英语学习策略 文秋芳

1、1 英语学习策略英语学习策略 北京外国语大学中国外语教育研究中心北京外国语大学中国外语教育研究中心 文秋芳文秋芳2Encouraging Note English Course Requirements for Non-English Majors (2004)3 Listening/Speaking Reading/Writing Translation Recommended vocabulary size Additional requirements: English teachers should allocate some time to develop students lear

2、ning strategies to promote their self-autonomy and to sharpen their cultural awareness to develop their intercultural communicative abilities4 “English course guidelines for primary and secondary school students”5The language curriculum Syllabus design: WhatWhat? Methodology: HowHow? Evaluation: How

3、 wellHow well? (Nunan, 2004)6Difficulties in implementing the new curriculum What are the strategies? No specifications in the curriculum How to incorporate the strategy component into a daily lesson？ How to incorporate it into a web-based course？7 The question that arises in this context How to int

4、egrate strategy training with foreign language programs?8讲课提纲讲课提纲 对英语学习策略研究的背景对英语学习策略研究的背景 英语学习策略的定义英语学习策略的定义 英语学习策略系统的概述英语学习策略系统的概述 英语学习策略对学习成绩的影响英语学习策略对学习成绩的影响 指导英语学习策略的原则和步骤指导英语学习策略的原则和步骤9一一 、 对英语学习策略研究的背景对英语学习策略研究的背景(一一) 国外情况国外情况70年代开始有人研究英语学习策略年代开始有人研究英语学习策略 Rubin, J. 1975. What the good langua

5、ge learner can teach us. TESOL Quarterly 9(1): 41-45. Naimen, N., M. Frohlich, A. Todesco, 1975. The good Lanugage learner. TESL TALK 6(1): 58-75. 80年代成为研究热点年代成为研究热点 90年代开始广泛应用到教学中去年代开始广泛应用到教学中去10(二二) 国内情况国内情况 80年代开始有人研究年代开始有人研究, 大约比国外晚大约比国外晚10年。年。 Huang, Xiaohua, 1984. An investigation of learning

6、strategies in oral communication that Chinese EFL learners in China employ. HK: Unpublished MA thesis. Chen， S. Q. 1990. A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning 40 (2): 155-87.11 90年代成为研究的热点，并试图运用到教学中年代成为研究的热点，并试图运用到教学中去。去。 研究对象：英语专业

7、，非英语专业，硕士研究研究对象：英语专业，非英语专业，硕士研究生，小学生。生，小学生。 研究范围：听力策略，口头交际策略，阅读策研究范围：听力策略，口头交际策略，阅读策略，写作策略，词汇策略。略，写作策略，词汇策略。 未研究的或研究不够的：中学生，小学生；学未研究的或研究不够的：中学生，小学生；学习语音语调策略，学习语法策略，学习翻译策习语音语调策略，学习语法策略，学习翻译策略。略。121、文秋芳，、文秋芳，1996，英语学习策略论英语学习策略论上海上海外语教育出版社出版了外语教育出版社出版了2、文秋芳，、文秋芳，2003，英语学习的成功之路英语学习的成功之路上海外语教育出版社上海外语教育出版

8、社3、文秋芳，王立非，、文秋芳，王立非，2003，英语学习策略英语学习策略实证研究实证研究，陕西师范大学出版社，陕西师范大学出版社4、文秋芳，王立非，、文秋芳，王立非，2004，英语学习策略英语学习策略理论研究理论研究，陕西师范大学出版社，陕西师范大学出版社13(三三)为什么对研究英语学习策略感兴趣？为什么对研究英语学习策略感兴趣？ 研究研究“如何教如何教”成效不大成效不大 研究教学方法，走进了死胡同。研究教学方法，走进了死胡同。 教与学两个方面，缺一不可。教与学两个方面，缺一不可。 社会对教育的要求社会对教育的要求 培养独立、自主的学习者，自己能够学习新培养独立、自主的学习者，自己能够学习新

