1、1 英語學習策略英語學習策略 2Encouraging Note English Course Requirements for Non-English Majors (2004)3 Listening/Speaking Reading/Writing Translation Recommended vocabulary size Additional requirements: English teachers should allocate some time to develop students learning strategies to promote their self-aut

2、onomy and to sharpen their cultural awareness to develop their intercultural communicative abilities4 “English course guidelines for primary and secondary school students”5The language curriculum Syllabus design: WhatWhat? Methodology: HowHow? Evaluation: How wellHow well? (Nunan, 2004)6Difficulties

3、 in implementing the new curriculum What are the strategies? No specifications in the curriculum How to incorporate the strategy component into a daily lesson？ How to incorporate it into a web-based course？7 The question that arises in this context How to integrate strategy training with foreign lan

4、guage programs?8講課提綱講課提綱 對英語學習策略研究的背景對英語學習策略研究的背景 英語學習策略的定義英語學習策略的定義 英語學習策略系統的概述英語學習策略系統的概述 英語學習策略對學習成績的影響英語學習策略對學習成績的影響 指導英語學習策略的原則和步驟指導英語學習策略的原則和步驟9一一 、 對英語學習策略研究的背景對英語學習策略研究的背景(一一) 國外情況國外情況70年代開始有人研究英語學習策略年代開始有人研究英語學習策略 Rubin, J. 1975. What the good language learner can teach us. TESOL Quarterly

5、9(1): 41-45. Naimen, N., M. Frohlich, A. Todesco, 1975. The good Lanugage learner. TESL TALK 6(1): 58-75. 80年代成為研究熱點年代成為研究熱點 90年代開始廣泛應用到教學中去年代開始廣泛應用到教學中去10(二二) 國內情況國內情況 80年代開始有人研究年代開始有人研究, 大約比國外晚大約比國外晚10年。年。 Huang, Xiaohua, 1984. An investigation of learning strategies in oral communication that Chi

6、nese EFL learners in China employ. HK: Unpublished MA thesis. Chen， S. Q. 1990. A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning 40 (2): 155-87.11 90年代成為研究的熱點，并試圖運用到教學中年代成為研究的熱點，并試圖運用到教學中去。去。 研究對象：英語專業，非英語專業，碩士研究研究對象：英語專業，非英語專業，碩士研究生，小學生。生，小學

7、生。 研究范圍：聽力策略，口頭交際策略，閱讀策研究范圍：聽力策略，口頭交際策略，閱讀策略，寫作策略，詞匯策略。略，寫作策略，詞匯策略。 未研究的或研究不夠的：中學生，小學生；學未研究的或研究不夠的：中學生，小學生；學習語音語調策略，學習語法策略，學習翻譯策習語音語調策略，學習語法策略，學習翻譯策略。略。121、文秋芳，、文秋芳，1996，英語學習策略論英語學習策略論上海上海外語教育出版社出版了外語教育出版社出版了2、文秋芳，、文秋芳，2003，英語學習的成功之路英語學習的成功之路上海外語教育出版社上海外語教育出版社3、文秋芳，王立非，、文秋芳，王立非，2003，英語學習策略英語學習策略實證研究

8、實證研究，陜西師范大學出版社，陜西師范大學出版社4、文秋芳，王立非，、文秋芳，王立非，2004，英語學習策略英語學習策略理論研究理論研究，陜西師范大學出版社，陜西師范大學出版社13(三三)為什么對研究英語學習策略感興趣為什么對研究英語學習策略感興趣？ 研究研究“如何教如何教”成效不大成效不大 研究教學方法，走進了死胡同。研究教學方法，走進了死胡同。 教與學兩個方面，缺一不可。教與學兩個方面，缺一不可。 社會對教育的要求社會對教育的要求 培養獨立、自主的學習者，自己能夠學習新培養獨立、自主的學習者，自己能夠學習新知識。知識。14v給人以魚，一日食魚；給人以魚，一日食魚；v授人予漁，終身得魚。授人

9、予漁，終身得魚。v Give a man a fish and he eats a day. vTeach him how to fish and he eats for a lifetime. 15二二 、 英語學習策略的定義英語學習策略的定義(一一)什么不是策略？什么不是策略？ 學習策略不是學習策略不是“recipes”。 學習策略不是學習策略不是“訣竅訣竅”。 學習策略不是學習策略不是“靈丹妙藥靈丹妙藥”16(二二) 英語學習策略的定義英語學習策略的定義根據自己的根據自己的觀念觀念，為提高英語學習效果，為提高英語學習效果而采取的而采取的行動或方法行動或方法。策略策略 = 觀念觀念 +方法

