文秋芳 英語學(xué)習(xí)策略論

1、英語學(xué)習(xí)策略 文秋芳（南京大學(xué)）2001年7月9日8月5日 上海外國語大學(xué) 上海外語教育出版社講課提綱對英語學(xué)習(xí)策略研究的背景英語學(xué)習(xí)策略的定義英語學(xué)習(xí)策略系統(tǒng)的概述英語學(xué)習(xí)策略對學(xué)習(xí)成績的影響指導(dǎo)英語學(xué)習(xí)策略的原則和步驟一 、 對英語學(xué)習(xí)策略研究的背景(一) 國外情況70年代開始有人研究英語學(xué)習(xí)策略Rubin, J. 1975. What the good language learner can teach us. TESOL Quarterly 9(1): 41-45.Naimen, N., M. Frohlich, A. Todesco, 1975. The good Lanugage

2、 learner. TESL TALK 6(1): 58-75.80年代成為研究熱點(diǎn)90年代開始廣泛應(yīng)用到教學(xué)中去(二) 國內(nèi)情況80年代開始有人研究, 大約比國外晚10年。Huang, Xiaohua, 1984. An investigation of learning strategies in oral communication that Chinese EFL learners in China employ. HK: Unpublished MA thesis.Chen， S. Q. 1990. A study of communication strategies in int

3、erlanguage production by Chinese EFL learners. Language Learning 40 (2): 155-87.90年代成為研究的熱點(diǎn)，并試圖運(yùn)用到教學(xué)中去。研究對象：英語專業(yè)，非英語專業(yè)，碩士研究生，小學(xué)生。研究范圍：聽力策略，口頭交際策略，閱讀策略，寫作策略，詞匯策略。未研究的或研究不夠的：中學(xué)生，小學(xué)生；學(xué)習(xí)語音語調(diào)策略，學(xué)習(xí)語法策略，學(xué)習(xí)翻譯策略。1996年上海外語教育出版社出版了英語學(xué)習(xí)策略論，這是我國第一部有關(guān)英語學(xué)習(xí)策略的專著。(三)為什么對研究英語學(xué)習(xí)策略感興趣？研究“如何教”成效不大研究教學(xué)方法，走進(jìn)了死胡同。教與學(xué)兩個(gè)方面，缺

4、一不可。社會(huì)對教育的要求培養(yǎng)獨(dú)立、自主的學(xué)習(xí)者，自己能夠?qū)W習(xí)新知識。給人以魚，一日食魚；授人予漁，終身得魚。Give a man a fish and he eats a day.Teach him how to fish and he eats for a lifetime.二 、 英語學(xué)習(xí)策略的定義(一)什么不是策略？學(xué)習(xí)策略不是“recipes”。學(xué)習(xí)策略不是“訣竅”。學(xué)習(xí)策略不是“靈丹妙藥”(2) 英語學(xué)習(xí)策略的定義根據(jù)自己的觀念，為提高英語學(xué)習(xí)效果而采取的行動(dòng)或方法。策略 = 觀念 +方法這個(gè)定義更適用于對成年人的策略研究。(三) 策略定義之爭爭論之一策略是外部行為，還是內(nèi)部心理活動(dòng)

5、，還是兩者兼而有之？爭論之二策略是否是學(xué)習(xí)者有意識(或潛意識)的行為，還是無意識的行為，還是兩者兼而有之？爭論之三策略是指某人學(xué)習(xí)方法的總體特點(diǎn)，還是指某人完成某個(gè)具體任務(wù)所采取的技巧？爭論之四學(xué)習(xí)策略對語言的發(fā)展產(chǎn)生直接的作用，還是間接的作用，還是兩者兼而有之？Rod Ellis“The study of second language acquisition”(四) 策略的特點(diǎn)一般情況下，都是有意識的行為。可以是外部的行為，也可以是內(nèi)部行為?？梢灾负暧^層面上的學(xué)習(xí)行為，也可以指微觀層面上的學(xué)習(xí)行為。對語言發(fā)展可以產(chǎn)生直接的作用，也可以產(chǎn)生間接的作用。三、英語學(xué)習(xí)策略系統(tǒng)1. 英語學(xué)習(xí)觀念2