9、知识。知识。14v给人以鱼，一日食鱼；给人以鱼，一日食鱼；v授人予渔，终身得鱼。授人予渔，终身得鱼。v Give a man a fish and he eats a day. vTeach him how to fish and he eats for a lifetime. 15二二 、 英语学习策略的定义英语学习策略的定义(一一)什么不是策略？什么不是策略？ 学习策略不是学习策略不是“recipes”。 学习策略不是学习策略不是“诀窍诀窍”。 学习策略不是学习策略不是“灵丹妙药灵丹妙药”16(二二) 英语学习策略的定义英语学习策略的定义根据自己的根据自己的观念观念，为提高英语学习效果，为

10、提高英语学习效果而采取的而采取的行动或方法行动或方法。策略策略 = 观念观念 +方法方法这个定义更适用于对成年人的策略研究。这个定义更适用于对成年人的策略研究。17三、英语学习策略系统三、英语学习策略系统 英语学习观念英语学习观念 英语学习方法英语学习方法 观念与方法之间的关系观念与方法之间的关系18英语学习策略系统模型英语学习策略系统模型管理观念管理观念 语言学习观念语言学习观念管理方法管理方法 语言学习方法语言学习方法英语成绩英语成绩环境环境因素因素学习学习者因者因素素19（一）学习观念举例（一）学习观念举例 学好英语的关键是什么？学好英语的关键是什么？ 管理学习过程重要吗？管理学习过程重

11、要吗？ 准确与流利哪个更重要？准确与流利哪个更重要？ 多听、多读是否一定能学好英语？多听、多读是否一定能学好英语？ 母语在学习英语中的作用是什么？母语在学习英语中的作用是什么？ 运用翻译来学英语是否是个好方法？运用翻译来学英语是否是个好方法？ 通过上下文猜词义是否是学习单词最好的方法？通过上下文猜词义是否是学习单词最好的方法？20重要观念一重要观念一管理学习过程是否重要？管理学习过程是否重要？ 不重要，跟着教师走就行。不重要，跟着教师走就行。 不重要，因为强迫自己，效率不高。不重要，因为强迫自己，效率不高。 重要，因为没有目标，没有计划，没有调重要，因为没有目标，没有计划，没有调控，就不可能有

12、成功。控，就不可能有成功。21重要观念二重要观念二语言的准确性和流利度同等重要吗？语言的准确性和流利度同等重要吗？ 流利度比准确性更重要，因为交际中表达流利度比准确性更重要，因为交际中表达意义最重要。意义最重要。 准确性必流利度更重要，因为语言错误不准确性必流利度更重要，因为语言错误不注意纠正，容易固化。注意纠正，容易固化。 同等重要。同等重要。22对对正确性与流利性关系的认识有偏差正确性与流利性关系的认识有偏差 80年代以前过分强调准确性年代以前过分强调准确性 学生不敢开口，哑巴英语学生不敢开口，哑巴英语 80年代以后过分强调流利性年代以后过分强调流利性 短期效应，扼杀了学生语言的持续发展能

13、力短期效应，扼杀了学生语言的持续发展能力23Schmidt (1983): 跟踪调查跟踪调查在夏威夷的日本人在夏威夷的日本人Wes 在美国两年在美国两年, 英语的流利度英语的流利度有了显著提高，能成功的与别人进行交流，但句法有了显著提高，能成功的与别人进行交流，但句法能力几乎没有进步。能力几乎没有进步。Higgs & Clifford (1982): 跟踪调查跟踪调查研究对象为美国外交学院学生研究对象为美国外交学院学生学生入学时，语言的准确性高于或等于流利性的学学生入学时，语言的准确性高于或等于流利性的学生，经过训练以后，进步特别明显；而那些语言的生，经过训练以后，进步特别明显；而那些

14、语言的流利性高于准确性的学生，他们虽有暂时的优势，流利性高于准确性的学生，他们虽有暂时的优势，但没有持续发展能力，课程教学对他们的作用不明但没有持续发展能力，课程教学对他们的作用不明显，他们通常在比较低的水平上就停滞不前了，显，他们通常在比较低的水平上就停滞不前了，24(二二) 英语学习方法英语学习方法 管理方法管理方法 认知活动管理认知活动管理 情感活动管理情感活动管理 语言学习方法语言学习方法 听、说、读、写听、说、读、写 语音、语法、词汇语音、语法、词汇25认知活动管理认知活动管理确立目标；确立目标；制定计划；制定计划；选择方法；选择方法；监控学习过程；监控学习过程；评价方法的成效；评价

