二语习得Styles-and-Strategie课件

VI.StylesandStrategies

Style style,learningstyle,secondlanguagelearningstyle a.Fieldindependence,Fielddependence b.Left-andright-brainfunctioning c.Ambiguitytolerance

StylesandStrategies

Strategy a.learningstrategies b.communicationstrategies c.learnerstrategytrainingStylesandStrategiesStylesGeneralmeaningofstyle:Styleisatermthatreferstoconsistentandratherenduringtendenciesorpreferenceswithinanindividual.Stylesarethosegeneralcharacteristicsofintellectualfunctioning(andpersonalitytype,aswell)thatespeciallypertaintoyouasanindividual,thatdifferentiateyoufromsomeoneelse.Forexample,youmightbemorevisuallyoriented,moretolerantofambiguity,ormorereflectivethansomeoneelse—thesewouldbestylesthatcharacterizeageneralpatterninyourthinkingorfeeling.

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StylesandStrategies

Strategiesarespecificmethodsofapproachingaproblemortask,modesofoperationforachievingaparticularend,planneddesignsforcontrollingandmanipulatingcertaininformation.Strategiesvaryintraindividually;eachofushasawholehostofpossiblewaystosolveaparticularproblemandwechooseone—orseveralofthoseinsequence—foragivenproblem.StylesandStrategiesStyles1.Style:examples,Youhavelandedaforeigncountryandyoudon’tknowthelanguage.Theworsethingisthatyourluggageismissing.Whatyouaregoingtodowillreflectyourstyle.Doyouprefertoaskthewayifyouarenotsureaboutthedirection?(tolerantofambiguity,reflective,fieldindependent,fielddependent,impulsive).StylesandStrategies2.LearningstyleWhencognitivestylesarespecificallyrelatedtoaneducationalcontext,whereaffectiveandphysiologicalfactorsareintermingled,theyareusuallymoregenerallyreferredtoaslearningstyles.Learningstylesmightbethoughtofas“cognitive,affective,andphysiologicaltraitsthatarerelativelystableindicatorsofhowlearnersperceive,interactwith,andrespondtothelearningenvironment.StylesandStrategies3.L2learningstyleIntheenormoustaskoflearningasecondlanguage,onethatsodeeplyinvolvesaffectivefactors,astudyoflearningstylebringsveryimportantvariablestotheforefront.Suchstylescancontributesignificantlytotheconstructionofaunifiedtheoryofsecondlanguageacquisition.StylesandStrategies

Learningstylesmediatebetweenemotionandcognition.Forexample,areflectivestyleinvariablygrowsoutofareflectivepersonalityorareflectivemood.Animpulsivestyle,ontheotherhand,usuallyarisesoutofanimpulsiveemotionalstate.People’sstylesaredeterminedbythewaytheyinternalizetheirtotalenvironment,andsincethatinternalizationprocessisnotstrictlycognitive,wefindthatphysical,affective,andcognitivedomainsmergeinlearningstyles.StylesandStrategies Somewouldclaimthatstylesarestabletraitsinadults.Thisisaquestionableview.Itwouldappearthatindividualsshowgeneraltendenciestowardonestyleoranother,butthatdifferingcontextswillevokedifferingstylesinoneindividual.Perhapsan“intelligent”and“successful”personisonewhois“bicognitive”—onewhocanmanipulatebothendsofastylecontinuum.StylesandStrategiesThreestyles1.A.FieldIndependence(没有领域依附感，场地独立)definition:distinguishingpartsfromawhole,concentratingonsomething,analyzingsomethingcharacter:moreindependent,competitive,self-confidentcloselyrelatedto(tutored)classroomteaching;languagelearningthatinvolvesanalysis,attentiontodetails,andmasteringofexercises,drills,andotherfocusedactivities.betterat

deductivelessons,clozetest,(oralinterview)

1++StylesandStrategies Ontheotherhand,toomuchfieldindependencecanbackfire:cognitive“tunnelvision”forcesyoutoseeonlythepartsandfailtoseetheirrelationshiptoawhole.StylesandStrategies

