初中英語課堂策略互動教師視角

初中英語課堂策略互動教師視角初中英語課堂策略互動教師視角StrategicinteractionintheJuniorEFLclassroom:Teacher’sperspectives

初中英語課堂策略互動：教師視角

外語研修部黃軍生

May25,2009Orientation…Today’stopics:RationaleforstrategicinteractionUnderstandinglanguagelearningstrategiesExploringtheinteractiveintegration: LearningstrategiesintheECS Learningstrategiesintegratedintextbooks Learnerknowledge&strategyuse Strategiesasgoal-drivenactions Strategiesastask-focusedactions StrategiesassituatedactionsConclusionElementsinvolvedintoday’sseminar:

Theme:StrategicinteractionElements:Languagelearningstrategy(LLS)theoriesThenewEnglishCurriculumStandards(ECS)(MOE,2001,2003)ResearchdataTextbookanalysesMyinterpretationsbasedonresearch,practice,andexperienceMysuggestionsfortheJuniorEFLclassroominstructionAstoryofastrategiclearner

(AsuccessfulEFLlearner)Initialstage: “Interestismybestteacher.”(Thelearnerrecalled) “ComparedwithChinese,Englishisinreverseorder.”(Father)Junior: AchanttaughtinhisfirstEnglishlesson:

“Onetwothreefourfive,onceIcaughtafishalive. Threefourfivesixseven,butthisfishslippedoffmyhand.”(Teacher) 3findings:(1)Notalwaysinreverseorder; (2)Rhymes(e.g.,five,alive); (3)FunandinterestinglikeChinese.

Strategiesusedbytheteacherandthestudent:

Imitating:e.g.,“It’snoneofyourbusiness.Thisisaprivateconversation!”

Repeating:(“…untiltheteachersmiled.”)

MakingChineseworkforEnglishlearning:

“ChineseandEnglisharethesameatthedeepestlevel” Chinesecanbeused“asabridge”(Learner)

Inducinggrammar:e.g.,XiaoMingisdrivingacar.(“isdriving”isthegrammar)

Guessing:“Guessingislikeplayingajigsawgame.”(Learner)

Takingthe“firstrisk”:Challenginganexpertinterpreterfromanoilcompany: “What’sthisinEnglish?”(Pointingtoamirroronthewall) “Oh,itisamirror.”Senior:

Strategiesusedbytheteacherandthestudent:

(Knowledge-basedlearning)

Takingnotes:(Twrotealllanguagepointsontheboard;Smadea“grammar book”bypoolingtogetherallthenotes);

Studyinggrammar:e.g.,TheT’s“12-verbrule”(5“see”–2“hear”–1“feel”+“l(fā)et, make,have,andhelp”);

Summarizing:“AddingbitsandpiecestobuildupmyownEnglishmansion.”

Settinggrammaticalquestions:“Grammarisdead,butlanguageisalive.”(T)

UnderstandingchangesinEnglish:“Englishchangesat2levels:wordsand sentences.”(Thelearner)

Understandinggrammar:e.g.,theprincipleofsimplification; “Afeelforthelanguage–theabilitytointernalizegrammarintoahabit”; “TheessentialdifferencebetweenChineseandEnglishisgrammar, whichreflectsthedifferencesinthinkingandcultures.”(Learner)

Imitating:“AgoodEnglishlearnerisasmartimitator.”

“IlearnedEnglishinthewayofstudyingscienceandtechnology.”

Tertiary:

Strategiesusedbythelearner&hispeers (Self-accessstudy;thewaytoG&T–CET4&6,GRE,TOEFL)

Memorizingvocabularyinanypossibleways:

-Wordformation:500roots/affixes/stems

-Keywordstrategies:e.g.,conundrum“可難琢磨”;issue問題難不倒“一休”;

-UsinganEnglishdictionary(tounderstandaccuratemeanings)

-Memorizingthe“RedBook”(“RedBook”+MP3)

-ListeningtoMP3

Englishcorner(toimproveoralEnglishgreatly): “Failureinthedorm;successintheEnglishcorner.”

Topicdiscussions

Englishdebates

CreatinganenvironmentforEnglishlearning

Usingpodcastto“sitin”universityseminarsintheU.S.

“I’mhonoredtobegivenanickname,Mr.Dictionary.”