15、方法的成效；调整学习行为。调整学习行为。26情感活动管理分两类：情感活动管理分两类：(1)(1)调动积极情感因素调动积极情感因素 自信心自信心 毅力毅力(2)(2)克服消极情感因素克服消极情感因素 焦虑焦虑 怕丢面子、怕失败等怕丢面子、怕失败等27（三）语言学习方法（三）语言学习方法 学习听、说、读、写技能的方法学习听、说、读、写技能的方法 英语学习策略论英语学习策略论89-134页页 学习语音、语法、词汇的方法学习语音、语法、词汇的方法 英语学习策略论英语学习策略论134-159页页28四、英语学习策略对成绩的影响四、英语学习策略对成绩的影响大量研究结果表明：大量研究结果表明：(1)(1)学

16、习策略对成绩有明显的影响；学习策略对成绩有明显的影响；(2)(2)有意识地调控学习策略是取得成功有意识地调控学习策略是取得成功的关键；的关键；(3)(3)学习有法，学无定法，策略因人而学习有法，学无定法，策略因人而异，因时而变。异，因时而变。29A comparative study of one successful and one less successful English learners in China30Introduction A brief literature review Research questionsMethodology Subjects Instrument

17、s Data-collection Data-analysisResults and discussion31IntroductiIntroductiononSince the 70s, studies on learning strategies used by L2 learners have been growing. Their general assumption the studies attempted to test is that poor learners use fewer varieties of effective strategies and use them le

18、ss frequently.32The contention of these studies is that if poor learners can expand their repertoire of learning strategies and increase the frequency of using them, their achievement will be improved. However, the empirical studies havent yet yielded consistent results in support of the above assum

19、ption.33Research questions How do a good learner and a poor learner carry out L2 learning activities (i.e. Listening, speaking, reading, writing and learning new words)? What are the main reasons that can account for their different learning behaviors?34Subjects (Two second-year English Majors)Name

20、Gender Age Parents L1 L2 EffortS1 F 19 F: UT 75 95 20.5hs M: UTS2 F 20 F: Doc 75 96 40hs M: NurseScores on the Band 4: 90.5/64.25Go35Instruments:Interview scheduleDiary: one-week diaryReading tasks36Interview guideInterview guideHow do you practice reading outside class?How do you practice speaking

21、outside class?How do you deal with new words in a text?How do you remember new words?How do you practice writing after class?Do you have your own plan for your study?What is your plan? Can you give me an example?37Instructions for diaryInstructions for diary What activities do you undertake to learn

22、 English after class? Why do you want to carry out such activities? How long? What is your psychological and physical state? (i.e. Are you attentive or absent-minded? Are you energetic or tired?) How do you carry out this activity? Do you use any methods?38Reading taskReading taskRead a passage of 8

23、50 words Read a passage of 850 words while they are allowed to use a while they are allowed to use a dictionary or a grammar book dictionary or a grammar book as if they were previewing a as if they were previewing a new lesson.new lesson.39Data collectionData collection Interviewed the subjects ind

24、ividually Asked the subjects to read a passage individually while video-taping their reading performance and then interviewed them as soon as they finished the reading Asked the subjects to keep one-week diary and discussed the diary with them individually Go back40Data analysisData analysis Compare

25、 and contrast their Compare and contrast their learning behaviors to find out learning behaviors to find out differences.differences. Analyze the reasons to Analyze the reasons to account for their behaviors.account for their behaviors.Go41Results and discussionResults and discussion Different learn

26、ing behaviors of the two subjects Listening Speaking Reading Writing Vocabulary learning42Listening (How to practice listening after class)Student AI listen to the news broadcast by the VOA. I prefer to take down notes while listening. Once I finish listening, I write the summary of what I have list

