英语学习策略learning-strategies

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英语学习策略

2EncouragingNoteEnglishCourseRequirementsforNon-EnglishMajors(2004)3Listening/SpeakingReading/WritingTranslationRecommendedvocabularysizeAdditionalrequirements:Englishteachersshouldallocatesometimetodevelopstudents’learningstrategiestopromotetheirself-autonomyandtosharpentheirculturalawarenesstodeveloptheirinterculturalcommunicativeabilities4“Englishcourseguidelinesforprimaryandsecondaryschoolstudents”5ThelanguagecurriculumSyllabusdesign:What?Methodology:How?Evaluation:Howwell?(Nunan,2004)6DifficultiesinimplementingthenewcurriculumWhatarethestrategies?NospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？7ThequestionthatarisesinthiscontextHowtointegratestrategytrainingwithforeignlanguageprograms?8讲课提纲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系统的概述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9一、对英语学习策略研究的背景(一)国外情况70年代开始有人研究英语学习策略Rubin,J.1975.Whatthe‘goodlanguagelearner’canteachus.TESOLQuarterly9(1):41-45.Naimen,N.,M.Frohlich,A.Todesco,1975.ThegoodLanugagelearner.TESLTALK6(1):58-75.

80年代成为研究热点

90年代开始广泛应用到教学中去10(二)国内情况

80年代开始有人研究,大约比国外晚10年。Huang,Xiaohua,1984.AninvestigationoflearningstrategiesinoralcommunicationthatChineseEFLlearnersinChinaemploy.HK:UnpublishedMAthesis.Chen，S.Q.1990.AstudyofcommunicationstrategiesininterlanguageproductionbyChineseEFLlearners.LanguageLearning40(2):155-87.1190年代成为研究的热点，并试图运用到教学中去。研究对象：英语专业，非英语专业，硕士研究生，小学生。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。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，学习翻译策略。121、文秋芳，1996，《英语学习策略论》上海外语教育出版社出版了2、文秋芳，2003，《英语学习的成功之路》上海外语教育出版社3、文秋芳，王立非，2003，《英语学习策略实证研究》，陕西师范大学出版社4、文秋芳，王立非，2004，《英语学习策略理论研究》，陕西师范大学出版社13(三)为什么对研究英语学习策略感兴趣？研究“如何教”成效不大研究教学方法，走进了死胡同。教与学两个方面，缺一不可。社会对教育的要求培养独立、自主的学习者，自己能够学习新知识。14给人以鱼，一日食鱼；授人予渔，终身得鱼。

Giveamanafishandheeatsaday.Teachhimhowtofishandheeatsforalifetime.15二、英语学习策略的定义(一)什么不是策略？学习策略不是“recipes”。学习策略不是“诀窍”。学习策略不是“灵丹妙药”16

(二)英语学习策略的定义

根据自己的观念，为提高英语学习效果而采取的行动或方法。策略=观念+方法这个定义更适用于对成年人的策略研究。17三、英语学习策略系统英语学习观念英语学习方法观念与方法之间的关系18

英语学习策略系统模型

管理观念语言学习观念管理方法语言学习方法英语成绩环境因素学习者因素19

（一）学习观念举例

学好英语的关键是什么？管理学习过程重要吗？准确与流利哪个更重要？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？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？20

重要观念一

管理学习过程是否重要？不重要，跟着教师走就行。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，没有调控，就不可能有成功。21