10、方法這個定義更適用于對成年人的策略研究。這個定義更適用于對成年人的策略研究。17三、英語學習策略系統三、英語學習策略系統 英語英語學習觀念學習觀念 英語英語學習方法學習方法 觀念觀念與方法之間的關系與方法之間的關系18英語學習策略系統模型英語學習策略系統模型管理觀念管理觀念 語言學習觀念語言學習觀念管理方法管理方法 語言學習方法語言學習方法英語成績英語成績環境環境因素因素學習學習者因者因素素19（一）學習觀念舉例（一）學習觀念舉例 學好英語的關鍵是什么？學好英語的關鍵是什么？ 管理學習過程重要嗎？管理學習過程重要嗎？ 準確與流利哪個更重要？準確與流利哪個更重要？ 多聽、多讀是否一定能學好英語？

11、多聽、多讀是否一定能學好英語？ 母語在學習英語中的作用是什么？母語在學習英語中的作用是什么？ 運用翻譯來學英語是否是個好方法？運用翻譯來學英語是否是個好方法？ 通過上下文猜詞義是否是學習單詞最好的方法？通過上下文猜詞義是否是學習單詞最好的方法？20重要觀念一重要觀念一管理學習過程是否重要？管理學習過程是否重要？ 不重要，跟著教師走就行。不重要，跟著教師走就行。 不重要，因為強迫自己，效率不高。不重要，因為強迫自己，效率不高。 重要，因為沒有目標，沒有計劃，沒有調重要，因為沒有目標，沒有計劃，沒有調控，就不可能有成功。控，就不可能有成功。21重要觀念二重要觀念二語言的準確性和流利度同等重要嗎？語

12、言的準確性和流利度同等重要嗎？ 流利度比準確性更重要，因為交際中表達流利度比準確性更重要，因為交際中表達意義最重要。意義最重要。 準確性必流利度更重要，因為語言錯誤不準確性必流利度更重要，因為語言錯誤不注意糾正，容易固化。注意糾正，容易固化。 同等重要。同等重要。22對對正確性與流利性關系的認識有偏差正確性與流利性關系的認識有偏差 80年代以前過分強調準確性年代以前過分強調準確性 學生不敢開口，啞巴英語學生不敢開口，啞巴英語 80年代以后過分強調流利性年代以后過分強調流利性 短期效應，扼殺了學生語言的持續發展能力短期效應，扼殺了學生語言的持續發展能力23Schmidt (1983): 跟蹤調查

13、跟蹤調查在夏威夷的日本人在夏威夷的日本人Wes 在美國兩年在美國兩年, 英語的流利度英語的流利度有了顯著提高，能成功的與別人進行交流，但句法有了顯著提高，能成功的與別人進行交流，但句法能力幾乎沒有進步。能力幾乎沒有進步。Higgs & Clifford (1982): 跟蹤調查跟蹤調查研究對象為美國外交學院學生研究對象為美國外交學院學生學生入學時，語言的準確性高于或等于流利性的學學生入學時，語言的準確性高于或等于流利性的學生，經過訓練以后，進步特別明顯；而那些語言的生，經過訓練以后，進步特別明顯；而那些語言的流利性高于準確性的學生，他們雖有暫時的優勢，流利性高于準確性的學生，他們雖有暫

14、時的優勢，但沒有持續發展能力，課程教學對他們的作用不明但沒有持續發展能力，課程教學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，顯，他們通常在比較低的水平上就停滯不前了，24(二二) 英語學習方法英語學習方法 管理方法管理方法 認知活動管理認知活動管理 情感活動管理情感活動管理 語言學習方法語言學習方法 聽、說、讀、寫聽、說、讀、寫 語音、語法、詞匯語音、語法、詞匯25認知活動管理認知活動管理確立目標；確立目標；制定計劃；制定計劃；選擇方法；選擇方法；監控學習過程；監控學習過程；評價方法的成效；評價方法的成效；調整學習行為。調整學習行為。26情感活動管理分兩類：情感活動管理分兩類：

15、(1)(1)調動積極情感因素調動積極情感因素 自信心自信心 毅力毅力(2)(2)克服消極情感因素克服消極情感因素 焦慮焦慮 怕丟面子、怕失敗等怕丟面子、怕失敗等27（三）語言學習方法（三）語言學習方法 學習聽、說、讀、寫技能的方法學習聽、說、讀、寫技能的方法 英語學習策略論英語學習策略論89-134頁頁 學習語音、語法、詞匯的方法學習語音、語法、詞匯的方法 英語學習策略論英語學習策略論134-159頁頁28四、英語學習策略對成績的影響四、英語學習策略對成績的影響大量研究結果表明：大量研究結果表明：(1)(1)學習策略對成績有明顯的影響；學習策略對成績有明顯的影響；(2)(2)有意識地調控學習策

16、略是取得成功有意識地調控學習策略是取得成功的關鍵；的關鍵；(3)(3)學習有法，學無定法，策略因人而學習有法，學無定法，策略因人而異，因時而變。異，因時而變。29A comparative study of one successful and one less successful English learners in China30Introduction A brief literature review Research questionsMethodology Subjects Instruments Data-collection Data-analysisResults and

17、 discussion31IntroductionSince 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 varieties of effective strategies and use them less frequently.32The contention of these studies is tha

18、t 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 consistent results in support of the above assumption.33Research questions How do a good learner and a

19、 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?34Subjects (Two second-year English Majors)Name Gender Age Parents L1 L2 EffortS1 F 19 F: UT 75 95 20.

