英語學(xué)習(xí)策略learning-strategies

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英語學(xué)習(xí)策略

2EncouragingNoteEnglishCourseRequirementsforNon-EnglishMajors(2004)3Listening/SpeakingReading/WritingTranslationRecommendedvocabularysizeAdditionalrequirements:Englishteachersshouldallocatesometimetodevelopstudents’learningstrategiestopromotetheirself-autonomyandtosharpentheirculturalawarenesstodeveloptheirinterculturalcommunicativeabilities4“Englishcourseguidelinesforprimaryandsecondaryschoolstudents”5ThelanguagecurriculumSyllabusdesign:What?Methodology:How?Evaluation:Howwell?(Nunan,2004)6DifficultiesinimplementingthenewcurriculumWhatarethestrategies?NospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？7ThequestionthatarisesinthiscontextHowtointegratestrategytrainingwithforeignlanguageprograms?8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9一、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.Whatthe‘goodlanguagelearner’canteachus.TESOLQuarterly9(1):41-45.Naimen,N.,M.Frohlich,A.Todesco,1975.ThegoodLanugagelearner.TESLTALK6(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10(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.AninvestigationoflearningstrategiesinoralcommunicationthatChineseEFLlearnersinChinaemploy.HK:UnpublishedMAthesis.Chen，S.Q.1990.AstudyofcommunicationstrategiesininterlanguageproductionbyChineseEFLlearners.LanguageLearning40(2):155-87.1190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。121、文秋芳，1996，《英語學(xué)習(xí)策略論》上海外語教育出版社出版了2、文秋芳，2003，《英語學(xué)習(xí)的成功之路》上海外語教育出版社3、文秋芳，王立非，2003，《英語學(xué)習(xí)策略實(shí)證研究》，陜西師范大學(xué)出版社4、文秋芳，王立非，2004，《英語學(xué)習(xí)策略理論研究》，陜西師范大學(xué)出版社13(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)兩個方面，缺一不可。社會對教育的要求培養(yǎng)獨(dú)立、自主的學(xué)習(xí)者，自己能夠?qū)W習(xí)新知識。14給人以魚，一日食魚；授人予漁，終身得魚。

Giveamanafishandheeatsaday.Teachhimhowtofishandheeatsforalifetime.15二、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”16

(二)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)效果而采取的行動或方法。策略=觀念+方法這個定義更適用于對成年人的策略研究。17三、英語學(xué)習(xí)策略系統(tǒng)英語學(xué)習(xí)觀念英語學(xué)習(xí)方法觀念與方法之間的關(guān)系18

英語學(xué)習(xí)策略系統(tǒng)模型

管理觀念語言學(xué)習(xí)觀念管理方法語言學(xué)習(xí)方法英語成績環(huán)境因素學(xué)習(xí)者因素19

（一）學(xué)習(xí)觀念舉例

學(xué)好英語的關(guān)鍵是什么？管理學(xué)習(xí)過程重要嗎？準(zhǔn)確與流利哪個更重要？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？20

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，因為強(qiáng)迫自己，效率不高。重要，因為沒有目標(biāo)，沒有計劃，沒有調(diào)控，就不可能有成功。21

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，因為交際中表達(dá)意義最重要。準(zhǔn)確性必流利度更重要，因為語言錯誤不注意糾正，容易固化。同等重要。22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23Schmidt(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，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，他們雖有暫時的優(yōu)勢，但沒有持續(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，24(二)英語學(xué)習(xí)方法管理方法認(rèn)知活動管理情感活動管理語言學(xué)習(xí)方法聽、說、讀、寫語音、語法、詞匯25認(rèn)知活動管理確立目標(biāo)；制定計劃；選擇方法；監(jiān)控學(xué)習(xí)過程；評價方法的成效；調(diào)整學(xué)習(xí)行為。26情感活動管理分兩類：(1)調(diào)動積極情感因素 自信心毅力(2)克服消極情感因素焦慮怕丟面子、怕失敗等27（三）語言學(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28四、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，因時而變。29AcomparativestudyofonesuccessfulandonelesssuccessfulEnglishlearnersinChina30IntroductionAbriefliteraturereviewResearchquestionsMethodologySubjectsInstrumentsData-collectionData-analysisResultsanddiscussion31IntroductionSincethe70’s,studiesonlearningstrategiesusedbyL2learnershavebeengrowing.Theirgeneralassumptionthestudiesattemptedtotestisthatpoorlearnersusefewervarietiesofeffectivestrategiesandusethemlessfrequently.32Thecontentionofthesestudiesisthatifpoorlearnerscanexpandtheirrepertoireoflearningstrategiesandincreasethefrequencyofusingthem,theirachievementwillbeimproved.However,theempiricalstudieshaven’tyetyieldedconsistentresultsinsupportoftheaboveassumption.33ResearchquestionsHowdoagoodlearnerandapoorlearnercarryoutL2learningactivities(i.e.Listening,speaking,reading,writingandlearningnewwords)?Whatarethemainreasonsthatcanaccountfortheirdifferentlearningbehaviors?34

