LearningStrategiesonLanguageLearning

1、語(yǔ)言學(xué)習(xí)中的學(xué)習(xí)策略learning strategies on language learningcontentsabstract.1key words.1i. introduction.1ii. literature review.2iii. language learning strategies.3iv. application of strategies.44.1listening.44.2 speaking.64.3 reading.74.4 writing.9v. reflection on lls research10vi. conclusion.11references11摘

2、要： 學(xué)習(xí)策略在學(xué)習(xí)中起著至關(guān)重要的作用，尤其是在英語(yǔ)學(xué)習(xí)中更為突出。只有使用了恰當(dāng)?shù)膶W(xué)習(xí)策略，才能有效的保證英語(yǔ)學(xué)習(xí)的順利進(jìn)行。但是不少英語(yǔ)學(xué)習(xí)者對(duì)學(xué)習(xí)策略的認(rèn)識(shí)不夠充分，更有甚者將學(xué)習(xí)策略簡(jiǎn)單的認(rèn)為就是學(xué)習(xí)方法。本文從心理學(xué)的角度對(duì)學(xué)習(xí)策略的定義進(jìn)行了充分的論述，幫助英語(yǔ)學(xué)習(xí)者重新認(rèn)識(shí)學(xué)習(xí)策略，同時(shí)也介紹了學(xué)習(xí)策略在英語(yǔ)學(xué)習(xí)中具體方面的使用，對(duì)英語(yǔ)學(xué)習(xí)者在學(xué)習(xí)中將會(huì)有很大幫助。因此，對(duì)英語(yǔ)學(xué)習(xí)策略進(jìn)行研究是很有必要的。對(duì)教師在英語(yǔ)教學(xué)中的策略的使用也會(huì)有所幫助。關(guān)鍵詞： 學(xué)習(xí)策略；語(yǔ)言學(xué)習(xí); 學(xué)習(xí)策略的應(yīng)用 abstract： learning strategies play a key

3、role in learning, especially in english learning. only applying learning strategies, would people be sure english learning will go smoothly. but so many english learners do not understand learning strategies completely, someone even see learning strategies simply as learning method. this paper fully

4、 discussed learning strategies from psychological angle, so it can help learners know english strategies again. this paper also introduces application of strategies in some concrete aspects, which is very helpful for english learners. so it is very necessary to make a research. it is also helpful fo

5、r teachers to teach strategies. key words: learning strategies; language learning; application of learning strategiesi. introductionin a helpful survey article, weinstein and mayer (1985:35-42) defined learning strategies (ls) broadly as “behaviors and thoughts that a learner engages in during learn

6、ing” which are “intended to influence the learners encoding process”. later mayer more specifically defined ls as “behaviors of a learner that are intended to influence how the learner processes information”. these early definitions from the educational literature reflect the roots of ls in cognitiv

7、e science, with its essential assumptions that human beings process information and that learning involves such information processing. clearly, ls are involved in all learning, regardless of the content and context. ls are thus used in learning and teaching math, science, history, languages and oth

8、er subjects, both in classroom settings and more informal learning environments. within for foreign education, a number of definitions of language learning strategies (lls) have been used in the field. early on, tarone (1986:20-25) defined ls as “an attempt to develop linguistic and sociolinguistic

9、competence in the target language - to incorporate these into ones interlanguage competence”. rubin later (1987:40-45) wrote that ls “are strategies which contribute to the development of the language system which the learner constructs and affect learning directly”. in their seminal study, omalley

10、and chamot (1990:30-33) defined ls as “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information”. finally, building on work in her book for teachers, oxford provides specific examples of lls and this helpful definition: language learning strate

11、gies-specific actions, behaviors, steps, or techniques that students use to improve their progress in developing second language (l2) skills. these strategies can facilitate the internalization, storage, retrieval, or use of the new language. strategies are tools for the self-directed involvement ne

12、cessary for developing communicative ability.from these definitions, a change over time may be noted: from the early focus on ls, there is now a greater emphasis on the processes and the characteristics of lls. at the same time, we should note that lls are distinct from learning styles, which refer

13、more broadly to a learners “natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills”, though there appears to be an obvious relationship between ones language learning style and his or her usual or preferred language learning strategies. ii. literatur

14、e reviewalthough the terminology is not always uniform, with some writers using the terms “l(fā)earner strategies”, others “l(fā)earning strategies” and still others “l(fā)anguage learning strategies”, there are a number of basic characteristics in the generally accepted view of lls. firstly, lls are learner ge

15、nerated; they are steps taken by language learners. secondly, lls enhance language learning and help develop language competence, as reflected in the learner's skills in listening, speaking, reading, or writing the l2 or fl. thirdly, lls may be visible or unseen. fourthly, lls involve informatio