20、5hs M: UTS2 F 20 F: Doc 75 96 40hs M: NurseScores on the Band 4: 90.5/64.25Go35Instruments:Interview scheduleDiary: one-week diaryReading tasks36Interview guideInterview guideHow do you practice reading outside class?How do you practice speaking outside class?How do you deal with new words in a text

21、?How do you remember new words?How do you practice writing after class?Do you have your own plan for your study?What is your plan? Can you give me an example?37Instructions for diaryInstructions for diary What activities do you undertake to learn English after class? Why do you want to carry out suc

22、h 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?38Reading taskReading taskRead a passage of 850 words Read a passage of 850 words while they are al

23、lowed to use a while they are allowed to use a dictionary or a grammar book dictionary or a grammar book as if they were previewing a as if they were previewing a new lesson.new lesson.39Data collectionData collection Interviewed the subjects individually Asked the subjects to read a passage individ

24、ually while video-taping their reading performance and then interviewed them as soon as they finished the reading Asked the subjects to keep one-week diary and discussed the diary with them individually Go back40Data analysisData analysis Compare and contrast their Compare and contrast their learnin

25、g behaviors to find out learning behaviors to find out differences.differences. Analyze the reasons to Analyze the reasons to account for their behaviors.account for their behaviors.Go41Results and discussionResults and discussion Different learning behaviors of the two subjects Listening Speaking R

26、eading Writing Vocabulary learning42Listening (How to practice listening after class)Student AI listen to the news broadcast by the VOA. I prefer to take down notes while listening. Once I finish listening, I write the summary of what I have listened Sometimes, I record programs and listen to them r

27、epeatedly until I can understand everything in it. Performing such a listening task often takes me about 40 minutes or one hour. 43Student BWhen I was the first-and second-year student, I often listened to various kinds of tapes borrowed from the language lab but rarely took a dictation of it. My pu

28、rpose was just to understand its general meaning. For me, to listen to the programs broadcast by the VOA or the BBC is also for obtaining the information. 44Question One What are the differences in listening by Student A and Student B?45Differences in listeningDifferences in listening Student A: Too

29、k down notes, wrote a summary, had intensive listening. Student B: Listened only for meaning. Integrated Form and meaning46SpeakingStudent A I 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 teachers

30、 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?47I feel self-talk is useful for practi

31、cing 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, I never

32、 avoid it and I will ask the other people for help. (Subject 1)48Student 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 of th

33、e English word, I may use gestures or avoid using it. Occasionally, I consult the dictionary. 49Question TwoQuestion TwoWhat are the differences What are the differences in speaking by Student in speaking by Student A and Student B?A and Student B?50Differences in speakingDifferences in speaking Stu

34、dent A: Active inside and outside class; tried to use linguistic means to make up for her insufficient linguistic knowledge. Student B: Inactive inside and outside class; tried to use non-linguistic means to make up for her insufficient linguistic knowledge.51ReadingStudent AIf I do reading for enjo

35、yment, 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 understand everything in it be

36、cause the teacher seems to set up52examination questions deliberately concerning those points which are easy for us to neglect. I usually do not like to memorize the texts but I am fond of reading them aloud. I often go to the classroom half an hour early before the class begins, reading the texts a

37、loudI am not very good at grammar. Sometimes I cannot tell the grammatical function of each part of a sentence. But if the sentence53structure is very complicated, I will find out which is the main clause and which is the subordinate clause. Read Readers Digest for the main idea. I do not use the di

38、ctionary at all but I underline the new or interesting words with a pencil. .Read China Daily quickly, but at the same time, pay attention to useful phrases and sentence patterns. .Read the words in54Readers Digest that are appealing to me and look up some of the new words that I want to know their

39、precise meanings. I take notes of some interesting points and sentencesRead Newsweek, National Geography and some short stories for the main idea. I try to read as quickly as I can and only look up the words that appear interesting.”55Student B:She did not differentiate two kinds of reading but in h

40、er diary, she did have two kinds of reading. For self-initiated reading, she read the text very fast for a general understanding like her listening. For prescribed-reading, she read the text extremely slowly. 56Question ThreeQuestion ThreeWhat are the differences in reading by Student A and Student