27、ened Sometimes, I record programs and listen to them repeatedly until I can understand everything in it. Performing such a listening task often takes me about 40 minutes or one hour. 43Student BWhen I was the first-and second-year student, I often listened to various kinds of tapes borrowed from the

28、 language lab but rarely took a dictation of it. My purpose was just to understand its general meaning. For me, to listen to the programs broadcast by the VOA or the BBC is also for obtaining the information. 44Question One What are What are the the differences differences in in listening listening

29、by by Student A Student A and and Student B?Student B?45Differences in listeningDifferences in listening Student A: Took Student A: Took down notes, down notes, wrote a wrote a summary, had summary, had intensive intensive listening.listening. Student B: Student B: Listened only Listened only for me

30、aning. for meaning. IntegratedIntegrated Form and meaningForm and meaning46SpeakingStudent A I am very active in class because I think these chances are very precious for me to practice spoken English. I also like to talk with my classmates or teachers in English. I like to talk to myself in English

31、, too. Sometimes, I talk to myself in English while doing house work at the kitchen. When my mother hears the strange sounds,thinking I am talking to her, she says very loudly from the bedroom What are you saying?47I feel self-talk is useful for practicing spoken English When I cannot think of a wor

32、d during a conversation in English, I usually dont use gestures which could hardly express the ideas clearly. What I like to do is to use simple English to describe it or the other linguistic meansIf I dont know how to say something in English, I never avoid it and I will ask the other people for he

33、lp. (Subject 1)48Student BI dont volunteer to answer any questions in class even I have known the answer. I dont practice speaking after class because there is no English-speaking environment. Occasionally, I may talk to myself. If I cannot think of the English word, I may use gestures or avoid usin

34、g it. Occasionally, I consult the dictionary. 49Question TwoQuestion TwoWhat are the differences What are the differences in speaking by Student in speaking by Student A and Student B?A and Student B?50Differences in speakingDifferences in speaking Student A: Student A: Active inside Active inside a

35、nd outside and outside class; tried to class; tried to use use linguistic linguistic means to make means to make up for her up for her insufficient insufficient linguistic linguistic knowledge.knowledge. Student B: Student B: Inactive inside Inactive inside and outside and outside class; tried to cl

36、ass; tried to use non-use non-linguistic linguistic means to make means to make up for her up for her insufficient insufficient linguistic linguistic knowledge.knowledge.51ReadingStudent AIf I do reading for enjoyment, I do not aim at understanding everything. So long as I can grasp the main idea, I

37、 did not want to look up all the new words in the dictionary but I do look up the words appealing to me in the dictionary. If reading a text prescribed by the teacher, I will try to understand everything in it because the teacher seems to set up52examination questions deliberately concerning those p

38、oints which are easy for us to neglect. I usually do not like to memorize the texts but I am fond of reading them aloud. I often go to the classroom half an hour early before the class begins, reading the texts aloudI am not very good at grammar. Sometimes I cannot tell the grammatical function of e

39、ach part of a sentence. But if the sentence53structure is very complicated, I will find out which is the main clause and which is the subordinate clause. Read Readers Digest for the main idea. I do not use the dictionary at all but I underline the new or interesting words with a pencil. .Read China

40、Daily quickly, but at the same time, pay attention to useful phrases and sentence patterns. .Read the words in54Readers Digest that are appealing to me and look up some of the new words that I want to know their precise meanings. I take notes of some interesting points and sentencesRead Newsweek, Na

41、tional Geography and some short stories for the main idea. I try to read as quickly as I can and only look up the words that appear interesting.”55Student B:She did not differentiate two kinds of reading but in her diary, she did have two kinds of reading. For self-initiated reading, she read the te

42、xt very fast for a general understanding like her listening. For prescribed-reading, she read the text extremely slowly. 56Question ThreeQuestion ThreeWhat are What are the the differences differences in reading in reading by by Student A Student A and Student and Student B?B?57Differences in readin

43、g Student A: Student A: Differentiated two kinds of reading: Self-Differentiated two kinds of reading: Self-initiated reading/reading for pleasure and initiated reading/reading for pleasure and Course-bound readingCourse-bound reading Dealt with these two kinds of reading Dealt with these two kinds