16、n and memory. reading the lls literature, it is clear that a number of further aspects of lls are less uniformly accepted. when discussing lls, oxford (1990:21-24) and others such as wenden (1991:60-65) and rubin (1991:32-35) note a desire for control and autonomy of learning on the part of the lear

17、ner through lls. cohen (1994:10-12) insists that only conscious strategies are lls, and that there must be a choice involved on the part of the learner. transfer of a strategy from one language or language skill to another is a related goal of lls, as pearson (1993:51-53) and skehan (1993:42-44) hav

18、e discussed. in her teacher-oriented text, oxford summarizes her view of lls by listing twelve key features. in addition to the characteristics noted above, she states that lls: allow learners to become more self-directed, expand the role of language teachers are problem-oriented, involve many aspec

19、ts, not just the cognitive, can be taught, and are flexible are influenced by a variety of factors. beyond this brief outline of lls characteristics, a helpful review of the lls research and some of the implications of lls training for second language acquisition may be found. iii. language learning

20、 strategies there are literally hundreds of different, yet often interrelated, lls. as oxford has developed a fairly detailed list of lls in her taxonomy, it is useful to summarize it briefly here. first, oxford distinguishes between direct lls, “which directly involve the subject matter”, i.e. the

21、l2 or fl, and indirect lls, which “do not directly involve the subject matter itself, but are essential to language learning nonetheless”. second, each of these broad kinds of lls is further divided into lls groups. oxford outlines three main types of direct lls, for example. memory strategies “aid

22、in entering information into long-term memory and retrieving information when needed for communication”. cognitive lls “are used for forming and revising internal mental models and receiving and producing messages in the target language”. compensation strategies “are needed to overcome any gaps in k

23、nowledge of the language”. oxford also describes three types of indirect lls. metacognitive strategies “help learners exercise executive control through planning, arranging, focusing, and evaluating their own learning”. affective lls “enable learners to control feelings, motivations, and attitudes r

24、elated to language learning”. finally, social strategies “facilitate interaction with others, often in a discourse situation”. a more detailed overview of these six main types of lls is found in oxford (1990:18-21), where they are further divided into 19 strategy groups and 62 subsets. here, by way

25、of example, we will briefly consider the social lls that oxford lists under indirect strategies. three types of social lls are noted in oxford (1990): asking questions, co-operating with others, and empathizing with others. although these examples are still rather vague, experienced l2/fl teachers m

26、ay easily think of specific lls for each of these categories. in asking questions, for example, students might ask something specific like “do you mean.?” or “did you say that.?” in order to clarify or verify what they think they have heard or understood. while at first glance this appears to be rel

27、atively straightforward lls, in this writers experience it is one that many efl students in japan, for example, are either unaware of or somewhat hesitant to employ. what is important to note here is the way lls are interconnected, both direct and indirect, and the support they can provide one to th

28、e others. in the above illustration of social lls, for example, a student might ask the questions above of his or her peers, thereby “co-operating with others”, and in response to the answer he or she receives the student might develop some aspect of l2/fl (foreign language) cultural understanding o

29、r become more aware of the feelings or thoughts of fellow students, the teacher, or those in the l2/fl culture. what is learned from this experience might then be supported when the same student uses a direct, cognitive strategy such as “practicing” to repeat what he or she has learned or to integra

30、te what was learned into a natural conversation with someone in the target l2/fl. in this case, the way lls may be inter-connected becomes very clear. iv. application of strategies 4.1 listeningthe listening course can be divided into three stages: the sound recalling, the short-term memory, and the

31、 long-term memory. it also can be divided into another different three stages: synthetic analyses, and calculates selecting, and confirming the correction. the first stage: synthetic analyses. the initial understanding of the concrete word, phrase and brief material, carrying on with the short-term

32、memory to the material storage, linking the material which will have been just laid in and having saved material to completely understand them so that make a long-term storage. the second stage: calculating selecting. according to the fixed context, such as the action of speaking person, the express

33、ion, the observation of language means such as tone and voice, hearing first half, just knowing content of second half. in brief, calculating selecting is to pay concentrating attention to the most important key part that relates with this talking subject exactly. third stage: the confirming correct

34、ion. whether or not learners understand the words and phrases correctly, it needs to confirm or revises by what follows in the passage, paragraph, article, etc. correct understanding can become the key factor and becomes the advantageous condition to continuous listening. in brief, listening course

35、is a process of identifying word, sentence and circumstance, the error of any stage all can lead to the result of don not understand content. potential difficulty of english listening belongs to the mentality obstacle. in the listening course, average learner feel nothing confident, so they are exce

36、ssive nervous. the person who can understand the content did not understand yet, therefore the more they listen, the more they are unable to understand at last. chinese learners feel that it is very difficult to listen, and an obvious reason is the new language knowledge that we learned almost all g