Subjects(Twosecond-yearEnglishMajors)

NameGenderAgeParentsL1L2Effort

S1F19F:UT759520.5hs

M:UT

S2F20F:Doc759640hs

M:Nurse

ScoresontheBand4:90.5/64.25

Go35Instruments:

Interviewschedule

Diary:one-weekdiary

Readingtasks

36InterviewguideHowdoyoupracticereadingoutsideclass?Howdoyoupracticespeakingoutsideclass?Howdoyoudealwithnewwordsinatext?Howdoyouremembernewwords?Howdoyoupracticewritingafterclass?Doyouhaveyourownplanforyourstudy?Whatisyourplan?Canyougivemeanexample?37InstructionsfordiaryWhatactivitiesdoyouundertaketolearnEnglishafterclass?Whydoyouwanttocarryoutsuchactivities?Howlong?Whatisyourpsychologicalandphysicalstate?(i.e.Areyouattentiveorabsent-minded?Areyouenergeticortired?)Howdoyoucarryoutthisactivity?Doyouuseanymethods?38ReadingtaskReadapassageof850wordswhiletheyareallowedtouseadictionaryoragrammarbookasiftheywerepreviewinganewlesson.39DatacollectionInterviewedthesubjectsindividuallyAskedthesubjectstoreadapassageindividuallywhilevideo-tapingtheirreadingperformanceandtheninterviewedthemassoonastheyfinishedthereadingAskedthesubjectstokeepone-weekdiaryanddiscussedthediarywiththemindividuallyGoback40DataanalysisCompareandcontrasttheirlearningbehaviorstofindoutdifferences.Analyzethereasonstoaccountfortheirbehaviors.Go41ResultsanddiscussionDifferentlearningbehaviorsofthetwosubjectsListeningSpeakingReadingWritingVocabularylearning42Listening

(Howtopracticelisteningafterclass)StudentAIlistentothenewsbroadcastbytheVOA.Iprefertotakedownnoteswhilelistening.OnceIfinishlistening,IwritethesummaryofwhatIhavelistened…Sometimes,IrecordprogramsandlistentothemrepeatedlyuntilIcanunderstandeverythinginit.Performingsuchalisteningtaskoftentakesmeabout40minutesoronehour.43StudentBWhenIwasthefirst-andsecond-yearstudent,Ioftenlistenedtovariouskindsoftapesborrowedfromthelanguagelabbutrarelytookadictationofit.Mypurposewasjusttounderstanditsgeneralmeaning.Forme,tolistentotheprogramsbroadcastbytheVOAortheBBCisalsoforobtainingtheinformation.44QuestionOne

WhatarethedifferencesinlisteningbyStudentAandStudentB?45Differencesinlistening

StudentA:Tookdownnotes,wroteasummary,hadintensivelistening.StudentB:Listenedonlyformeaning.IntegratedFormandmeaning46SpeakingStudentA