Thestorytellsusthat… -thelearnerhashisownstoryofstrategyuseforEnglishlearning. -heusesstrategiesatdifferentstages. -hislearningstrategiesinvolvenotonlyactionsbutalsoknowledgeand beliefsabouthimselfandhislearningprocess. -hisstoryofstrategyuseisamentaljourneysituatedinparticular learningculturesandcommunitiesandrelatedtoothers. -hestartswithinterest,sustainsprogressthroughstrategyuse,and achievestheself-regulation,… …andhisstorywillcontinue…1.RationaleforstrategicinteractionAnexampleforstrategicinteraction

Player(Ren’ai,G8a,U1) “Oh,yes,play…player.” (Wordformation) “Good,they’rebothbasketballplayers(Actingout).” (Collocation) (Gesture) “Yeah,McGradyandYaoMingareteammates.” “Teammates? (Askingforclarification) “Yes,‘team’,weallknowtheword;‘mate’…isafriend,andhere,itreferstoaplayer,abasketballplayer.So,teammatesareplayersinthesamebasketballteam.Wemayhavemorewords,suchas‘classmate’,‘roommate’,and‘workmate’.”

(Wordformation) (Paraphrase) (Association)Aquestionfordiscussion:

Doyouhaveotherinterpretationsfortheclassroominterplaybetweentheteacherandthestudent?Thestrategicinteractionmakesteaching&learningmoremeaningfulandenjoyable:facilitatingclassroomcommunication;enablingSstolearnhowtolearnanduseEnglish;allowingSstobecomemoreself-directed;makingSsundertakemoreresponsibilitiesforlearning;addingtoSs’knowledgeandskills;expandingtheroleofteachers;Why?-ContributingtocommunicativecompetenceCommunicativecompetence Theabilitytomakelanguagerelevanttothecontextand,inturn,sustainthecontextthroughlanguage(Hymes,1971,1972)Grammaticalcompetence WhatChomsky(1957)calls“l(fā)inguisticcompetence”;Sociolinguisticcompetence Anunderstandingofthesocialcontextincommunication;Discoursecompetence Theabilitytoachievecohesioninformandcoherenceinthought;Strategiccompetence Theabilitytousestrategiestocompensateforlimitedlanguageknowledge. (Canale&Swain,1980;Canale,1983)Strategicinteraction Humaninteraction,inessence,isstrategicinteraction,whichstartswiththepremisethat“l(fā)earningtakesplaceonlywhentheinternalmindcanbelinkedtotheexternalworld.”(DiPietro,1987:10)2.UnderstandinglearningstrategiesGoodlanguagelearner(GLL)studies Successfullearners’strategicapproachestolanguagetaskscouldprovideteacherswithguidanceintransferringthemtolesssuccessfullearners(Rubin,1975;Stern,1975;Naimanetal.,1978).7majorGLLstrategies Anactivetaskapproach; Anawarenessoflearningstylesandstrategies; Willingnesstouseorpracticethelanguage; Aconcernforlanguageform; Aconcernformeaning; Monitoringofthelearningprocess; Managementofemotions.

(BasedonRubin,1975;Stern,1975;Naimanetal.,1978)Akeyquestion

Doesstrategyuseresultinlearningordoeslearningincreaselearners’abilitytoemploymorestrategies?(Ellis,1997)

？Defininglearningstrategies

Definition1:as“specificactionstakenbythelearnertomakelearningeasier,faster,moreenjoyable,moreself-directed,moreeffective,andmoretransferabletonewsituations.”(Oxford,1990:8)

Definition2:

as“complexproceduresthatindividualsapplytotasks;consequently,theymayberepresentedasproceduralknowledgewhichmaybeacquiredthroughcognitive,associative,andautonomousstagesoflearning.”

(O’Malley&Chamot,1990:52)

Definition3:as“(1)languagelearningbehaviorslearnersactuallyengageintolearnandregulatethelearningofasecondlanguage;(2)whatlearnersknowaboutthestrategiestheyuse…;(3)whatlearnersknowaboutaspectsoftheirlanguagelearning…”

(Wenden,1987:6-7)