6、. 英語學(xué)習(xí)方法3. 觀念與方法之間的關(guān)系英語學(xué)習(xí)策略系統(tǒng)模型(一) 英語學(xué)習(xí)觀念觀念是一種價(jià)值體系 = 對怎樣學(xué)好英語的看法1. 穩(wěn)定性2. 可描述性3. 易錯(cuò)性4. 可變性學(xué)習(xí)觀念舉例學(xué)好英語的關(guān)鍵是什么？準(zhǔn)確與流利哪個(gè)更重要？多聽、多讀是否一定能學(xué)好英語？母語在學(xué)習(xí)英語中的作用是什么？運(yùn)用翻譯來學(xué)英語是否是個(gè)好方法？通過上下文猜詞義是否是學(xué)習(xí)單詞最好的方法？重要觀念一管理學(xué)習(xí)過程是否重要？不重要，跟著教師走就行。不重要，因?yàn)閺?qiáng)迫自己，效率不高。重要，因?yàn)闆]有目標(biāo)，沒有計(jì)劃，沒有調(diào)控，就不可能有成功。重要觀念二語言的準(zhǔn)確性和流利度同等重要嗎？流利度比準(zhǔn)確性更重要，因?yàn)榻浑H中表達(dá)意義最重要。

7、準(zhǔn)確性必流利度更重要，因?yàn)檎Z言錯(cuò)誤不注意糾正，容易固化。同等重要。(3) 對正確性與流利性關(guān)系的認(rèn)識有偏差80年代以前過分強(qiáng)調(diào)準(zhǔn)確性學(xué)生不敢開口，啞巴英語80年代以后過分強(qiáng)調(diào)流利性短期效應(yīng)，扼殺了學(xué)生語言的持續(xù)發(fā)展能力Schmidt (1983): 跟蹤調(diào)查在夏威夷的日本人Wes 在美國兩年, 英語的流利度有了顯著提高，能成功的與別人進(jìn)行交流，但句法能力幾乎沒有進(jìn)步。Higgs & Clifford (1982): 跟蹤調(diào)查研究對象為美國外交學(xué)院學(xué)生學(xué)生入學(xué)時(shí)，語言的準(zhǔn)確性高于或等于流利性的學(xué)生，經(jīng)過訓(xùn)練以后，進(jìn)步特別明顯；而那些語言的流利性高于準(zhǔn)確性的學(xué)生，他們雖有暫時(shí)的優(yōu)勢，但沒有

8、持續(xù)發(fā)展能力，課程教學(xué)對他們的作用不明顯，他們通常在比較低的水平上就停滯不前了，(二) 英語學(xué)習(xí)方法管理方法 認(rèn)知活動(dòng)管理 情感活動(dòng)管理 語言學(xué)習(xí)方法 聽、說、讀、寫 語音、語法、詞匯 認(rèn)知活動(dòng)管理 確立目標(biāo)；制定計(jì)劃；選擇方法；監(jiān)控學(xué)習(xí)過程；評價(jià)方法的成效；調(diào)整學(xué)習(xí)行為。情感活動(dòng)管理分兩類：(1)調(diào)動(dòng)積極情感因素自信心 毅力(2)克服消極情感因素焦慮 怕丟面子、怕失敗等英語學(xué)習(xí)方法學(xué)習(xí)聽、說、讀、寫技能的方法英語學(xué)習(xí)策略論89-134頁學(xué)習(xí)語音、語法、詞匯的方法英語學(xué)習(xí)策略論134-159頁管理策略(觀念+方法)的地位不懂得使用管理策略的學(xué)生, 從本質(zhì)上說就是沒有方向或機(jī)會(huì)回顧自己的進(jìn)步和取

9、得的成績,也沒有機(jī)會(huì)思考未來的目標(biāo)。（OMalley, 1985)管理策略是策略系統(tǒng)的核心，調(diào)控是管理策略的關(guān)鍵。策略系統(tǒng)的特點(diǎn)整體性顧及系統(tǒng)的各部分之間的關(guān)系開放性接受新事物、新思想、新方法動(dòng)態(tài)性不斷調(diào)控四、英語學(xué)習(xí)策略對成績的影響大量研究結(jié)果表明：(1)學(xué)習(xí)策略對成績有明顯的影響；(2)有意識地調(diào)控學(xué)習(xí)策略是取得成功的關(guān)鍵；(3)學(xué)習(xí)有法，學(xué)無定法，策略因人而異，因時(shí)而變。A comparative study of one successful and one less successful English learners in ChinaIntroductionA brief lit