重要观念二

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，因为交际中表达意义最重要。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。同等重要。22对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学生不敢开口，哑巴英语80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力23Schmidt(1983):跟踪调查在夏威夷的日本人Wes在美国两年,英语的流利度有了显著提高，能成功的与别人进行交流，但句法能力几乎没有进步。Higgs&Clifford(1982):跟踪调查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生，经过训练以后，进步特别明显；而那些语言的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显，他们通常在比较低的水平上就停滞不前了，24(二)英语学习方法管理方法认知活动管理情感活动管理语言学习方法听、说、读、写语音、语法、词汇25认知活动管理确立目标；制定计划；选择方法；监控学习过程；评价方法的成效；调整学习行为。26情感活动管理分两类：(1)调动积极情感因素 自信心毅力(2)克服消极情感因素焦虑怕丢面子、怕失败等27（三）语言学习方法学习听、说、读、写技能的方法《英语学习策略论〉89-134页学习语音、语法、词汇的方法《英语学习策略论〉134-159页28四、英语学习策略对成绩的影响大量研究结果表明：(1)学习策略对成绩有明显的影响；(2)有意识地调控学习策略是取得成功的关键；(3)学习有法，学无定法，策略因人而异，因时而变。29AcomparativestudyofonesuccessfulandonelesssuccessfulEnglishlearnersinChina30IntroductionAbriefliteraturereviewResearchquestionsMethodologySubjectsInstrumentsData-collectionData-analysisResultsanddiscussion31IntroductionSincethe70’s,studiesonlearningstrategiesusedbyL2learnershavebeengrowing.Theirgeneralassumptionthestudiesattemptedtotestisthatpoorlearnersusefewervarietiesofeffectivestrategiesandusethemlessfrequently.32Thecontentionofthesestudiesisthatifpoorlearnerscanexpandtheirrepertoireoflearningstrategiesandincreasethefrequencyofusingthem,theirachievementwillbeimproved.However,theempiricalstudieshaven’tyetyieldedconsistentresultsinsupportoftheaboveassumption.33ResearchquestionsHowdoagoodlearnerandapoorlearnercarryoutL2learningactivities(i.e.Listening,speaking,reading,writingandlearningnewwords)?Whatarethemainreasonsthatcanaccountfortheirdifferentlearningbehaviors?34

Subjects(Twosecond-yearEnglishMajors)

NameGenderAgeParentsL1L2Effort

S1F19F:UT759520.5hs

M:UT

S2F20F:Doc759640hs

M:Nurse

ScoresontheBand4:90.5/64.25

Go35Instruments:

Interviewschedule

Diary:one-weekdiary

Readingtasks

36InterviewguideHowdoyoupracticereadingoutsideclass?Howdoyoupracticespeakingoutsideclass?Howdoyoudealwithnewwordsinatext?Howdoyouremembernewwords?Howdoyoupracticewritingafterclass?Doyouhaveyourownplanforyourstudy?Whatisyourplan?Canyougivemeanexample?37InstructionsfordiaryWhatactivitiesdoyouundertaketolearnEnglishafterclass?Whydoyouwanttocarryoutsuchactivities?Howlong?Whatisyourpsychologicalandphysicalstate?(i.e.Areyouattentiveorabsent-minded?Areyouenergeticortired?)Howdoyoucarryoutthisactivity?Doyouuseanymethods?38ReadingtaskReadapassageof850wordswhiletheyareallowedtouseadictionaryoragrammarbookasiftheywerepreviewinganewlesson.39DatacollectionInterviewedthesubjectsindividuallyAskedthesubjectstoreadapassageindividuallywhilevideo-tapingtheirreadingperformanceandtheninterviewedthemassoonastheyfinishedthereadingAskedthesubjectstokeepone-weekdiaryanddiscussedthediarywiththemindividuallyGoback40DataanalysisCompareandcontrasttheirlearningbehaviorstofindoutdifferences.Analyzethereasonstoaccountfortheirbehaviors.Go41ResultsanddiscussionDifferentlearningbehaviorsofthetwosubjectsListeningSpeakingReadingWritingVocabularylearning42Listening

(Howtopracticelisteningafterclass)StudentAIlistentothenewsbroadcastbytheVOA.Iprefertotakedownnoteswhilelistening.OnceIfinishlistening,IwritethesummaryofwhatIhavelistened…Sometimes,IrecordprogramsandlistentothemrepeatedlyuntilIcanunderstandeverythinginit.Performingsuchalisteningtaskoftentakesmeabout40minutesoronehour.43StudentBWhenIwasthefirst-andsecond-yearstudent,Ioftenlistenedtovariouskindsoftapesborrowedfromthelanguagelabbutrarelytookadictationofit.Mypurposewasjusttounderstanditsgeneralmeaning.Forme,tolistentotheprogramsbroadcastbytheVOAortheBBCisalsoforobtainingtheinformation.44QuestionOne

WhatarethedifferencesinlisteningbyStudentAandStudentB?45Differencesinlistening

StudentA:Tookdownnotes,wroteasummary,hadintensivelistening.StudentB:Listenedonlyformeaning.IntegratedFormandmeaning46SpeakingStudentA