Definition4:as“actionsandstepstakenbystudentstoenhancetheirlearninganddevelopment.” (MOE,2001:23;2003:18)MaincharacteristicsofLLS Bothactionsandknowledge/beliefs; StepstakenbySstoenhancelearning; Bothgeneralandspecificapproaches; (Strategies,tacticsortechniques) Bothdirectandindirectprocedures; Goal-andproblem-orientated; Task-andcontext-dependent;ClassificationsOxford(1990)O’Malley&Chamot(1990)ECS(MOE,2001,2003)MemorystrategiesCognitivestrategiesCognitivestrategiesCognitivestrategiesResourcestrategiesMetacognitivestrategiesMetacognitivestrategiesControllingstrategiesSocialstrategiesSocial/affectivestrategiesAffectivestrategiesCompensationstrategiesCommunicationstrategiesMemorystrategies(forstoringandretrievinginformation) e.g.,usingphonologicalrules;usingwordlistsCognitivestrategies(forreasoning,analyzing,summarizing,&practicing) e.g.,rehearsal;elaborationCompensationstrategies(forovercominglimitationsinknowledge) e.g.,guessing;gestures;code-switchingMetacognitivestrategies(fororganizingandevaluatinglearning) e.g.,goal-setting;attention;monitoringwhileperformingataskAffectivestrategies(formanagingemotionsandattitudes) e.g.,relaxation;rewardSocialstrategies(forlearningwithothers) e.g.,askingforcorrection;askingforslowness/repetition;self-talkResourcestrategies(forobtainingresourcesneededinlearning) e.g.,usingresourceandreferencebooks;usingaudio-videomaterialsAquestionfordiscussion:

Shouldweexplicitlyteachourstudentslearningstrategies?Why?Myinterpretation:

“Strategyinstructioncanbeausefulwayintermsofthestrategicinteractionbetweenteachersandstudents.”

3.ExploringinteractiveintegrationLearningstrategiesintheECS

OverallECSgoal:

“Todevelopstudents’comprehensivecompetenceoflanguageuse.”(MOE,2001;2003)Fivespecificobjectives:

Languageknowledge:

Pronunciation,vocabulary,grammar,functions,&topics;Languageskills:

Listening,speaking,reading,&writing;Learningstrategies:

Cognitive,controlling,communicative,&resourcestrategies;Culturalawareness:

Culturalknowledgeandcross-culturalcommunication;Affectiveattitudes:

Interestandmotivation,confidenceandconsistency,cooperation,andinternationaloutlook;EFLteachers’trainingneedsNo.ECSObjectivesMeanSD%(Agree/Stronglyagree)N17aLanguageknowledge4.08.7282%N17bLanguageskills4.33.7189%N17cLearningstrategies4.36.7289%N17dCulturalawareness4.14.8485%N17eAffectiveattitudes4.08.8282%Aquestionfordiscussion:

Towhatextentarethesedatapresentedabovetrueofyou?Myinterpretation:

“EFLteachers’trainingneedsaremultidimensional,goingbeyondthetraditional“double-bases”toinvolvethenewinnovationsoflearningstrategies,culturalawarenessandaffectiveattitudesintheECS.”

ThestrategylistintheECS:

Level-5strategylist(29items): Cognitivestrategies(11items); Controllingstrategies(8items); Communicativestrategies(6items); Resourcestrategies(4items) (MOE,2001:24)Learningstrategiesintegratedintextbooks

Strategiesin“ProjectEnglish”(Ren’ai) Generallyimplicitandpartlyexplicit Discussedintermsof“l(fā)earningmethods” Associatedwithlearnerdifficulties

Myinterpretation:

“Learningstrategiesemergefromlearninggoals,learnerneedsanddifficulties,taskperformance,andvaryingsituations.”

Anexampleunit

(Ren’ai,G9a,U3):

-TakepartintheEnglishcorner JointheEnglishclub -Copynewwordsinanotebookandtakeitwithyou Copynewwordsonpiecesofpaper -KeepadiaryinEnglish -Listento/followthetape -SingEnglishsongs -Studygrammar -Readwords/textsaloud -Guessthemeaningsofthenewwords -Get/understandthemainideaofthearticle -Takeadeepbreathandsmile -Keepontryingandnevergiveup -Usenewwordsinsentences -Dolotsoflisteningpractice -ListentoEnglishradioprograms,e.g.,theBBC -WatchEnglishmovies/EnglishprogramsonTV -ReadEnglishnewspapers/magazines,e.g.,TimesEnglishPost -FindapenpalontheInternet -Previewtheday’slesson -ReviewEnglisheveryday -Retellastory(yourself)/(Self-talk) -Avoidtranslatingeverywordwhilereading -Usechants,songsandriddles -SpeakEnglishwithothersasoftenaspossible -Takenotesinclass (24items)Strategiesin“Goforit”

