Learning Strategies 學(xué)習(xí)策略

.,LearningStrategies,學(xué)科英語,熊鳳鳳張涵,.,Contents,DefinitionoflearningstrategiesClassificationoflearningstrategiesGoodlanguagelearnerstudiesFactorsinfluencingchoiceoflearningstrategiesTherelationshipbetweenlearningstrategiesandlanguagelearningLearnertrainingFinalcomment,.,Definition,behaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable(Oxford1989)thebehaviorsandtechniqueslearnersadoptintheireffortstolearninasecondlanguage.(MurielSaville-Troike2008).,.,Characteristics,referringtogeneralapproachesandspecificactionsorteniquesbeingproblem-orientatedinvolvinglinguisticbehavior(e.g.requestingthenameofanobject)andnon-linguisticone(e.g.pointingatanobjectsoastobetolditsname)usingitbothinL1andL2learnersareawareofandidentifythestrategiessomebehavioral(observable),somemental,.,Somecommonterminology,Tarone1980productionstrategy:anattempttouseoneslinguisticsystemefficientlyandclearly,withaminimumofeffortcommunicationstrategy:attemptstodealwithproblemsofcommunicationthathavearisenininteraction.languagelearningstrategy:anattempttodeveloplinguisticandsociolinguisticcompetence,.,Somecommonterminology,languagelearningstrategies:attemptstomasternewlinguisticandsociolinguisticinformationaboutTLskilllearningstrategies:attemptstobecomeskilledperson,.,Somecommonterminology,Stern1983strategies:generalandmoreorlessdeliberateapproachestolearningtechniques:observableformsoflanguagelearningbehaviorevidentinparticularareasoflearningSeliger1984strategies:basicabstractcategoriesofprocessingtactics:variableandidiosyncraticlearningactivities,.,Classification,OMalleyandChamot(1990)Metacognitive:involvingattemptstoregulatelearningthroughplanning,monitoringandevaluating(e.g.previewingconceptsdecidinginadvancetoattendspecificaspectsofinput)Cognitive:involvinganalysis,transformation,orsynthesisoflearningmaterials(e.g.predictinginferring)Socio-affective:concerningwaysinwhichlearnerinteractwithothers(e.g.seekingopportunitiestointeractwithnativespeakers),.,Classification,Oxford19901.Directmemorystrategies:grouping,classifyingcognitivestrategies:practising,repeatingcompensationstrategies:switchingtomothertongue2.Indirectmetacognitivestrategies,e.g.settinggoalsaffectivestrategies,e.g.takingriskswiselysocialstrategies,e.g.askingforclarification,.,Classification,Purpura1999whetherrelatingtocomprehendingprocesses,storing/memoryprocesses,orusing/retrievalprocessesCohenandChiskillsvocabualrytranslation,.,Goodlanguagelearnerstudies,.,Goodlanguagelearnerstudies,.,Goodlanguagelearnerstudies,.,Majortraitsofgoodlearners,concernforlanguageformandalsomeaningconcernforcommunicationawarenessofthelearningprocesscapacitytousestrategiesflexiblyinaccordancewithtaskrequirementssysematicplanandparticularobjectivescriticalself-awarenessorself-efficacy,.,Factorsinfluencingchoiceoflearningstrategies,Leanerfactors:1)Age(EhrmanandOxford1989):Youngchildren=empolystrategiesinatask-specificmannerOlderchildrenandadult=generalizedstrategies2)Motivation(OxfordandNyikos1989):Highlymotivatedlearnersusedmorestrategiesrelatingtoformalpractice,functionalpractice,generalstudy,andconversation/inputelicitationthanpoorlymotivatedlearner.,.,Learnerfactors,3)Learningstyle(Littlemore2001):Thoseleanerswhohadaholisticcognitivestyleweremorelikelytoutilizeholisticcommunicationstrategies.4)Learningbeliefs(Wenden):Learnerswhoemphasizedtheimportanceoflearningtendedtousecognitivestrategiesthathelpedthemtounderstandandrememberspecificitemsoflanguage,whilelearnerwhoemphasizedtheimportanceofusinglanguagereliedoncommunicationstrategies.5)Learnersexperience(Ehrman/NationandMclaughlin/Levine,RevesandLeaver):e.g.Professionallinguistsreportedusingmorestrategiesmorefrequentlythanuntrainedinstructorsandstudents.,.,Factorsinfluencingchoiceoflearningstrategies,Socialandsituationalfactors:1)Language(Thelanguagebeinglearntcaninfluencestrategychoice.)Wharton(2000):StudentsstudyingFrenchhadahigheroverallmeanforstrategyusethanstudentsstudyingJapanese.2)Classroomsetting:Strategyuseoftheclassroomlearnerssheinvestigatedwaslowerthanthatinsecondlanguagelearningsituationsandthataffectivestrategiesinparticularwerelesspreferred.,.,Socialandsituationalfactors,3)Tasktype:e.g.Vocabularytasksledtotheuseofthecognitivestrategies(resourcingandelaboration)andmetacognitivestrategies(self-evaluationandself-monitoring).Whilelisteningtasksledtonote-taking,elaboration,inferencing,summarizingascognitivestrategies,andtoselectiveattention,self-monitoringandproblem-identificationasmetacognitivestrategies.4)Gender:Femaleusedmoreoverallstrategiesthanmales.,.,Therelationshipbetweenlearningstrategiesandlanguagelearning,Therewereaseriesofstudiestoensuretherelationshipbetweenstrategyuseandproficiency.1)Bialystok(1981)exploredtherelationshipbetween4strategies(functionalpractice,inferencing,formalpracticeandmonitoring)andL2proficiency.2)PolitzerandMcgroartysuggestedthatstrategiesneedtobeconsideredingroupsratherthaninisolation.,.,Therelationshipbetweenlearningstrategiesandlanguagelearning,3)Griffithclassifiedstrategiesinto8groupstofindtherelationshipbetweenlanguagestrategiesandlearning.4)BrownandPerryinvestedthesuccessof3vocabulary-learningstrategies:keyword,semanticandkeyword-semantic.Theyhypothesizedthatstrategiesthatinvolvedgreaterdepthofprocessingwouldresultinbetterretention.,.,Therelationshipbetweenlearningstrategiesandlanguagelearning,Dolearnersdevelophighproficiencybecauseofthestrategiestheyuseorisitlearnersproficiencythatdeterminetheirchoiceofstrategies?Ehrman,LeaverandOxfordsuggestedthat:Astrategiesisusefulunderthesecinditions:1)thestrategyrelateswelltotheL2taskathand.2)thestrategyfitstheparticularstudentslearningstylepreferencetoonedegreeoranother.3)thestrategyemploysthestrategyeffectivelyandlinksitwithotherrelevantstrategies.,.,Conclusionsofrealastionship,ThefollowingconclusionsregardingtheroleplayedbylearningstrategiesinL2learningarenecessaritytentative:1.ThestrategiesthatlearnerselecttousereflecttheirgeneralstageofL2development.2.Moreproficientlearnersappeartouselearningstrategiesmorefrequentlyandinqualitativelydifferentwaysthanlearnerswhoarelessproficient.3.DifferentkindsoflearningstrategiesmaycontributetodifferentaspectsofL2proficiency.,.,Conclusionsofrealastionship,4.Learnersneedtoemploystrategiesflexiblybyselectingthosestrategiesthatareappropriateforperformingaparticularlearningtask.5.Metacognitivestrategiesinvolvinggoalidentification,planning,monitoring,andevaluationassumeconsiderationimportance,atleastforadult.However,manylearnersappeartounder-utilizethesetypesofstrategy.6.Thelearningstrategiesusedbychildrenandadultsmaydiffer;socialandinteractionalstrategiesmaybemoreimportantwithyounglearners.,.,Conclusionsofrealastionship,MoDonough(1999)hadaclearestconclusion:Therelationshipbetweenstrategyuseandproficiencyisverycomplicated.Issuessuchasfrequencyandqualityofstrategyusedonotbetterasimplelinearrelationshiptoachievementinasecondlanguage.,.,LearnerTraining,Itisdifficulttoreachanyfirmconclusionsregardingtheeffectivenessofstrategytraining.1)Cohen,Weaver,YuanLireportedsstudyoftheimpactofstrategy-basedinstructiononaforeignlanguage.Cohenconcluded”itwouldappearbeneficialtoengagelearnersindiscussionsofspeakingstrategies,havingthemreviewchecklistsofpossiblestrategiesandpracticethosestrategiesinclass,.,LearnerTraining,2)SwaininvestigatedtheeffectsofmetacognitivestrategytrainingontheaccurateuseofverbformsbyadvancedlearnersofEnglish.Its