IamveryactiveinclassbecauseIthinkthesechancesareverypreciousformetopracticespokenEnglish.IalsoliketotalkwithmyclassmatesorteachersinEnglish.IliketotalktomyselfinEnglish,too.Sometimes,ItalktomyselfinEnglishwhiledoinghouseworkatthekitchen.Whenmymotherhearsthestrangesounds,thinkingIamtalkingtoher,shesaysveryloudlyfromthebedroom‘Whatareyousaying?’47Ifeelself-talkisusefulforpracticingspokenEnglish…WhenIcannotthinkofawordduringaconversationinEnglish,Iusuallydon’tusegestureswhichcouldhardlyexpresstheideasclearly.WhatIliketodoistousesimpleEnglishtodescribeitortheotherlinguisticmeans…IfIdon’tknowhowtosaysomethinginEnglish,IneveravoiditandIwillasktheotherpeopleforhelp.(Subject1)48StudentBIdon’tvolunteertoansweranyquestionsinclassevenIhaveknowntheanswer.Idon’tpracticespeakingafterclassbecausethereisnoEnglish-speakingenvironment.Occasionally,Imaytalktomyself.IfIcannotthinkoftheEnglishword,Imayusegesturesoravoidusingit.Occasionally,Iconsultthedictionary.49QuestionTwoWhatarethedifferencesinspeakingbyStudentAandStudentB?50DifferencesinspeakingStudentA:Activeinsideandoutsideclass;triedtouselinguisticmeanstomakeupforherinsufficientlinguisticknowledge.StudentB:Inactiveinsideandoutsideclass;triedtousenon-linguisticmeanstomakeupforherinsufficientlinguisticknowledge.51ReadingStudentAIfIdoreadingforenjoyment,Idonotaimatunderstandingeverything.SolongasIcangraspthemainidea,IdidnotwanttolookupallthenewwordsinthedictionarybutIdolookupthewordsappealingtomeinthedictionary.Ifreadingatextprescribedbytheteacher,Iwilltrytounderstandeverythinginitbecausetheteacherseemstosetup52examinationquestionsdeliberatelyconcerningthosepointswhichareeasyforustoneglect.Iusuallydonotliketo

memorizethetextsbutIamfondofreadingthemaloud.Ioftengototheclassroomhalfanhourearlybeforetheclassbegins,readingthetextsaloud…Iamnotverygoodatgrammar.SometimesIcannottellthegrammaticalfunctionofeachpartofasentence.Butifthesentence53structureisverycomplicated,Iwillfindoutwhichisthemainclauseandwhichisthesubordinateclause.…ReadReader’sDigestforthemainidea.IdonotusethedictionaryatallbutIunderlinetheneworinterestingwordswithapencil....ReadChinaDailyquickly,butatthesametime,payattentiontousefulphrasesandsentencepatterns....Readthewordsin54Reader’sDigestthatareappealingtomeandlookupsomeofthenewwordsthatIwanttoknowtheirprecisemeanings.

Itakenotesofsomeinterestingpointsandsentences…ReadNewsweek,NationalGeographyandsomeshortstoriesforthemainidea.ItrytoreadasquicklyasIcanandonlylookupthewordsthatappear

interesting.”55StudentB:Shedidnotdifferentiatetwokindsofreadingbutinherdiary,shedidhavetwokindsofreading.Forself-initiatedreading,shereadthetextveryfastforageneralunderstandinglikeherlistening.Forprescribed-reading,shereadthetextextremelyslowly.56QuestionThreeWhatarethedifferencesinreadingbyStudentAandStudentB?57DifferencesinreadingStudentA:Differentiatedtwokindsofreading:Self-initiatedreading/readingforpleasureandCourse-boundreadingDealtwiththesetwokindsofreadingdifferently.StudentB:Didnotdifferentiatetwokindsofreadingconsciously.58Inself-initiatedreading,StudentApaidmoreattentiontoreadingspeedandtheflowofideasexpressedbytheauthor,yetshelookedupnewwordsthatshefoundinteresting.Incourse-boundreading,sheendeavoredtounderstandeverydetailofthetextwhiletryingtomasterthelinguisticformssuchasvocabularyandstructures.59Inself-initiatedreading,StudentBreadalmostexclusivelyformeaningandevenforgist,whilepayinglittleattentiontonewwordsandstructures.Incourse-boundreading,whatshesaidaboutherbehaviorsappearedtobesimilartoStudentAbutwhatIobservedinherperformancewasnotconsistentwithwhatshesaid.60WritingStudentAInadditiontotheteacher’sassignments,IliketokeepdiaryinEnglishandIalsoliketotakenotesinEnglish.AlthoughI’vebeenthinkingaboutthestoryforseveraldays,theideashadcometomymindjustbeforeIbegantowrite.SoI61quicklywroteitdown.WhatIhavewrittendownwasjustthefirstdraft.IputitasideforafewdaysbeforeImaketheseconddraft.Also,Itrytofindaclassmatetoreaditandgivemesomecomments....IreviseboththecontentandthegrammaticalmistakesbeforeIsubmitittotheteacher.62StudentB:Sheadmittedthatshedidn’tpracticewritinginEnglishbesidesthewritingtasksassignedbytheteacher.Accordingtoherdescription,sheseemedtousesimilarstrategiesinwritinglikeS1.However,shedidnotcaremuchaboutthecorrectnessoftheformofthelanguagebecauseshebelievedthatthepurposeofwritinga63compositionwastodeveloptheskillofexpressingone’sideasinacoherentwayandsolongastheideaswereclearlystated,itdidnotmatterthatmuchiftheformwasnotcorrect.64

