the best, one can only say that which learning strategy is adaptable to him. huxiaoling (2005) points out that different learning materials need different learning strategies and learning ap

26、proaches. many researchers discovered and concluded that the learners who followed ones own favorite learning strategy could improve his learning efficiency and encourage his learning motivation.in the development of the research on the learning strategy, there are few people to investigate into chi

27、nese students, and there are even fewer people to investigate into the relationship between the individual diversity and the english learning strategy preferences. however, in china, there are so many english learners. so it has a very profound meaning to research on the individual diversity and the

28、 english learning strategy preferences.different social environment, family background and experiences influence the students learning strategies. each student is a completely different individual, and has his own special personality, needs and interests either in the cognitive aspect, affective asp

29、ect and social aspect or in the learning strategies, knowledge and characteristic quality. the students differ from each other greatly, therefore, english learners should learn foreign languages starting from their own actual conditions, analyze profoundly their own individuals and choose the best l

30、earning strategies. on the other hand, the teachers should teach the students considering their actual conditions, analyze carefully the students individual diversity and do research on the students individual diversity, which could help improve the quality of teaching in classes and help the studen

31、ts overall development. the followings are some views that can support my statement. what is learning strategies？why do we master learning strategies? as it is “learning strategy is a course that the learners use intelligent and communicate manners to learn and use languages” (nunan 2001). and he al

32、so believes:“when the learners finish every learning task, they use one of the learning strategies at least”. learning strategy is positive and automatic learning tools, which is very necessary and important for the students to improve their communication ability. the learners who master the learnin

33、g strategies can be more confident and more effective in their learning courses, which is determined by the characters of learning strategy. to some degree, plans, steps and ordinary behaviors that the students adapt to acquire and master knowledge are called learning strategies. the learning strate

34、gies and learning approaches that one adapts actually is a show of ones character. different students have different learning strategies. as professor huzhuanglin (2004) stated in his lecture: each student has his own best learning strategies that adapt to himself, one couldnt say which learning str

35、ategy is the best and only say that which learning strategy is adaptable to you. there is no best learning strategy, because for different students they prefer different approaches of learning. the students can learn something by all kinds of ways, the importance is which way is the most useful for

36、you, then you will follow this approach. it is important to recognize that learn yourself much better than other person learn you. in his lecture, he gave some examples, he points out that students who learn foreign languages through eyes prefer learning through reading all kinds of materials, stude

37、nts who learn foreign languages through ears mainly learning through listening all kinds of materials, for example, they listen to the taps, listen to the music or watch films, and some students also prefer learning through doing a lot of exercises, through doing all kinds of exercises of tests, the

38、y can get high scores. there are many other people stressing the importance of learning strategies. zhoubin (2003) argues that“clever language learners should find out foreign language rules and foreign language learning strategies, and find out the best learning strategies that adapt to yourself”.

39、as we know, every student is a completely different individual, he has his own learning manner or learning style. as it is“learning manner or learning style is an ordinary way that learners adapt when they learn new knowledge or solve new problems”(huangbing & caihangsong 2000). reid concludes s

40、ix learning styles (reid 1987：87109), such as visual learning, auditory learning, kinesthetic learning, tactile learning, group learning and individual learning. many scholars have studied the six learning styles and discovered that if we teach according to the learning styles that the students pref

41、er, and it helps to improve the students learning efficiency and encourage their learning motives (melton 1990). different social environment, family background and experiences influence the students learning styles. zhangshusheng (2005) points out that“different social environment, family backgroun

42、d and experiences lead to the characteristic diversity”. every student is an individual that differs from each other, they have their own special characters, needs and interests either in the cognitive aspect, affective aspect and social aspect or in the learning style, knowledge and characteristic

43、quality, there are the big gaps between students, which leads to the differences in students learning strategies and learning approaches. plans, steps and ordinary behaviors that the students adapt to acquit and master knowledge are called learning strategies. to some degree, the learning strategies

44、 and learning approaches that one adapts actually is a show of ones character. different students have different learning strategies. huxiaoling (2005) has the same view that different students have different learning strategies. she argues that the students put stress on learning in class, but igno

45、re the effective comment on their own learning courses, learning results and learning strategies. they only do the very simple and repetitive study, and completely follow other peoples experience, so they can not find the learning ways that adapt to themselves. she also points out that different lea

46、rning materials need different learning strategies and learning approaches. the teachers may let the students try to use all kinds of learning strategies and choose the best learning strategies that adapt to themselves, which is very important for both teachers teaching and students learning. iii. p

47、roblems in english learningeach student hope that his own english learning is effective. however, in actual learning process, different students have different learning efficiency according to the individual diversity. teachers have some explanations when facing this phenomenon, such as,“the base is

48、 feeble”,“not study hard”,“not listen to the teacher attentively”etc. in fact, such explanations cant solve the basic problems. a student with poor base still doesnt know how to make his base better after hearing such explanations. many facts show that many students with low scores ever try to study

49、 hard, but they cant make success. so in addition to such explanations as“the base is feeble”,“not study hard”,“not listen to the teacher attentively”, there is still more determinative cause. then what is the so called “more determinative cause”? that is learning strategies. generally speaking, lea

50、rning strategy is learning approach that we often use. however, many students may say that nearly each term our teachers talk about learning approaches, but we still cant improve our learning level. the teachers always tell the students: you should pay attention to learning approaches. such warnings

51、 are too many, but the key point is not teachers warnings but students own actual experience, the key point is not teachers introduction about learning manners but students own practice. and there is another key point, that is, students cant choose their own learning strategies according to their ow

52、n actual conditions, for different students have different learning strategy preferences.iv. traditional learning stylestraditionally, the teaching of efl in most east asian countries is dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory (liu &a

53、mp; littlewood, 1997). these traditional language teaching approaches have resulted in a number of typical learning styles in east asian countries, with introverted learning being one of them. in east asia, most students see knowledge as something to be transmitted by the teacher rather than discove

54、red by the learners. they, therefore, find it normal to engage in modes of learning which are teacher-centered and in which they receive knowledge rather than interpret it. according to harshbarger el al (1986), japanese and korean students are often quiet, shy and reticent in language classrooms. t

55、hey dislike public touch and overt displays of opinions or emotions, indicating a reserve that is the hallmark of introverts. chinese students likewise name "listening to teacher " as their most frequent activity in senior school english classes (liu & littlewood, 1997). all these clai

56、ms are confirmed by a study conducted by sato (1982), in which she compared the participation of asian students in the classroom interaction with that of non-asian students. sato found that the asians took significant fewer speaking turns than did their non-asian classmates (36.5% as opposed to 63.5

57、%). perhaps the most popular east asian learning styles originated from the traditional book-centered and grammar-translation method are analytic and field-independent. in most of reading classes, for instance, the students read new words aloud, imitating the teacher. the teacher explains the entire

58、 text sentence bysentence, analyzing many of the more difficult grammar structures, rhetoric, and style for the students, who listen, take notes, and answer questions. oxford & burry-stock (1995) states that the chinese, along with the japanese, are often detail-and precision-oriented, showing some features of the analyt