10、erature reviewResearch questionsMethodologySubjectsInstrumentsData-collectionData-analysisResults and discussionIntroductionSince the 70s, studies on learning strategies used by L2 learners have been growing. Their general assumption the studies attempted to test is that poor learners use fewer vari

11、eties of effective strategies and use them less frequently.The contention of these studies is that if poor learners can expand their repertoire of learning strategies and increase the frequency of using them, their achievement will be improved. However, the empirical studies havent yet yielded consi

12、stent results in support of the above assumption.Research questionsHow do a good learner and a poor learner carry out L2 learning activities (i.e. Listening, speaking, reading, writing and learning new words)?What are the main reasons that can account for their different learning behaviors?Subjects

13、(Two second-year English Majors)Name Gender Age Parents L1 L2 EffortS1 F 19 F: UT 75 95 20.5hsM: UTS2 F 20 F: Doc 75 96 40hs M: NurseScores on the Band 4: 90.5/64.25GoInstruments:Interview scheduleDiary: one-week diaryReading tasksInterview guide1. How do you practice reading outside class?2. How do

14、 you practice speaking outside class?3. How do you do reading after class?4. How do you deal with new words in a text?5. How do you remember new words?6. How do you practice writing after class?7. Do you have your own plan for your study? What is your plan? Can you give me an example?Instructions fo

15、r diaryWhat activities do you undertake to learn English after class?Why do you want to carry out such activities? How long?What is your psychological and physical state? (i.e. Are you attentive or absent-minded? Are you energetic or tired?)How do you carry out this activity? Do you use any methods?

16、Reading taskRead a passage of 850 words while they are allowed to use a dictionary or a grammar book as if they were previewing a new lesson.Data collectionInterviewed the subjects individuallyAsked the subjects to read a passage individually while video-taping their reading performance and then int

17、erviewed them as soon as they finished the readingAsked the subjects to keep one-week diary and discussed the diary with them individuallyGo backData analysisCompare and contrast their learning behaviors to find out differences.Analyse the reasons to account for their behaviors.GoResults and discuss

18、ionDifferent learning behaviors of the two subjectsListeningSpeakingReadingWritingVocabulary learningListening (How to practice listening after class)Student AI listen to the news broadcast by VOA. I prefer to take down notes while listening. Once I finish listening, I write the summary of what I ha

19、ve listened Sometimes, I record programs and listen to them repeatedly until I can understand everything in it. Performing such a listening task often takes me about 40 minutes or one hour.Student BWhen I was the first-and second-year student, I often listened to various kinds of tapes borrowed from

20、 the language lab but rarely took a dictation of it. My purpose was just to understand its general meaning. For me, to listen to the programs broadcast by VOA or BBC is also for obtaining the information.Question OneWhat are differences in listening by Student A and Student B?Differences in listenin

21、gStudent A: Took down notes, wrote a summary, had intensive listening.Student B: Listened only for meaning.IntegratedForm and meaningSpeakingStudent AI am very active in class because I think these chances are very precious for me to practice spoken English. I also like to talk with my classmates or

22、 teachers in English. I like to talk to myself in English, too. Sometimes, I talk to myself in English while doing house work at the kitchen. When my mother hears the strange sounds,thinking I am talking to her, she says very loudly from the bedroom What are you saying?I feel self-talk is useful for

23、 practicing spoken English When I cannot think of a word during a conversation in English, I usually dont use gestures which could hardly express the ideas clearly. What I like to do is to use simple English to describe it or the other linguistic meansIf I dont know how to say something in English,

24、I never avoid it and I will ask the other people for help. (Subject 1)Student BI dont volunteer to answer any questions in class even I have known the answer. I dont practice speaking after class because there is no English-speaking environment. Occasionally, I may talk to myself. If I cannot think

25、of the English word, I may use gestures or avoid using it. Occasionally, I consult the dictionary.Question TwoWhat are differences in speaking by Student A and Student B?Differences in speakingStudent A: Active inside and outside class; tried to use linguistic means to make up for her insufficient l

26、inguistic knowledge.Student B: Inactive inside and outside class; tried to use non-linguistic means to make up for her insufficient linguistics knowledge.ReadingStudent AIf I do reading for enjoyment, I do not aim at understanding everything. So long as I can grasp the main idea, I did not want to look up all the new words in the dictionary but I do look up the words appealing to me in the dictionary. If reading a text prescribed by the teacher, I will try to underst