IamveryactiveinclassbecauseIthinkthesechancesareverypreciousformetopracticespokenEnglish.IalsoliketotalkwithmyclassmatesorteachersinEnglish.IliketotalktomyselfinEnglish,too.Sometimes,ItalktomyselfinEnglishwhiledoinghouseworkatthekitchen.Whenmymotherhearsthestrangesounds,thinkingIamtalkingtoher,shesaysveryloudlyfromthebedroom‘Whatareyousaying?’47Ifeelself-talkisusefulforpracticingspokenEnglish…WhenIcannotthinkofawordduringaconversationinEnglish,Iusuallydon’tusegestureswhichcouldhardlyexpresstheideasclearly.WhatIliketodoistousesimpleEnglishtodescribeitortheotherlinguisticmeans…IfIdon’tknowhowtosaysomethinginEnglish,IneveravoiditandIwillasktheotherpeopleforhelp.(Subject1)48StudentBIdon’tvolunteertoansweranyquestionsinclassevenIhaveknowntheanswer.Idon’tpracticespeakingafterclassbecausethereisnoEnglish-speakingenvironment.Occasionally,Imaytalktomyself.IfIcannotthinkoftheEnglishword,Imayusegesturesoravoidusingit.Occasionally,Iconsultthedictionary.49QuestionTwoWhatarethedifferencesinspeakingbyStudentAandStudentB?50DifferencesinspeakingStudentA:Activeinsideandoutsideclass;triedtouselinguisticmeanstomakeupforherinsufficientlinguisticknowledge.StudentB:Inactiveinsideandoutsideclass;triedtousenon-linguisticmeanstomakeupforherinsufficientlinguisticknowledge.51ReadingStudentAIfIdoreadingforenjoyment,Idonotaimatunderstandingeverything.SolongasIcangraspthemainidea,IdidnotwanttolookupallthenewwordsinthedictionarybutIdolookupthewordsappealingtomeinthedictionary.Ifreadingatextprescribedbytheteacher,Iwilltrytounderstandeverythinginitbecausetheteacherseemstosetup52examinationquestionsdeliberatelyconcerningthosepointswhichareeasyforustoneglect.Iusuallydonotliketo

memorizethetextsbutIamfondofreadingthemaloud.Ioftengototheclassroomhalfanhourearlybeforetheclassbegins,readingthetextsaloud…Iamnotverygoodatgrammar.SometimesIcannottellthegrammaticalfunctionofeachpartofasentence.Butifthesentence53structureisverycomplicated,Iwillfindoutwhichisthemainclauseandwhichisthesubordinateclause.…ReadReader’sDigestforthemainidea.IdonotusethedictionaryatallbutIunderlinetheneworinterestingwordswithapencil....ReadChinaDailyquickly,butatthesametime,payattentiontousefulphrasesandsentencepatterns....Readthewordsin54Reader’sDigestthatareappealingtomeandlookupsomeofthenewwordsthatIwanttoknowtheirprecisemeanings.

Itakenotesofsomeinterestingpointsandsentences…ReadNewsweek,NationalGeographyandsomeshortstoriesforthemainidea.ItrytoreadasquicklyasIcanandonlylookupthewordsthatappear

interesting.”55StudentB:Shedidnotdifferentiatetwokindsofreadingbutinherdiary,shedidhavetwokindsofreading.Forself-initiatedreading,shereadthetextveryfastforageneralunderstandinglikeherlistening.Forprescribed-reading,shereadthetextextremelyslowly.56QuestionThreeWhatarethedifferencesinreadingbyStudentAandStudentB?57DifferencesinreadingStudentA:Differentiatedtwokindsofreading:Self-initiatedreading/readingforpleasureandCourse-boundreadingDealtwiththesetwokindsofreadingdifferently.StudentB:Didnotdifferentiatetwokindsofreadingconsciously.58Inself-initiatedreading,StudentApaidmoreattentiontoreadingspeedandtheflowofideasexpressedbytheauthor,yetshelookedupnewwordsthatshefoundinteresting.Incourse-boundreading,sheendeavoredtounderstandeverydetailofthetextwhiletryingtomasterthelinguisticformssuchasvocabularyandstructures.59Inself-initiatedreading,StudentBreadalmostexclusivelyformeaningandevenforgist,whilepayinglittleattentiontonewwordsandstructures.Incourse-boundreading,whatshesaidaboutherbehaviorsappearedtobesimilartoStudentAbutwhatIobservedinherperformancewasnotconsistentwithwhatshesaid.60WritingStudentAInadditiontotheteacher’sassignments,IliketokeepdiaryinEnglishandIalsoliketotakenotesinEnglish.AlthoughI’vebeenthinkingaboutthestoryforseveraldays,theideashadcometomymindjustbeforeIbegantowrite.SoI61quicklywroteitdown.WhatIhavewrittendownwasjustthefirstdraft.IputitasideforafewdaysbeforeImaketheseconddraft.Also,Itrytofindaclassmatetoreaditandgivemesomecomments....IreviseboththecontentandthegrammaticalmistakesbeforeIsubmitittotheteacher.62StudentB:Sheadmittedthatshedidn’tpracticewritinginEnglishbesidesthewritingtasksassignedbytheteacher.Accordingtoherdescription,sheseemedtousesimilarstrategiesinwritinglikeS1.However,shedidnotcaremuchaboutthecorrectnessoftheformofthelanguagebecauseshebelievedthatthepurposeofwritinga63compositionwastodeveloptheskillofexpressingone’sideasinacoherentwayandsolongastheideaswereclearlystated,itdidnotmatterthatmuchiftheformwasnotcorrect.64

