藝術(shù)專業(yè)學(xué)生英語學(xué)習(xí)策略調(diào)查與分析的綜述報(bào)告

藝術(shù)專業(yè)學(xué)生英語學(xué)習(xí)策略調(diào)查與分析的綜述報(bào)告IntroductionAsEnglishhasbecomeagloballanguage,theproficiencyinEnglishhasbecomenecessarynotonlyforcommunicationbutalsoforcareeradvancement.Inthefieldofart,proficiencyinEnglishisincreasinglyimportantforstudentstounderstandthelanguageusedinarthistory,critiques,andcontemporaryart.Therefore,identifyingeffectiveEnglishlearningstrategiesforartstudentsiscrucial.ThispaperaimstoprovidealiteraturereviewofEnglishlearningstrategiesforartstudentsinordertoidentifyeffectiveandinnovativepractices.BackgroundEnglishlanguagelearningstrategies(LLS)refertostudents’techniquesforapproachingandmasteringlanguagelearning(Chamot&O'Malley,1994).ResearchershaveidentifiedvariousLLS,includingcognitivestrategies,suchasmakinginferencesandsummarizing,metacognitivestrategies,suchasgoalsettingandself-monitoring,andsocialstrategies,suchasaskingforhelpandcollaboratingwithpeers(Oxford,1990).ResearchhasalsohighlightedtheimportanceofcontextindeterminingeffectiveEnglishlearningstrategies.Inthecontextofart,studentsfaceuniquechallengesinlearningEnglish.Firstly,artstudentsoftenhaveadifferentperspectiveonlanguagelearningthanotheracademicdisciplines.Forexample,theymayprioritizevisuallearningornon-verbalcommunicationoververballearning(Kemper,2016).Secondly,studentsinartmajorsmayhavelimitedexposuretospecializedvocabularyusedinEnglish-languageartdiscourse(Hermans&VanderSanden,2019).Lastly,artstudentsmaystrugglewithlanguageanxiety,astheEnglishlanguagemaynotbetheirfirstlanguage,andtheymayfearmakingmistakesintheirusageofthelanguage(Kemper,2016).EnglishLearningStrategiesforArtStudentsResearchonEnglishlearningstrategiesforartstudentsislimited.However,somescholarshaveidentifiedsomestrategiesthatareeffectiveinthiscontext.1.UseofvisualaidsAsvisuallearningisoftenemphasizedinart,visualaidscanbeausefultoolforEnglishlanguagelearning.Forexample,studentscanuseillustrations,pictures,anddiagramstohelpthemunderstandandremembernewvocabularywords.Additionally,teacherscanusevisualaids,suchasmoviesandartworks,tostimulatediscussionandenhancestudents’comprehensionofEnglish-languageartdiscourse(Zeidner,Hadidian,&Rosenfeld,2012).2.IncorporationofTechnologyTechnologycanalsobeaneffectivetoolforEnglishlearningforartstudents.Studentscanuseonlineresources,suchaslanguagelearningapps,toimprovetheirEnglishlanguageskills.Additionally,teacherscanusetechnologytosupportEnglishlanguagelearningintheclassroom,suchasbyusinginteractivewhiteboardsandonlinequizzes(Hermans&VanderSanden,2019).3.IncorporatingVocabularyandLanguageintoArtProjectsIncorporatingEnglishvocabularyandlanguageintoartprojectsisanotherwaytoenhanceEnglishlanguagelearningforartstudents.Bydoingso,studentscanlearnEnglishinacreativeway,whichcanenhancemotivationandengagementinlanguagelearning.Additionally,thisapproachcanalsobeusedasawaytoreviewandreinforcevocabulary(Kemper,2016).4.EncouragingCommunicationandCollaborationLastly,promotingcommunicationandcollaborationwithnativeEnglishspeakerscanbeaneffectivewaytoimproveEnglishlanguageproficiencyforartstudents.Thiscanbedonethroughonlinediscussionforums,attendingEnglish-languageartevents,andcollaboratingwithnativeEnglish-speakingartists.Furthermore,collaborationcanalsoenhanceculturalawarenessandappreciation,aswellasfosterprofessionalrelationships(Zeidner,Hadidian,&Rosenfeld,2012).ConclusionEnglishlearningstrategiesarecrucialforstudentsinthefieldofarttoenhancetheircomprehensionofEnglish-languageartdiscourse,aswellasimprovetheircareerprospects.ThispaperhasreviewedsomeoftheEnglishlearningstrategiesthatareeffectiveinthecontextofart.Theuseofvisualaids,technology,incorporationofvocabularyandlanguageintoartprojects,andencouragingcommunicationandcollaborationwithnativeEnglishspeakersarealleffectiveapproachesthatcouldbeadoptedtoimproveEnglishlanguagelearningforartstudents.However,furtherresearchisneededtoexploremoreeffectiveLLSinthecontextofart.ReferencesChamot,A.U.,&O'Malley,J.M.(1994).TheCALLAhandbook:Implementingthecognitiveacademiclanguagelearningapproach.Addison-WesleyLongmanPublishingCo.,Inc.Hermans,L.,&VanderSanden,J.(2019).LearningEnglishforProfessionalPurposesinCreativeArtsEducation:AnInterviewStudywithInternationalArtandDesignStudents.JournalofArtsandHumanities,8(2),43-58.Kemper,M.(2016).“Ilearnbetterdoingart”:EnglishLanguageAcquisitioninanArtClassroom.ArtEducation,69(2),32–38.Oxford,R.(1990).Languagel