场地独立型的个体拥有高度自我认证的知觉能力，知觉判断時较少受到周围刺激的干扰，能专注，不易分心。认知功能较为独立，通常能不受制于所給予的讯息而进行认知重建的工作。具有较高的分析能力，比较能区分视觉界中形象与背景。面对复杂、不确定的情境，较能有效的去组织、结构。StylesandStrategies

场地独立型个体学习与记忆历程的特征为：(1)采取參与者的角色，主动地介入讯息的接收；(2)广泛选择采用各种可用的线索，能依工作需要建构所需场地；(3)忽略不相干的部分而萃取出重要的部分

，较会运用中介历程区分一连串的刺激；(4)较常使用整体策略的假設考验方式來获得概念；(5)概念的自由回忆效率较高。

StylesandStrategies

隱藏图形測验是將一个單純的几何图形隱藏於复杂的图形中，使之不易辨识。受試者被要求在此复杂的图形中找出被隱藏的单純图形。受試者的得分就是发現简单图形所需的時間；時間愈短，表示受試者洞見目標的能力愈強，比较不被图形的复杂迷惑。換言之，其知觉特质是能夠把形象从場地組织背景中独立出來，故称为「場地独立型」。如果所需時間愈長，表示受試者的知觉被整个场地的組织強烈支配，場中的各部分成为混杂的经验，无法独立出來被确认，故称为「场地依賴型」。

StylesandStrategiesB.Fielddependence(领域依附感)definition:perceivingthewhole,notthepartsembeddedwithinthefieldcharacter:moresocialized,tendingtoderivetheirself-identityfrompersonsaroundthem,andmoreempathiccloselyrelatedto:natural,face-to-facecommunicationbetteratinductivelessons,learningthecommunicativeaspectsofasecondlanguageStylesandStrategies场地依賴（FieldDependence）为认知类型之一。H.A.Witkin在实验研究中，发現人們在知觉方面有很大的个別差异；若个体在面临外界的复杂刺激時，会強烈受到组织场（organizationfield）的支配，亦即容易受到复杂环境中无关线索的影响，而較不能单独独立的分离出他（她）所要的項目（item）來，此种知觉型态，称之为「场地依賴」。在学科兴趣、职业选择、人际关系上的研究发現，場地依賴者由于依賴外在的线索來当參考架构，因此有较佳的人际关系；学科兴趣偏向社会科学方面的科目；职业选择方面，喜欢从事临床心理学、护士、小学教师等与人实际接触的工作。

