What is a good language learner英语培训 BEC商务英 一个好的语言学习者英语培训BEC商务英是什么

1、What makes a good language learner? Hu Wenzhong(胡文仲) Beijing Foreign Studies UniversityNature of this talkThis is not a commercial promotion.There are no grand promises.What were interested in is the plain truth: how students should learn.Outline of the talkWhat contributes to the outcome of learnin

2、g a FLWhat are learning strategiesResearch on learning strategiesA checklist for good language learnersConclusionFLLearnerTeachingLearningEnvironmentOutcome (Adapted from Naiman et al.)The learnerAge, personality,motivation, attitude, intelligence, language aptitude, past language experienceTeaching

3、Syllabus,Teaching material,Teaching method,Activities,Teacher qualificationsEnvironment Opportunities forsecond languagecontacts and useLearningUnconscious learningConscious use of learningstrategiesAge, personality,motivation, attitude, intelligence, language aptitude, past language experienceSylla

4、bus,Teaching material,Teaching method,ActivitiesTeacher qualificationsUnconscious processesConscious use of learningstrategiesOpportunities forsecond languagecontacts and useProficiency in the use of the language LEARNERLEARNINGTEACHINGENVIRONMENTOUTCOME(Adapted from Naiman et al.)Studies have shown

5、 thatother things being equal, learning strategies play a significant role in determining the outcome of learning.What are learning strategies(学习策略)Learning strategies are “learning processes which are consciously selected by the learner. (Cohen 1990)“The techniques or devices which a learner may us

6、e to acquire knowledge. (Rubin 1975)Measures taken by the learner for effective study (Wen )In learning vocabulary you could1.read a dictionary from cover to cover2.learn vocab through copying word lists3.learn vocab through memorizing texts4.learn vocab through extensive readingWhich method do you

7、think is the best?So this is a talk on learning how to learnBackground against which learning strategies studies started:The focus of research has shifted from teaching to learning, from teaching methodology to learning strategy.How learning strategies studies startedStarted in the mid-70s of the la

8、st centuryJ. Rubin: “What the good language learner can teach us published in TESOL Quarterly in 1975N. Naiman et al.:The Good Language Learner published in 1978Learning strategies have now become an important part of second language acquisition research.Research in ChinaNaiman et als researchThe Ad

9、ult Interview Study: 34 successful and 2 unsuccessful learners selected for studyThe Main Classroom Study: 72 students from 12 classes of Grades 8,10 and 12 of schools in Toronto and other areas; methods used include classroom observation and interviewFinal outcome: research reportN. Naiman et al.:T

10、he Good Language Learner published by the Ontario Institute for Studies in Education in 1978Naiman and his colleagues conclusion“The study has shown that some of the existing stereotypes do not apply. For example, some people believe that a good language learner has to be musical, or have a high lan

11、guage aptitude or an exceptionally good memory. The Adult Interview Study indicated that these qualities may not be essential. (p. 103)3 case studies conducted by Naimans teamIn the age group 26-35Two are females and one maleAll three are successful language learners.They learned and maintained from

12、 5 to 19 languages including Latin, German, French, Swedish, Polish, Italian, Hebrew,Rumanian, Icelandic, Spanish, Albanian, Greek, Russian, Serbo-Croatian, Mohawk, Swahili, Gaelic, Hungarian, Hittite, Japanese and Lithunian. Ms As storyBorn in Virginia, USA.Studied German and French at school.Went

13、to France and stayed there for 3 years.Married a French linguist, who was bilingual in French and German.Spent a total of 2 years in Sweden.Went to Poland for 1 year.Settled in Quebec and spoke French at home.Ms As French learning experienceSaw French movies every day.Read French newspapers and maga

14、zines.Monitored her own pronunciation and tried hard to perfect it.Ms A recalled: “whatever you pick up, whether its one word or two wordsuse iteven if it is wrong, try it out, it doesnt matter. Ms Bs backgroundBorn in Nova Scotia of CanadaLanguages spoken at home: English and YiddishLanguages she s

15、tudied at school: German and FrenchWent to Italy for teacher trainingMs B recalled: “I wasnt afraid anymore, I generated sentencesif they werent correct, people around me told me how to say it. I was on the look-out for clues. Ms Bs experienceMs B pointed out that the immersion into an Italian envir

16、onment, and therefore the motivation for having to learn to speak the language, were the most significant factors. Is there something we can learn from Ms A and Ms B?Perhaps we could learn from themTheir interest in foreign languagesTheir perseverance Their initiativeTheir use of the environmentThei

17、r outgoing personalityProfessor Wens case study of two of her studentsWang HongLi HuaProfessor Wen Qiufangs research findingsnamesexageEng-lish(entr.)Chi-nese(entr.)HoursPer weekCETBand4Wang HongF19957520.590.5Li HuaF2096754064.25Wang Hong: “Im very active in class because I think this is a good cha