QuestionFour

WhatarethedifferencesinwritingbyStudentAandStudentB?65DifferencesinwritingStudentA:

ActiveinwritinginEnglishoutsideclass.Revisedthecompositionseveraltimesandpaidattentiontoboththeformandthemeaning.StudentB:InactiveinwritinginEnglishoutsideclass.Didnotpayattentiontotheform66LearningnewwordsStudentAIfthewordsarenotimportant,Iwillnotconsulttheminadictionary,particularlyinmyoutsidereading.Butwhenreading(prescribed)texts,Iwillreadthewholetextonceandguessthemeaningofthenewwordswithouttheuseofthedictionary.Inthesecondreading,Iwilllookthemupina67dictionary.Besidestheexplanationoftheword,Ialsoliketoreadthesamplesentencesorphrases.

Idon’trepeattheindividualwords,butIwouldliketorepeatthephrases.IfIconsultthedictionaryformeaningofthenewwordsseveraltimes.Icanmemorizethem.Somewordsinthetexts,ifIthink,arerarelyused,Idon’tmemorizethem.Atthemost,Itryto68memorizethemwhenIampreparingfortheexamination.Idon’tcopythenewwordsonanotebook.Myhabitistowritethemeaningofwordsdirectlyonthetextbook.ThemeaningisusuallyinEnglish.ButiftheEnglishexplanationisverylongandnotclear,IwritedowntheChineseequivalent.Idonotallocatethe69timetomemorizethewordsinisolation.Iprefertomemorizethewordstogetherwithreadingthetext.Ifeelthatmemorizingnewwordscombinedwithreadingthetextismoreefficientthanmemorizingthewordsinisolation.70StudentBWhenIfindnewwordsinatext,I’dliketoguessthemeaningfirstandthenconsultthedictionary.Withoutconsultingthedictionary,IfeelnotsureofthemeaningofthenewwordsIhaveguessed…Icopydownthenewwordsandtheirmeaningssometimestogetherwiththeirsamplesentences.IwritedownbothEnglishexplanationsandChineseequivalents.

71ThenIreadthemrepeatedlyinordertomemorizethem,butIquicklyforgetthem.Itseemstomerevisionisnoteffectivetomeatall.Iusuallydon’tmemorizethenewwordsoccurringinoutsidereading.72Itisvain,ofcourse,toarguethatsportisasplendiddiversionandahealthypastime,butnotanactivityworthyofacivilizedindividual’sentireattention,effortsandambition.73diversion:pastime,recreation