(PEP) Generallyexplicit Embeddedineachunitintermsoflearningstrategies Integratedtotheframeworkoftopics,functions,structure, andstrategies RelatedtolanguagetasksandlearnerdifficultiesAstrategylistin“Goforit”

(PEP):

-Listeningforkeywords -Listeningforspecificinformation -Usingwhatyouknow -Practicing/Practicingconversationswithfriends -Memorizing -Role-playing -Summarizing -Self-evaluating -Usingcontext -Guessing -Personalizing(whatyoulearn):e.g.,classifyingwordsinyourownway -Inferringvocabulary/Inferringcontent:e.g.,guessing,predicting -Classifying -Repeating -Inducing:e.g.,inducingagrammarrulebasedonspecificsentenceexamples -Reinforcing -Scanning -Reflecting -Sequencing -Deducing:e.g.,translatingasentenceindifferentways -Cooperating -Transforminginformation -Usingdictionaries -Workingwithothers -Makingflashcards? -Makingvocabularylists -Listeningtotapes -Askingtheteacherforhelp -WatchingEnglishvideos/movies/TVprograms -Readingaloudtopracticepronunciation -UsingEnglish -ReadingEnglishnewspapersandmagazines -Studyinggrammar -JoiningtheEnglishclub -Memorizingthewordsofpopsongs -KeepinganEnglishnotebook/Takingnotes -Askingtheteacherquestions -Findingapenpal/apartner(topracticeEnglishwith) -Brainstorming -Comparing -Activatingyourlanguagelearning -Matching -KnowingdifferentstylesofEnglish -Readingwithfocus -Usingpartsofspeech -Mind-mapping -Usingsuitablelanguage -Havingapositiveattitude (48items)Strategiesin“JEFC”

(PEP) Generallyimplicit Embeddedineachunitintermsof“Tips”Eighthigh-usestrategiesintheSILL

(Huang,2008:95;

N=305)ItemBriefStatementMeanSDRankMEM05Usephonologicalrules3.981.021COM29Usesynonyms3.83.872AFF42Noticetension3.77.933COG10Sayorwritenewwordsseveraltimes3.68.974MET33Findouthowtolearnbetter3.68.964COG19Lookforsimilarwordsinmynativelanguage3.641.016COM24Guesstheunknown3.56.907SOC45Askforslownessorrepetition3.55.998Thirteenlow-usestrategiesintheSILL

(Huang,2008:96;N=305)ItemBriefStatementMeanSDRankMEM03Connectsoundsandimagestorememberwords2.421.0339MEM06Usewordlistsorflashcards2.051.1746MEM07Actoutwordsphysically1.77.9149MEM09Remembernewwordsbylocationonthepage2.25.9842COG14StartconversationsinEnglish1.91.7547COG16Readforpleasure2.42.9339COG17Writenotes,messages,orlettersinEnglish2.421.0739COM25Usegestures2.25.9642COM26Makeupnewwords2.431.1938MET35Lookforconversationpartners1.79.7548AFF43Writealearningdiary1.61.7350AFF44Talkaboutfeelings2.04.8745SOC47Practicewithothers2.20.8644Distributionofthree-levelstrategyusers(Huang,2008:97;N=305)Learnerknowledge&strategyuseAcaseoftheuseofthe“self-talk”strategy:FGP8:“WheneverIcomebackfromschool,Ilockmyselfinmyroomstartingself-study.Studyingalonehasbothadvantagesanddisadvantages.Itmeansthatyouareyourselfcompletely.Nobodyknowsthemistakesyoumake.Nobodydiscussesquestionswithyou.Youmayfeeldullandbored.However,studyingalone,Ienjoyaquietplace,whereIcandowhateverIliketo(laughing),andtrywhateverIthink.Forinstance,IcanmakeupanEnglishstoryinmymind,butImaynothaveenoughcouragetosayitoutinpublic.ButwhenIstayalone,Icansayitoutbaldlytomy‘a(chǎn)udience’ofdolls,tables,andchairs.IlikeliteratureandtriedtomakeupstoriesinEnglish.Imovedtablesandchairsoverasmyaudience,andIwasthespeaker,speakingtothem.I’mtheonlychildinmyfamily,havingnobodyandnothingtoplaywith.Insodoing,Ijusttreatitasarecreationaswell.”(Huang,2008:127)