41、B?57Differences in reading Student A: Student A: Differentiated two kinds of reading: Self-Differentiated two kinds of reading: Self-initiated reading/reading for pleasure and initiated reading/reading for pleasure and Course-bound readingCourse-bound reading Dealt with these two kinds of reading De

42、alt with these two kinds of reading differently.differently. Student B: Did not differentiate two Student B: Did not differentiate two kinds of reading consciously.kinds of reading consciously.58In self-initiated reading, Student A paid In self-initiated reading, Student A paid more attention to rea

43、ding speed and the more attention to reading speed and the flow of ideas expressed by the author, flow of ideas expressed by the author, yet she looked up new words that she yet she looked up new words that she found interesting. In course-bound found interesting. In course-bound reading, she endeav

44、ored to understand reading, she endeavored to understand every detail of the text while trying to every detail of the text while trying to master the linguistic forms such as master the linguistic forms such as vocabulary and structures.vocabulary and structures.59In self-initiated reading, Student

45、B In self-initiated reading, Student B read almost exclusively for meaning read almost exclusively for meaning and even for gist, while paying little and even for gist, while paying little attention to new words and structures. attention to new words and structures. In course-bound reading, what she

46、 In course-bound reading, what she said about her behaviors appeared to said about her behaviors appeared to be similar to Student A but what I be similar to Student A but what I observed in her performance was not observed in her performance was not consistent with what she said.consistent with wha

47、t she said.60WritingStudent AIn addition to the teachers assignments, I like to keep diary in English and I also like to take notes in English.Although Ive been thinking about the story for several days, the ideas had come to my mind just before I began to write. So I61quickly wrote it down. What I

48、have written down was just the first draft. I put it aside for a few days before I make the second draft. Also, I try to find a classmate to read it and give me some comments. .I revise both the content and the grammatical mistakes before I submit it to the teacher.62Student B:She admitted that she

49、didnt practice writing in English besides the writing tasks assigned by the teacher. According to her description, she seemed to use similar strategies in writing like S1. However, she did not care much about the correctness of the form of the language because she believed that the purpose of writin

50、g a63composition was to develop the skill of expressing ones ideas in a coherent way and so long as the ideas were clearly stated, it did not matter that much if the form was not correct.64Question FourWhat are the differences in writing by Student A and Student B?65Differences in writingDifferences

51、 in writing Student A: Active in writing in English outside class.Revised the composition several times and paid attention to both the form and the meaning. Student B:Inactive in writing in English outside class.Did not pay attention to the form66Learning new wordsLearning new wordsStudent AIf the w

52、ords are not important, I will not consult them in a dictionary, particularly in my outside reading. But when reading (prescribed) texts, I will read the whole text once and guess the meaning of the new words without the use of the dictionary. In the second reading, I will look them up in a67diction

53、ary. Besides the explanation of the word, I also like to read the sample sentences or phrases. I dont repeat the individual words, but I would like to repeat the phrases. If I consult the dictionary for meaning of the new words several times. I can memorize them. Some words in the texts, if I think,

54、 are rarely used, I dont memorize them. At the most, I try to68memorize them when I am preparing for the examination. I dont copy the new words on a note book. My habit is to write the meaning of words directly on the textbook. The meaning is usually in English. But if the English explanation is ver

55、y long and not clear, I write down the Chinese equivalent. I do not allocate the69time to memorize the words in isolation. I prefer to memorize the words together with reading the text. I feel that memorizing new words combined with reading the text is more efficient than memorizing the words in iso

56、lation.70Student BWhen I find new words in a text, Id like to guess the meaning first and then consult the dictionary. Without consulting the dictionary, I feel not sure of the meaning of the new words I have guessed I copy down the new words and their meanings sometimes together with their sample s

57、entences. I write down both English explanations and Chinese equivalents. 71Then I read them repeatedly in order to memorize them, but I quickly forget them. It seems to me revision is not effective to me at all. I usually dont memorize the new words occurring in outside reading.72It is vain, of cou

58、rse, to argue that sport is a splendid diversion and a healthy pastime, but not an activity worthy of a civilized individuals entire attention, efforts and ambition.73diversion: pastime, recreation play: pastime, recreation: for fun, not for money play: used without an object. Children amuse themsel

59、ves hobby: quiet activities sport: bodily movement game: usually competition match: important public game sports: important public occasion, competitive in many different bodily ways74But it does have an increasing and loud nationalist element in its society that is ill-educated, potentially violent

60、 and extremely nasty.75nasty: (not formal) very ugly or unpleasant to see, smell, taste, etc. cheap and furniture weather/morally bad or improper, obscene Its a book / harmful,painful, severe a accident with one person killed a cut on the head The hotel bill was a shock /causing difficulty or danger a