play:pastime,recreation:forfun,notformoneyplay:usedwithoutanobject.Childrenamusethemselveshobby:quietactivitiessport:bodilymovementgame:usuallycompetitionmatch:importantpublicgamesports:importantpublicoccasion,competitiveinmanydifferentbodilyways74Butitdoeshaveanincreasingandloudnationalistelementinitssocietythatisill-educated,potentiallyviolentandextremelynasty.75nasty:(notformal)veryuglyorunpleasanttosee,smell,taste,etc.[cheapand~furniture][~weather]/morallybadorimproper,obscene[It’sa~book]/harmful,painful,severe[a~accidentwithonepersonkilled][a~cutonthehead][Thehotelbillwasa~shock]/causingdifficultyordanger[a~calculation][a~placetocrossthemainroad][a~stormatsea]angryorthreatening[a~temper]76nasty:(notformal)veryuglyorunpleasanttosee,smell,taste,etc.[cheapand~furniture][~weather]/morallybadorimproper,obscene[It’sa~book]/harmful,painful,severe[a~accidentwithonepersonkilled][a~cutonthehead][Thehotelbillwasa~shock]/causingdifficultyordanger[a~calculation][a~placetocrossthemainroad][a~stormatsea]angryorthreatening[a~temper]77Whatisachunk?Itisaseriesofwordsthatoftengotogetherincommunication,suchasidioms,setphrases,stockexpressionsandcollocations.Itmaybeaphraseorasentence.Someofthemarecompletelyfixed;othersarelargelyfixedbutwithanopenslotwherethespeakercanfillinawordoraphrase.78Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmylife.Althoughattimes,learningaforeignlanguagewasfrustrating,itwasworththeeffort.

79Adifficultexperiencerewarding/frustrating/valuable/good/bitter/pleasantDifficultexperiencesofmylife Thatexperiencewasrewarding/frustrating/painful/valuableworkexperience/lifeexperience/businessexperienceTeachingexperienceJournalisticexperience80QuestionFiveWhatarethedifferencesinlearningnewwordsbyStudentAandStudentB?81DifferencesinlearningnewwordsStudentA:Differentiatednewwordsintermsofimportanceandtreatedthemdifferently.Rememberedthenewwordstogetherwithreadingthetext.StudentB:Didnotdifferentiatenewwordsintermsofimportance.Rememberedthenewwordsbysimplerepetition82MajordifferenceOne

StudentApaidequalattentiontoboththeformandthemeaningoftheEnglishlanguagewhenshelearnedEnglish.However,shecouldvaryherattentionpaidtotheformandtothemeaningaccordingtodifferentsituations.StudentBonlypaidherattentiontooneaspectofthelanguage:eithertotheformortothemeaning.83MajordifferenceTwo

StudentAenthusiasticallypracticedbothreceptiveandproductiveskillswhileStudentB,almostneglectedproductiveskills,particularlyspeakingskills.84MajordifferenceThree

StudentAwasabletoremembernewwordsinaneffectivewaywhileStudentBwasnot.85ReasonsthatinducedtheirdifferentlearningbehaviorsItwasfoundthattheirdifferentlearningbehaviorsareinonewayoranother,relatedtotheirbeliefsandmanagerialstrategies.86BeliefsandmanagerialskillsAppropriatebeliefsStudentAstronglybelievedthatbothform-focusedandmeaning-focusedwereessentialforsuccessinlearningaforeignlanguage,andreceptiveandproductiveskillswereequallyimportant.87Effectivemanagerialskills:

StudentAIliketoreadthebookswhichcontaintheself-tests.Inthisway,youcaneasilyevaluateyourself.IfIfoundthatIcouldn’tanswertheteachers’questionsfluently,orIdidn’tdowellinatest,IwouldoftenthinkthereasonaboutitwhenIamlyingonthebedbeforesleep.88IverymuchliketoreflectonwhatIhavedone.Forexample,inmyfirstyearstudyintheuniversity,manyoftheEnglishmajorsspentquitealotoftimememorizingthewords.Atfirst,Ialsodiditinthesameway.Aftersometime,Irealizedthatmemorizingthewordsinisolationwasnotveryfruitfulbecauseevenifyoucanmemorizeindividualwords,thisdoesnotmeanthatyoucanusethem.89Therefore,Ichangedthemethodlater.Ireadthetextsandtrytomemorizethesentences.Atthattime,Iread‘NewConceptEnglish’formyownstudy,Ifoundmuchmoreefficientifthelearningofwordswasassociatedwithatext.

90StudentB:InappropriateBeliefsSheclearlyindicatedthatherlisteningandwritingactivitieswereaimedatthemeaning.91StudentB:PoormanagerialskillsResearcher:Doyouknowwhatmayleadtoyourpoorlisteningcomprehension?StudentB:IfIknowit,mylisteningcomprehensionwon’tbethatpoor.Researcher:Haveyoueverthoughtaboutthisquestionbefore?StudentB:No.Never.92Conclusio