Rosa’sknowledgeandstrategyuseKnowledge&beliefsStrategyuseAswecansee,Englishnativespeakerspaylessattentiontogrammarintheirdailylives...However,ourteachersandstudentsshowagreatdealofconcernforit(grammar).Why?Becauseitischieflytestedinexams.Nowwestillwanttostriveforprospectsofsuccessthroughexams.(Huang,2008:149)“Exercise-stuffedmethods”“Agoodmemoryisnotasreliableasabrokenpen.”Note-takingstrategyFindingerrors,Itrytoclassifythem,makingclearwhyIgetthemwrong:eitherinthinkingorintypes…

it’salsopossibletobewrongintheusageofaphraseoringrammar.Imark,copy,andfinallymakethemanerror-notebook.I’lluseitinthefuturerevision.(Huang,2008:150)Error-notebookmaking“Gainthenewknowledgebyreviewingtheold”(Confucius,TheAnalects)Reviewing

Strategiesasgoal-drivenactions

Whatgoal? -Thegrade-gettinggoal: Termsmarkedinthediscourse:“grades”,“marks”,“scores”;“exams”,“tests”,“quizzes”,“dictations(asaquiz)”,“mocktests”… “I’mlearningEnglishforthesakeofexams.” (Huang,2008:128)Test-takingstrategies

Question-focusedreading Question-focusedlistening Takingpracticetestsbeforehand Ruleoutirrelevantchoices Guessingtheunknown Imitatingthemodelcompositions (Huang,2008:129)Impactofgrade-gettinggoalonstrategies Strategychanges:

e.g., Lessrisk-taking Unwillingtoaskforhelpfromtheteacher Unwillingtoaskquestionsforclarification

Why? Theteacheristoograde-centered(FGP2)(Goal) Igotlowermarks(FGP1)(Goal) Thelowerscores,theweakerself-confidence(FGP7)(Affective) Worryaboutmakingerrors(FGP7)(Affective&ability) Classmates’laughatme(FGP3)(Social) I’dliketosavefaceformyself(FGP47)(Social) Noenoughwordstoexpressideas(FGP6)(Ability)

(Huang,2008:129-130)Strategiesastask-focusedactions Thesamestrategyfordifferenttasks

Strategy:Guessmeaningsfromthecontext Tasks:Readingcomprehension Listeningcomprehension Cloze

(Huang,2008:132)DifferentstrategiesforthesametaskTaskgoalsetting&strategyuseforreadingcomprehension:StudentTaskgoalsettingStrategyuseFGP8Tounderstandthemeaningsofwords,sentences,paragraphs,andthetextBottom-upreadingapproaches:Figureoutsounds–words–phrases–sentences–paragraphs–passage;FGP25ToknowaboutWesternculturesUnderstanddifferenttextforms(genres),suchasstories,scientificarticles,newsreports,advertisements,biographies,etc.,asreflectionsofWesterncultures(thestrategytransferredfromChineselearning);FGP38ToimprovereadingabilityScanfortheinformationneeded;Skimforgeneralideas;Intensivereading;FGP46ToknowwhatthepassagetellsusaboutPreviewtheheadings;Markkeypointsandkeywords;Guessmeaningsfromthecontext;Usedictionariesafterreading;(Huang,2008:131)Strategiesfornon-communicativeexercisesExample: Strategiesforgrammarexercises:Memory: MemorizegrammarrulesResource: Usegrammar/referencebooksCognitive: Learngrammarthroughteachers’instruction Learngrammarthroughpeerdiscussions Understandgrammarbyreadingmodelsentences Consolidateknowledgebydoingexercises Learngrammarbyreadingandaccumulation Note-taking AnalyzeandusegrammarknowledgeMetacognitive: Findoutweaknessesandmissingpointsinlearning

(Huang,2008:133)StrategiesforcommunicativetasksExample: Strategiesforroleplay:Functionalpracticestrategies:

Actoutwords PracticeoralEnglish FindasmanywaysaspossibletouseEnglishSocial: Askforhelpfromtheteacher Askforerrorcorrection

(Huang,2008:133)Strategiesassituatedactions StrategicinteractionbetweenteachersandstudentsTheteacher’sinstructionalimpactLena’sstrategyuseT’steachingmethodofsentencemakingUsingnewwordsinasentenceTstrictlyrequiredstudentstotakenotesinclassNote-takingTrecommendedCCTV9forlisteningpracticeWatchingEnglishTVprogramsT’sinstructionoflanguagepointsTryingtofindpatternsinEnglishFeelinganxiousandnervousinT’sclassesRelaxingwhenfearfulTaskedmequestionsalmosteverylessonNoticingtensionAskingTandpeersforhelpwithunknownAskingforhelpfromothersCollectingsomequestionstoaskTforhelpAskingforclarificationorverificationAttendingT’selectivecoursesonEnglishcultureLearningaboutL2cultureTryingtobemoreactiveinT’slessonsUsingreferencebooks

Lenaneverconcealedherfondnessfortheteacher,saying,“Lovetheteacher,andbelieveinthewaysheteaches.”