18、nce to practice speaking. I like to talk with my fellow students and my teachers in English. I also like to talk to myself in English. Sometimes when I work in the kitchen I speak English to myself. “Li Hua:“I dont like to answer questions in class. Sometimes even when I do know the answer, I still

19、feel reluctant to speak. I do not practise outside class because there isnt such an environment. Occasionally I talk to myself. When I cannot remember an English word I use gestures or simply do not speak at all.Wang Hong:Wang Hong likes to reflect on the strategies she has used. She evaluates her l

20、earning. When she could not answer the teachers questions fluently or got an unsatisfactory score, she would try to find out why before she went to bed. Li Hua:“Im not clear what strategies Ive used. I just preview, review, do my homework and memorize new words. Thats all. Theres no strategy to spea

21、k of. Professor Wens book俞弘：“如果说学习外语和婴儿学话有所不同的话，那就在于我们缺乏语言环境。这一缺陷需要靠广泛的阅读来弥补。普通中学或非英语院系一般没有大量的阅读课，这要求大家在课外增加英语阅读的数量。“我想，阅读的材料从简单的入手，从自己的熟悉的课题入手，在于泛而不在于精，在于数量而不在于质量。吴珺：“那末这种语感如何培养呢？那就得靠平时多花功夫，大量阅读课外书。从二年级开始，我一直不间断地广泛阅读课外书籍，几乎一大半英文名著我都看过，还有许多科幻体裁的通俗作品，另外我也喜欢看?读者文摘?和?时代周刊?。What is common to the GLLsA s

22、trong interest in the foreign languageHard workConstantly checking on ones own progress and the strategies usedOMalley and Chamots classificationLearning strategiesmetametacognitivecognitivesocial/affectiveMetacognitive strategies(元认知策略)Advance organizersDirected attentionSelective attentionSelf- ma

23、nagementAdvance preparationSelf-monitoringDelayed productionSelf-evaluationBe a good manager of your studiesYou need to be a good planner.You need to use your attention wisely.You need to make preparations beforehand.You need to monitor your studies.You need to evaluate the methods you used. Cognitv

24、e strategies(认知策略)RepetitionResourcingTranslationGroupingNote-takingDeductionRecombinationCognitive strategies(认知策略)ImageryAuditory representationKey wordContextualizationElaborationTransferInferencingSocial/affective strategies(社会/情感策略)CooperationQuestion for clarificationRebecca Oxfords classifica

25、tionDirect strategiesMemory strategiesCognitive strategiesCompensation strategiesIndirect strategiesMetacognitive strategiesAffective strategiesSocial strategiesResearch findings by Li Jiongying:“The learning strategies Chinese students most commonly use are memory strategies, cognitive and metacogn

26、itive strategies. Next are compensation strategies. The least commonly used strategies are social/affective strategies. (Li 2003)A study of the differences between English majors and non-English majorsSubjects:515 non-English majors and 317 English majors at a university in ShandongQuestionnaire con

27、sists of two parts: personal information and 47 questions based on Oxfords questionnaire.Conducted in May 2002.Scores of each student for the six strategies and the mean score of English majors and non-English majors worked out.Differences between English majors and non-English majors Non-English ma

28、jorsEnglish majorsm.s.s.d.m.s.s.d.Meta-cognitive3.03.733.37.64Cognitive2.80.633.17.50Memory3.35.732.94.51Social2.71.733.14.60Affective2.75.752.98.68Compensation3.19.683.40.58The research showsNon-English majors use fewer strategies than English majors.Non-English majors use memory strategies more of

29、ten than English majors.Non-English majors need to improve their learning strategies.Rubins list of strategiesThe GLL is a willing and accurate guesser.The GLL has a strong drive to communicate.The GLL is not inhibited.The GLL pays attention to form.The GLL practises.The GLL monitors his own speech

30、and the speech of others.The GLL attends to meaning.Be a good guesserGuessing,in a way, is learning.You may make a wrong guess, but you learn in the process.You dont make wild guesses. You use your previous knowledge to make an intelligent guess.Now look at this sentence:“Id like to close tonight wi

31、th words from the second inaugural address of Abraham Lincolna great leader who knew a few things about healing deadly divisions in this land. They are uncannily appropriate tonight.Have a strong drive to communicateTalk to your fellow students, your teachers, your foreign teacher or anyone who wish

32、es to listen to you.Dont be afraid of making mistakes. If you have no one to talk to, talk to yourself.Dont be shyTake the initiative to communicate with people.Dont worry about your “face.Learn to speak in public.Pay attention to both meaning and formFluency and accuracy are both important, but at the beginning you should not worry too much about making mistakes.Practise as much as you can.Watch what you say and write. Be a good monitor of yourself.Be a thinking learnerFind st