37、ains by way of the visual sense; therefore learners do not have corresponding sense of hearing is vivid in the brains. even learners have the sense of hearing image sometimes in the brains, but pronouncing to be incorrectly owing to oneself, and still can not make the proper reaction when hearing ot

38、hers correctly pronunciation. we can understand the english that others said, the most basic cerebrum activity is the existing sense of hearing image and the external world in oneself brain match the english that others said. english learners who have difficulty in the content owing to not familiar

39、with the habits customs and civilization of english, though they often feel there are not concrete new words and phrases in the listening material. the listening strategies are parts of english learning strategies. learning strategies contain the two aspects of “concept” and “method”. the former gui

40、des knowledge in study persons brains and the latter is the concrete action of study person. as far as hearing is concerned “concept” indicates the basic knowledge of the mentality to “l(fā)istens” of study person mechanism, and “method” is divided into management method and the studying method. the man

41、agement method is used the organization, and plans and assesses advancing and the adjusting emotion; but learning method involves english language material itself, and includes everything concrete hearing studying activity. as far as the relation between these essential factors are concerned, the co

42、ncept influences the selection of method, and the method decides that english learning is good or bad; the selection of method is influenced by the management method again, they are run as a system in the method, restricting mutually, influencing mutually. learners will gain the expected learning re

43、sult. the concept method is adjusted in the incessantly change according to the inside and outside factor. and the concept seems to be a subject neglected in routine english hearing studying activity. psychologists think, understanding is to build the meaning according to sound or characters, the co

44、urse of understood is the course that builds the meaning. in the course of building meaning, the rich association is the important and necessary step. the listening learning method has the correct concept, and probably has the correct learning method. listening can be divided into three kinds with l

45、istening activity exactly: intensive listening, extensive listening and half intensive listening. “intensive listening" does not have the authenticity of social intercourse, but contributes to the self-confidence to raise hearing with understanding the standard. learners listen to the content b

46、y way of constantly listening, understanding also grow in quality or quantity step by step. “extensive listening” possesses the authenticity of social intercourse, learners also can listen materials when having a rest. the more they listen to, the richer content is and they can gain new information.

47、 “half intensive listening” is between “intensive listening” and “extensive listening”. at the beginning, to some degree, it is same as “extensive listening”. the attention is paid to in the information. but something is different: “half intensive listening” the method of recalling forces learners a

48、ttention to concentrate on taking notes after listening. 4.2 speakingthere are a lot of factors which can influence english spoken language, including individuality characteristic, psychological factor and language ability. no matter english foundation are good or bad, learners need overcome the psy

49、chological obstacle. few learners feel nature when they talk with others in english; most students hardly take part in english corner, any other students practice spoken english by imitating record. this is a common problem. we can know that the psychological factor is influencing the spoken languag

50、e training of most schoolmates from this small investigation. setting up confidence persists in one period, and certainly can advance at last. solving the psychological obstacle is the premise condition to improve the spoken language. firstly, stress the importance of tone, the tone of many learners

51、 is inaccurate, they cannot understand others, but cannot be understood by others. we do not demand students to speak english as a native speaker, but tone must be accurate. the basic method of tone learning is to keep listening to many standard tapes, doing more following reading training and learn

52、ing some basic tone knowledge. secondly, listening training. enough listening can lead to fluently speaking. the difficult point of listening is distinguishing sound. this need repeated listening. it is important to understood meaning of different tones. thirdly, reading loudly to cultivate an insti

53、nctive feeling for the language. as we know, whether make a communication with the foreign language depend on an instinctive feeling for the language; loudly reading is an effective way to improve spoken english. frequently reading the graceful textbook loudly can enrich vocabulary, and let learners

54、 be familiar with the sentence pattern. it is helpful for improve students ability of oral expressing. loudly reading is also a important way to improve tone. reading loudly still can surmount the bad psychological factor, forms natural habit of speaking english. a speaker is often involved in embar

55、rassment because of being short of vocabulary when expressing. therefore it is also very necessary to fit social communication. it is a strategy, which adopted to keep exchanging smoothly and easily in communication. when we face the talking subject that is not familiar and need take the considerati

56、on for a short while, in order to avoid affect the fluency of speech by a long time quiet, speaker can use some formula such as “well”, “as you know”.4.3 readingthe ability of english language includes listening ability, speaking ability, reading ability, writing ability and translation ability. and

57、 to most of students, the main purpose of learning english is to know english culture background and get new information. so reading comprehension has become more difficult in many kinds of english exams. more and more students focus on reading. we can draw such conclusion which reading is very impo

58、rtant in some international english exams such as tofel and ielts. in fact, students english exams are far more difficult than middle school textbook, especially in reading. some of exams are equal to the cet4 level.most readers failed focus on english reading teaching last decade, the main reason is we only to emphasis content of textbook. no matter how deeply you understand one textbook, it is imposs