英語學(xué)習(xí)成功者與不成功者在方法上的差異.ppt

Learning Strategies,Behaviors and thoughts that a learner engages in during learning that are intended to influence the learners encoding process. (Weistein and Mayer 1986,P315) Four-stage encoding process: selection, acquisition, construction, and integration Through selection learners focus on specific information of interest in the environment, and transfer that information into working memory. In acquisition, learners actively transfer information from working memory into long-term memory for permanent storage.,In construction, learners actively build internal connections between ideas contained in working memory. The information from long-term memory can be used to enrich the learners understanding or retention of the new ideas by providing related information or schemata into which the new ideas can be organized. In the final process, integration, the learner actively searches for prior knowledge in long-term memory and transfer the knowledge to working memory. Selection and acquisition determine how much is learned, whereas construction and integration determine what is learned and how it is organized.,英語學(xué)習(xí)成功者與不成功者在方法上的差異,王紅和李華于1989年秋進(jìn)入南京某高校英語專業(yè)學(xué)習(xí)。她們有著類似的家庭背景，高考入學(xué)考試的中文和英文成績幾乎一樣。兩人都抱怨中學(xué)的英語教學(xué)忽視了聽說技能的訓(xùn)練。兩人都想把英語學(xué)好，但根據(jù)兩人每星期課外花在英語上的時(shí)間，李華似乎比王紅更加發(fā)奮。王紅每星期花大約21個(gè)小時(shí)，李華卻花了41個(gè)鐘頭。盡管他們幾乎在同樣的條件下學(xué)習(xí)，但兩年后，她們的英語水平出現(xiàn)了驚人的差異。李華的成績?yōu)?4分，而王紅為90分是1991年全國四級考試中的佼佼者。是什么造成了這一巨大差異。南京大學(xué)的文秋芳老師對他們進(jìn)行了認(rèn)真仔細(xì)的調(diào)查，并從各個(gè)不同的方面進(jìn)行了分析歸納。 下面首先考察王紅和李華在課外所從事的聽、說、讀、寫活動，目的在于探究她們在語言觀念和策略上的差異。然后報(bào)告她們在管理觀念和管理策略上的不同之處。,聽力,口語,閱讀及詞匯,寫作,王紅有出色的宏觀調(diào)控能力。她經(jīng)常對學(xué)習(xí)進(jìn)展情況和策略的成效進(jìn)行反思，并及時(shí)做