2+++StylesandStrategiesTwoconflictinghypotheses:1.Fieldindependenceiscloselyrelatedtoclassroomlearningthatinvolvesanalysis,attentiontodetails,andmasteringofexercises,drills,andotherfocusedactivities.StylesandStrategies2.Primarilyfield-dependentpersonswill,byvirtueoftheirempathy,socialoutreach,andperceptionofotherpeople,besuccessfulinlearningthecommunicativeaspectsofsecondlanguage.Authoritariansocieties,whichareusuallyhighlysocializedandutilizestrictrearingpractices,tendtoproducemorefielddependence.Ademocratic,industrialized,competitivesocietywithfreerrearingnormstendstoproducemorefield-independentpersons.StylesandStrategiesFunctionsoffieldindependence-dependence:1.differentiating“classroom”(tutored)secondlanguagelearningfrom“natural”(untutored)secondlanguagelearning.2.differentiatingchildandadultlanguageacquisition.Thechild,morepredominantlyfield-dependent,mayhaveacognitivestyleadvantageoverthemorefield-independentadult.StylesandStrategiesDifferentopinionsaboutfieldindependence-dependence:1.Fielddependenceandindependencehasnorelevanceforsecondlanguagelearning.2.Fielddependenceandindependencearenotincomplementarydistributionwithinanindividual.Somepersonsmightbebothhighlyfield-dependentandhighlyfield-independentascontextsvary.StylesandStrategies2.Left-andright-brainfunctioningA.leftbrain:logical,analyticalthought,withmathematicalandlinearprocessingofinformation,deductivestyleLeft-brain-dominantsecondlanguagelearnersarebetteratproducingseparatewords,gatheringthespecificsoflanguage,carryingoutsequencesofoperations,anddealingwithabstraction,classification,labeling,andreorganization.Left-brain–fieldindependenceStylesandStrategiesB.rightbrain:moreefficientinprocessingholistic,integrative,andemotionalinformation,inductivestyle.Right-brain-dominantlearners,appeartodealbetterwithwholeimages,withgeneralization,withmetaphors,andwithemotionalreactionsandartisticexpressions.Right-brain--fielddependenceP110StylesandStrategies3.AmbiguityToleranceThisstyleconcernsthedegreetowhichyouarecognitivelywillingtotolerateideasandpropositionsthatruncountertoyourownbeliefsystemorstructureofknowledge.Open-mindedpeopleacceptideologiesandeventsandfactsthatcontradicttheirownviews;theyaremorecontentthanotherstoentertainandeveninternalizecontradictorypropositions.3+++StylesandStrategiesambiguityThelambistoohottoeat.1.2.face:humanface;faceofaclock;cliffface;facevalue;facelifting(整容)StylesandStrategies

在第二语言习得的过程中,英语学习者不可避免地要面对许多心理因素的困扰,特别是模糊容忍程度的高低往往能决定学习的最终效果.传统的观点认为模糊是指对词和句产生两种以上的不同理解,它阻碍学习者的正确学习;而认知心理学家却指出,外语学习过程就是从模糊到确定的逐步递进的过程,对模糊的容忍在语言学习过程中标志着认知的发展.针对这一现象,在具体分析英语学习者的认知学习风格、语言学习策略以及自我关注等因素的基础上,研究者对模糊容忍与学习者之间的关系进行了阐述.结合当今中国大学英语教学现状,对大学生在英语学习中的模糊容忍性的各种变因进行了探讨、分析,并提出在英语教学中,要充分考虑模糊容忍性的平衡关系,从而提高学习效果.StylesandStrategies

调研结果 (1)在英语学习成绩方面,高歧义容忍度的学生显著优于低歧义容忍度的学生,中歧义容忍度的学生显著优于低歧义容忍度的学生;(2)高、中、低不同歧义容忍度的学生,在焦虑水平上存在显著差异StylesandStrategies

歧义容忍度与认知、学习动机、学习风格等因素紧密相关,在外语学习中歧义容忍度低的学习者面对意义不明确的刺激时会体验到压力、出现消极反应和回避性反应;容忍度高的学习者对意义不确定的刺激感兴趣,不会否认或歪曲其复杂性.培养学生的歧义容忍度有助于促进外语学习.

StylesandStrategiesAdvantages:

Thepersonwhoistolerantofambiguityisfreetoentertainanumberofinnovativeandcreativepossibilitiesandnotbecognitivelyoraffectivelydisturbedbyambiguityanduncertainty.Insecondlanguagelearningagreatamountofapparentlycontradictoryinformationisencountered:wordsthatdifferfromthenativelanguage,rulesthatnotonlydifferbutthatareinternallyinconsistentbecauseofcertain“exceptions”,andsometimesawholeculturalsystemthatisdistantfromthatofthenativeculture.Successfullanguagelearningnecessitatestoleranceofsuchambiguities.StylesandStrategiesDisadvantages:Peoplecanbecome“wishy-washy”,acceptingvirtuallyeverypropositionbeforethem,notefficientlysubsumingnecessaryfactsintotheircognitiveorganizationalstructure.Suchexcesstolerancehastheeffectofhamperingorpreventingmeaningfulsubsumptionofideas.StylesandStrategiesAmbiguityIntolerance:

