1

英語學習策略

2EncouragingNoteEnglishCourseRequirementsforNon-EnglishMajors(2004)3Listening/SpeakingReading/WritingTranslationRecommendedvocabularysizeAdditionalrequirements:Englishteachersshouldallocatesometimetodevelopstudents’learningstrategiestopromotetheirself-autonomyandtosharpentheirculturalawarenesstodeveloptheirinterculturalcommunicativeabilities4“Englishcourseguidelinesforprimaryandsecondaryschoolstudents”5ThelanguagecurriculumSyllabusdesign:What?Methodology:How?Evaluation:Howwell?(Nunan,2004)6DifficultiesinimplementingthenewcurriculumWhatarethestrategies?NospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？7ThequestionthatarisesinthiscontextHowtointegratestrategytrainingwithforeignlanguageprograms?8講課提綱對英語學習策略研究的背景英語學習策略的定義英語學習策略系統(tǒng)的概述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9一、對英語學習策略研究的背景(一)國外情況70年代開始有人研究英語學習策略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

90年代開始廣泛應用到教學中去10(二)國內情況

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，并試圖運用到教學中去。研究對象：英語專業(yè)，非英語專業(yè)，碩士研究生，小學生。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：中學生，小學生；學習語音語調策略，學習語法策略，學習翻譯策略。121、文秋芳，1996，《英語學習策略論》上海外語教育出版社出版了2、文秋芳，2003，《英語學習的成功之路》上海外語教育出版社3、文秋芳，王立非，2003，《英語學習策略實證研究》，陜西師范大學出版社4、文秋芳，王立非，2004，《英語學習策略理論研究》，陜西師范大學出版社13(三)為什么對研究英語學習策略感興趣？研究“如何教”成效不大研究教學方法，走進了死胡同。教與學兩個方面，缺一不可。社會對教育的要求培養(yǎng)獨立、自主的學習者，自己能夠學習新知識。14給人以魚，一日食魚；授人予漁，終身得魚。

Giveamanafishandheeatsaday.Teachhimhowtofishandheeatsforalifetime.15二、英語學習策略的定義(一)什么不是策略？學習策略不是“recipes”。學習策略不是“訣竅”。學習策略不是“靈丹妙藥”16

(二)英語學習策略的定義

根據(jù)自己的觀念，為提高英語學習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、英語學習策略系統(tǒng)英語學習觀念英語學習方法觀念與方法之間的關系18

英語學習策略系統(tǒng)模型

管理觀念語言學習觀念管理方法語言學習方法英語成績環(huán)境因素學習者因素19

（一）學習觀念舉例

學好英語的關鍵是什么？管理學習過程重要嗎？準確與流利哪個更重要？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？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？20

重要觀念一

管理學習過程是否重要？不重要，跟著教師走就行。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，沒有調控，就不可能有成功。21

重要觀念二

語言的準確性和流利度同等重要嗎？流利度比準確性更重要，因為交際中表達意義最重要。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。同等重要。22對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學生不敢開口，啞巴英語80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(xù)發(fā)展能力23Schmidt(1983):跟蹤調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，能成功的與別人進行交流，但句法能力幾乎沒有進步。Higgs&Clifford(1982):跟蹤調查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生，經(jīng)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(yōu)勢，但沒有持續(xù)發(fā)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，24(二)英語學習方法管理方法認知活動管理情感活動管理語言學習方法聽、說、讀、寫語音、語法、詞匯25認知活動管理確立目標；制定計劃；選擇方法；監(jiān)控學習過程；評價方法的成效；調整學習行為。26情感活動管理分兩類：(1)調動積極情感因素 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）語言學習方法學習聽、說、讀、寫技能的方法《英語學習策略論〉89-134頁學習語音、語法、詞匯的方法《英語學習策略論〉134-159頁28四、英語學習策略對成績的影響大量研究結果表明：(1)學習策略對成績有明顯的影響；(2)有意識地調控學習策略是取得成功的關鍵；(3)學習有法，學無定法，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