44、of reading differently.differently. Student B: Did not differentiate two Student B: Did not differentiate two kinds of reading consciously.kinds of reading consciously.58In self-initiated reading, Student A paid In self-initiated reading, Student A paid more attention to reading speed and the more a

45、ttention to reading speed and the flow of ideas expressed by the author, flow of ideas expressed by the author, yet she looked up new words that she yet she looked up new words that she found interesting. In course-bound found interesting. In course-bound reading, she endeavored to understand readin

46、g, she endeavored to understand every detail of the text while trying to every detail of the text while trying to master the linguistic forms such as master the linguistic forms such as vocabulary and structures.vocabulary and structures.59In self-initiated reading, Student B In self-initiated readi

47、ng, Student B read almost exclusively for meaning read almost exclusively for meaning and even for gist, while paying little and even for gist, while paying little attention to new words and structures. attention to new words and structures. In course-bound reading, what she In course-bound reading,

48、 what she said about her behaviors appeared to said about her behaviors appeared to be similar to Student A but what I be similar to Student A but what I observed in her performance was not observed in her performance was not consistent with what she said.consistent with what she said.60WritingStude

49、nt AIn addition to the teachers assignments, I like to keep diary in English and I also like to take notes in English.Although Ive been thinking about the story for several days, the ideas had come to my mind just before I began to write. So I61quickly wrote it down. What I have written down was jus

50、t the first draft. I put it aside for a few days before I make the second draft. Also, I try to find a classmate to read it and give me some comments. .I revise both the content and the grammatical mistakes before I submit it to the teacher.62Student B:She admitted that she didnt practice writing in

51、 English besides the writing tasks assigned by the teacher. According to her description, she seemed to use similar strategies in writing like S1. However, she did not care much about the correctness of the form of the language because she believed that the purpose of writing a63composition was to d

52、evelop the skill of expressing ones ideas in a coherent way and so long as the ideas were clearly stated, it did not matter that much if the form was not correct.64Question FourWhat are What are the the differences differences in writing in writing by by Student A Student A and Student and Student B

53、?B?65Differences in writingDifferences in writing Student A:Student A: Active in Active in writing in writing in English outside English outside class.class. Revised the Revised the composition composition several times several times and paid and paid attention to attention to both the form both the

54、 form and the meaning.and the meaning. Student B:Student B: Inactive in Inactive in writing in writing in English outside English outside class.class. Did not pay Did not pay attention to attention to the formthe form66Learning new wordsLearning new wordsStudent AIf the words are not important, I wi

55、ll not consult them in a dictionary, particularly in my outside reading. But when reading (prescribed) texts, I will read the whole text once and guess the meaning of the new words without the use of the dictionary. In the second reading, I will look them up in a67dictionary. Besides the explanation

56、 of the word, I also like to read the sample sentences or phrases. I dont repeat the individual words, but I would like to repeat the phrases. If I consult the dictionary for meaning of the new words several times. I can memorize them. Some words in the texts, if I think, are rarely used, I dont mem

57、orize them. At the most, I try to68memorize them when I am preparing for the examination. I dont copy the new words on a note book. My habit is to write the meaning of words directly on the textbook. The meaning is usually in English. But if the English explanation is very long and not clear, I writ

58、e down the Chinese equivalent. I do not allocate the69time to memorize the words in isolation. I prefer to memorize the words together with reading the text. I feel that memorizing new words combined with reading the text is more efficient than memorizing the words in isolation.70Student BWhen I fin

59、d new words in a text, Id like to guess the meaning first and then consult the dictionary. Without consulting the dictionary, I feel not sure of the meaning of the new words I have guessed I copy down the new words and their meanings sometimes together with their sample sentences. I write down both

60、English explanations and Chinese equivalents. 71Then I read them repeatedly in order to memorize them, but I quickly forget them. It seems to me revision is not effective to me at all. I usually dont memorize the new words occurring in outside reading.72It is vain, of course, to argue that sport is a sp