QuestionFour

WhatarethedifferencesinwritingbyStudentAandStudentB?65DifferencesinwritingStudentA:

ActiveinwritinginEnglishoutsideclass.Revisedthecompositionseveraltimesandpaidattentiontoboththeformandthemeaning.StudentB:InactiveinwritinginEnglishoutsideclass.Didnotpayattentiontotheform66LearningnewwordsStudentAIfthewordsarenotimportant,Iwillnotconsulttheminadictionary,particularlyinmyoutsidereading.Butwhenreading(prescribed)texts,Iwillreadthewholetextonceandguessthemeaningofthenewwordswithouttheuseofthedictionary.Inthesecondreading,Iwilllookthemupina67dictionary.Besidestheexplanationoftheword,Ialsoliketoreadthesamplesentencesorphrases.

Idon’trepeattheindividualwords,butIwouldliketorepeatthephrases.IfIconsultthedictionaryformeaningofthenewwordsseveraltimes.Icanmemorizethem.Somewordsinthetexts,ifIthink,arerarelyused,Idon’tmemorizethem.Atthemost,Itryto68memorizethemwhenIampreparingfortheexamination.Idon’tcopythenewwordsonanotebook.Myhabitistowritethemeaningofwordsdirectlyonthetextbook.ThemeaningisusuallyinEnglish.ButiftheEnglishexplanationisverylongandnotclear,IwritedowntheChineseequivalent.Idonotallocatethe69timetomemorizethewordsinisolation.Iprefertomemorizethewordstogetherwithreadingthetext.Ifeelthatmemorizingnewwordscombinedwithreadingthetextismoreefficientthanmemorizingthewordsinisolation.70StudentBWhenIfindnewwordsinatext,I’dliketoguessthemeaningfirstandthenconsultthedictionary.Withoutconsultingthedictionary,IfeelnotsureofthemeaningofthenewwordsIhaveguessed…Icopydownthenewwordsandtheirmeaningssometimestogetherwiththeirsamplesentences.IwritedownbothEnglishexplanationsandChineseequivalents.

71ThenIreadthemrepeatedlyinordertomemorizethem,butIquicklyforgetthem.Itseemstomerevisionisnoteffectivetomeatall.Iusuallydon’tmemorizethenewwordsoccurringinoutsidereading.72Itisvain,ofcourse,toarguethatsportisasplendiddiversionandahealthypastime,butnotanactivityworthyofacivilizedindividual’sentireattention,effortsandambition.73diversion:pastime,recreation