theclosed-mindedpeoplearemoredogmatic,tendtorejectitemsthatarecontradictoryorslightlyinconsistentwiththeirexistingsystem;theywishtoseeeverypropositionfitintoanacceptableplaceintheircognitiveorganization,andifitdoesnotfit,itisrejected.StylesandStrategiesAdvantages:Acertainintoleranceatanoptimallevelenablesonetoguardagainstthewishy-washinessreferredtoabove,tocloseoffavenuesofhopelesspossibilities,torejectentirelycontradictorymaterial,andtodealwiththerealityofthesystemthatonehasbuilt.StylesandStrategiesDisadvantages:Itcanclosethemindtoosoon,especiallyifambiguityisperceivedasathreat;theresultisarigid,dogmatic,brittlemindthatistoonarrowtobecreative.StylesandStrategiesStrategies:1.Learningstrategies2.communicationstrategies3.learningstrategytrainingStylesandStrategiesStrategies(definition)Stylesaregeneralcharacteristicsthatdifferentiateoneindividualfromanother;strategiesarethosespecific“attacks”thatwemakeonagivenproblem.Theyarethemomentbymomenttechniquesthatweemploytosolve“problems”postbysecondlanguageinputandoutput.Thefieldofsecondlanguageacquisitionhasdistinguishedbetweentwotypesofstrategy:learningstrategiesandcommunicationstrategies.StylesandStrategiesTheformerrelatestoinput—toprocessing,storage,andretrieval,thatis,totakinginmessagesfromothers.Thelatterpertainstooutput,howweproductivelyexpressmeaning,howwedelivermessagestoothers.Charactersofgoodlanguagelearners:

P114xxStylesandStrategies1.LearningstrategiesTypically,learningstrategiesaredividedintothreemaincategories.A.Metacognitivestrategy(后设认知策略)；B.Cognitivestrategy;C.Socioaffectivestrategy(社会效果策略)

4++StylesandStrategiesA.Metacognitivestrategyisatermusedininformation-processingtheorytoindicatean“executive”function,strategiesthatinvolveplanningforlearning,thinkingaboutthelearningprocessasitistakingplace,monitoringofone’sproductionorcomprehension,andevaluatinglearningafteranactivityiscompleted,StylesandStrategiese.g.planningwaysofrememberingnewwordsencounteredinconversationswithnativespeakers;decidingwhichapproachestoworkingoutgrammaticalrulesaremoreeffective;evaluatinghisorherownprogressandmakingdecisionsaboutwhattoconcentrateoninthefutureP116xxStylesandStrategiesB.Cognitivestrategies:aremorelimitedtospecificlearningtasksandinvolvemoredirectmanipulationoftheleaningmaterialitself.Cognitivestrategiesrefertoprocessesandbehaviorwhichlearnersusetohelpthemimprovetheirabilitytolearnorremembersomething,particularlythosewhichlearnersusewithspecificclassroomtasksandactivities,

e.g.Repeatingkeywordsorphrasessilentlyoraloud;summarizingtomakesuretheimportantinformationwillberemembered;creatingvisualimagestohelpthemremembernewinformation.

P116-117StylesandStrategiesC.Socioaffectivestrategy:hastodowithsocial-mediatingactivityandtransactionwithothers.P117StylesandStrategies2.CommunicationstrategiesWhilelearningstrategiesdealwiththereceptivedomainofintake,memory,storage,andrecall,communicationstrategiespertaintotheemploymentofverbalornonverbalmechanismsfortheproductivecommunicationofinformation.Inthearenaoflinguisticinteraction,itissometimesdifficulttodistinguishbetweenthetwo,sincecomprehensionandproductioncanoccuralmostsimultaneously.StylesandStrategiesAccordingtoTarontherearefourbroadstrategies:A.Avoidance(syntacticorlexicalavoidance,topicavoidance,e.g.P119-120)xxB.Prefabricatedpatterns(事先组织好的句型)(Touristsurvivallanguagee.g.P120)xxC.Appealtoauthority(nati