(Huang,2008:262)Anotherstudent’scommentsonherteacher’smethods FGP2:“Ourteacheralwaysteachesusinthesameway:teachingnewwordsandexpressions,explainingthetext,andthenlisteningtothetextrecording,alwaysthesame,rarelyaskingustoperformactivelyinclass.Inmyimpression,everythingcouldbesmoothedoutinclassinthesameway–memorizing!Dwellingsomuchongrammarisbutuseless.Wedon’thavethatmuchtimeforit.We’vegotpilesandpilesofassignmentstodoinmaths,physics,andchemistryeveryday.PlusEnglishvocabulary,wereallycan’tsparetimeforreadinggrammar.Frommypointofview,justnoneedforteacherstotalkthatmuchaboutgrammar.Moreexamplesarewelcome,andit’seasierforustounderstandexamples.” (Huang,2008:133)Strategicinteractionamongstudents

FGP39:“Mypartner’simpactonmewassogreatthatthelearningmethodsusedbyuswerealwaysalmostsimilar.Inparticular,bothofusseemedtotakenotesinclassinsimilarways.” (Huang,2008:134) Inclass,Lenatriedtotakeeverypossibleopportunitytolistentootherstudents.Below,sheexplainedtherationale:

“TheyspeakEnglishonlyinclass.Listeningtoothers,Ifollowthemandspeaktomyself.Thisisequallythesameaslisteningtomyselfonceagain,soastocheckwhereismyweakness.”(Huang,2008:261)Readingaloudinadormitorylearningcommunity: FGP2:“Speakingofreadingaloud,tobehonest,Ilikethatpleasantfeelingofreadingtextsaloudverymuch.Everytimewefeltutterlyexhaustedfromworkingonmaths,physicsandchemistry,wealwaysputallourhopesforrefreshingourselvesonourchorusrecitationnextmorningthoughweallsleptverylatetiredatmidnight.Nextmorning,allofour8roommateshadalotfuntoreciteEnglishorChinesetextstogether,fightingtoseewhowasabletoreadloudestandmostfluently,[…]untilhoarsevoices…”(Huang,2008:135)StrategicinteractionbetweenfamilyandstudentsFGP6:“I’malwaysfeelingIhaven’tlearnedenoughvocabularytoexpressmyselfwheneverIstanduptospeakEnglish.I’mjustafraidofmakingmistakes.”FGP3: “Oh,that’snotmycase.I’veneverbeenafraidofmakingerrors.Thismightbeattributedtomyfamilyeducationpractice.Mymumalwayssaidtomethat‘yourclassmatesmightlaughatyourEnglishmistakesyou’vepotentiallymadewhenyoustanduptospeakEnglish.However,ifyouwerereluctanttostandup,youwouldhavealreadycompletelybeendefeatedbyyourself’…” (Huang,2008:135)Conclusion (1)LearningstrategiesareintegratedintotheECSasacurriculumgoal,andstrategyusecontributestothedevelopmentofstudents’comprehensivecompetenceoflanguageuse. (Strategicinteractionwiththecurriculum) (2)Learningstrategiesareexplicitlyorimplicitlyembeddedindifferenttextbookseries,andstrategyusemakesclassroomteachingandlearningmoremeaningfulandenjoyable. (Strategicinteractionwithtextbooks)

(3)Strategyuseisbasedonthelearner’sknowledgeandbeliefs,andinturnenhancesthedevelopmentofknowledgeandskills. (Strategicinteractionwithinthelearner) (4)Strategyuseismotivatedbylearninggoals,aimingtoachievelearninggoalsintheprocessofEnglishteachingandlearning. (Strategicinteractionwithlearninggoals)

(5)Learningstrategiesarethelearner’sspecificapproachestoL2tasksinparticularsituations,andthenatureoftaskshascrucialimpactonstrategychoiceanduse. (Strategi