play:pastime,recreation:forfun,notformoneyplay:usedwithoutanobject.Childrenamusethemselveshobby:quietactivitiessport:bodilymovementgame:usuallycompetitionmatch:importantpublicgamesports:importantpublicoccasion,competitiveinmanydifferentbodilyways74Butitdoeshaveanincreasingandloudnationalistelementinitssocietythatisill-educated,potentiallyviolentandextremelynasty.75nasty:(notformal)veryuglyorunpleasanttosee,smell,taste,etc.[cheapand~furniture][~weather]/morallybadorimproper,obscene[It’sa~book]/harmful,painful,severe[a~accidentwithonepersonkilled][a~cutonthehead][Thehotelbillwasa~shock]/causingdifficultyordanger[a~calculation][a~placetocrossthemainroad][a~stormatsea]angryorthreatening[a~temper]76nasty:(notformal)veryuglyorunpleasanttosee,smell,taste,etc.[cheapand~furniture][~weather]/morallybadorimproper,obscene[It’sa~book]/harmful,painful,severe[a~accidentwithonepersonkilled][a~cutonthehead][Thehotelbillwasa~shock]/causingdifficultyordanger[a~calculation][a~placetocrossthemainroad][a~stormatsea]angryorthreatening[a~temper]77Whatisachunk?Itisaseriesofwordsthatoftengotogetherincommunication,suchasidioms,setphrases,stockexpressionsandcollocations.Itmaybeaphraseorasentence.Someofthemarecompletelyfixed;othersarelargelyfixedbutwithanopenslotwherethespeakercanfillinawordoraphrase.78Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmylife.Althoughattimes,learningaforeignlanguagewasfrustrating,itwasworththeeffort.

79Adifficultexperiencerewarding/frustrating/valuable/good/bitter/pleasantDifficultexperiencesofmylife Thatexperiencewasrewarding/frustrating/painful/valuableworkexperience/lifeexperience/businessexperienceTeachingexperienceJournalisticexperience80QuestionFiveWhatarethedifferencesinlearningnewwordsbyStudentAandStudentB?81DifferencesinlearningnewwordsStudentA:Differentiatednewwordsintermsofimportanceandtreatedthemdifferently.Rememberedthenewwordstogetherwithreadingthetext.StudentB:Didnotdifferentiatenewwordsintermsofimportance.Rememberedthenewwordsbysimplerepetition82MajordifferenceOne

StudentApaidequalattentiontoboththeformandthemeaningoftheEnglishlanguagewhenshelearnedEnglish.However,shecouldvaryherattentionpaidtotheformandtothemeaningaccordingtodifferentsituations.StudentBonlypaidherattentiontooneaspectofthelanguage:eithertotheformortothemeaning.83MajordifferenceTwo

StudentAenthusiasticallypracticedbothreceptiveandproductiveskillswhileStudentB,almostneglectedproductiveskills,particularlyspeakingskills.84MajordifferenceThree

StudentAwasabletoremembernewwordsinaneffectivewaywhileStudentBwasnot.85ReasonsthatinducedtheirdifferentlearningbehaviorsItwasfoundthattheirdifferentlearningbehaviorsareinonewayoranother,relatedtotheirbeliefsandmanagerialstrategies.86BeliefsandmanagerialskillsAppropriatebeliefsStudentAstronglybelievedthatbothform-focusedandmeaning-focusedwereessentialforsuccessinlearningaforeignlanguage,andreceptiveandproductiveskillswereequallyimportant.87Effectivemanagerialskills:

StudentAIliketoreadthebookswhichcontaintheself-tests.Inthisway,youcaneasilyevaluateyourself.IfIfoundthatIcouldn’tanswertheteachers’questionsfluently,orIdidn’tdowellinatest,IwouldoftenthinkthereasonaboutitwhenIamlyingonthebedbeforesleep.88IverymuchliketoreflectonwhatIhavedone.Forexample,inmyfirstyearstudyintheuniversity,manyoftheEnglishmajorsspentquitealotoftimememorizingthewords.Atfirst,Ialsodiditinthesameway.Aftersometime,Irealizedthatmemorizingthewordsinisolationwasnotveryfruitfulbecauseevenifyoucanmemorizeindividualwords,thisdoesnotmeanthatyoucanusethem.89Therefore,Ichangedthemethodlater.Ireadthetextsandtrytomemorizethesentences.Atthattime,Iread‘NewConceptEnglish’formyownstudy,Ifoundmuchmoreefficientifthelearningofwordswasassociatedwithatext.

90StudentB:InappropriateBeliefsSheclearlyindicatedthatherlisteningandwritingactivitieswereaimedatthemeaning.91StudentB:PoormanagerialskillsResearcher:Doyouknowwhatmayleadtoyourpoorlisteningcomprehension?StudentB:IfIknowit,mylisteningcomprehensionwon’tbethatpoor.Researcher:Haveyoueverthoughtaboutthisquestionbefore?StudentB:No.Never.92Conclusio