Learning Strategies 学习策略.ppt

LearningStrategies 学科英语 熊凤凤张涵 Contents DefinitionoflearningstrategiesClassificationoflearningstrategiesGoodlanguagelearnerstudiesFactorsinfluencingchoiceoflearningstrategiesTherelationshipbetweenlearningstrategiesandlanguagelearningLearnertrainingFinalcomment Definition behaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful self directedandenjoyable Oxford1989 thebehaviorsandtechniqueslearnersadoptintheireffortstolearninasecondlanguage MurielSaville Troike2008 Characteristics referringtogeneralapproachesandspecificactionsorteniquesbeingproblem orientatedinvolvinglinguisticbehavior e g requestingthenameofanobject andnon linguisticone e g pointingatanobjectsoastobetolditsname usingitbothinL1andL2learnersareawareofandidentifythestrategiessomebehavioral observable somemental Somecommonterminology Tarone1980productionstrategy anattempttouseone slinguisticsystemefficientlyandclearly withaminimumofeffort communicationstrategy attemptstodealwithproblemsofcommunicationthathavearisenininteraction languagelearningstrategy anattempttodeveloplinguisticandsociolinguisticcompetence Somecommonterminology languagelearningstrategies attemptstomasternewlinguisticandsociolinguisticinformationaboutTLskilllearningstrategies attemptstobecomeskilledperson Somecommonterminology Stern1983strategies generalandmoreorlessdeliberateapproachestolearningtechniques observableformsoflanguagelearningbehaviorevidentinparticularareasoflearningSeliger1984strategies basicabstractcategoriesofprocessing tactics variableandidiosyncraticlearningactivities Classification O MalleyandChamot 1990 Metacognitive involvingattemptstoregulatelearningthroughplanning monitoringandevaluating e g previewingconceptsdecidinginadvancetoattendspecificaspectsofinput Cognitive involvinganalysis transformation orsynthesisoflearningmaterials e g predictinginferring Socio affective concerningwaysinwhichlearnerinteractwithothers e g seekingopportunitiestointeractwithnativespeakers Classification Oxford19901 Directmemorystrategies grouping classifyingcognitivestrategies practising repeatingcompensationstrategies switchingtomothertongue2 Indirectmetacognitivestrategies e g settinggoalsaffectivestrategies e g takingriskswiselysocialstrategies e g askingforclarification Classification Purpura1999whetherrelatingtocomprehendingprocesses storing memoryprocesses orusing retrievalprocessesCohenandChiskillsvocabualrytranslation Goodlanguagelearnerstudies Goodlanguagelearnerstudies Goodlanguagelearnerstudies Majortraitsofgoodlearners concernforlanguageformandalsomeaningconcernforcommunicationawarenessofthelearningprocesscapacitytousestrategiesflexiblyinaccordancewithtaskrequirementssysematicplanandparticularobjectivescriticalself awarenessorself efficacy Factorsinfluencingchoiceoflearningstrategies Leanerfactors 1 Age EhrmanandOxford1989 Youngchildren empolystrategiesinatask specificmannerOlderchildrenandadult generalizedstrategies2 Motivation OxfordandNyikos1989 Highlymotivatedlearnersusedmorestrategiesrelatingtoformalpractice functionalpractice generalstudy andconversation inputelicitationthanpoorlymotivatedlearner Learnerfactors 3 Learningstyle Littlemore2001 Thoseleanerswhohadaholisticcognitivestyleweremorelikelytoutilizeholisticcommunicationstrategies 4 Learningbeliefs Wenden Learnerswhoemphasizedtheimportanceoflearningtendedtousecognitivestrategiesthathelpedthemtounderstandandrememberspecificitemsoflanguage whilelearnerwhoemphasizedtheimportanceofusinglanguagereliedoncommunicationstrategies 5 Learners experience Ehrman NationandMclaughlin Levine RevesandLeaver e g Professionallinguistsreportedusingmorestrategiesmorefrequentlythanuntrainedinstructorsandstudents Factorsinfluencingchoiceoflearningstrategies Socialandsituationalfactors 1 Language Thelanguagebeinglearntcaninfluencestrategychoice Wharton 2000 StudentsstudyingFrenchhadahigheroverallmeanforstrategyusethanstudentsstudyingJapanese 2 Classroomsetting Strategyuseoftheclassroomlearnerssheinvestigatedwaslowerthanthatinsecondlanguagelearningsituationsandthataffectivestrategiesinparticularwerelesspreferred Socialandsituationalfactors 3 Tasktype e g Vocabularytasksledtotheuseofthecognitivestrategies resourcingandelaboration andmetacognitivestrategies self evaluationandself monitoring Whilelisteningtasksledto note taking elaboration inferencing summarizing ascognitivestrategies andto selectiveattention self monitoringandproblem identification asmetacognitivestrategies 4 Gender Femaleusedmoreoverallstrategiesthanmales Therelationshipbetweenlearningstrategiesandlanguagelearning Therewereaseriesofstudiestoensuretherelationshipbetweenstrategyuseandproficiency 1 Bialystok 1981 exploredtherelationshipbetween4strategies functionalpractice inferencing formalpracticeandmonitoring andL2proficiency 2 PolitzerandMcgroartysuggestedthatstrategiesneedtobeconsideredingroupsratherthaninisolation Therelationshipbetweenlearningstrategiesandlanguagelearning 3 Griffithclassifiedstrategiesinto8groupstofindtherelationshipbetweenlanguagestrategiesandlearning 4 BrownandPerryinvestedthesuccessof3vocabulary learningstrategies keyword semanticandkeyword semantic Theyhypothesizedthatstrategiesthatinvolvedgreater depthofprocessing wouldresultinbetterretention Therelationshipbetweenlearningstrategiesandlanguagelearning Dolearnersdevelophighproficiencybecauseofthestrategiestheyuseorisitlearners proficiencythatdeterminetheirchoiceofstrategies Ehrman LeaverandOxfordsuggestedthat Astrategiesisusefulunderthesecinditions 1 thestrategyrelateswelltotheL2taskathand 2 thestrategyfitstheparticularstudent slearningstylepreferencetoonedegreeoranother 3 thestrategyemploysthestrategyeffectivelyandlinksitwithotherrelevantstrategies Conclusionsofrealastionship ThefollowingconclusionsregardingtheroleplayedbylearningstrategiesinL2learningarenecessaritytentative 1 ThestrategiesthatlearnerselecttousereflecttheirgeneralstageofL2development 2 Moreproficientlearnersappeartouselearningstrategiesmorefrequentlyandinqualitativelydifferentwaysthanlearnerswhoarelessproficient 3 DifferentkindsoflearningstrategiesmaycontributetodifferentaspectsofL2proficiency Conclusionsofrealastionship 4 Learnersneedtoemploystrategiesflexiblybyselectingthosestrategiesthatareappropriateforperformingaparticularlearningtask 5 Metacognitivestrategiesinvolvinggoalidentification planning monitoring andevaluationassumeconsiderationimportance atleastforadult However manylearnersappeartounder utilizethesetypesofstrategy 6 Thelearningstrategiesusedbychildrenandadultsmaydiffer socialandinteractionalstrategiesmaybemoreimportantwithyounglearners Conclusionsofrealastionship MoDonough 1999 hadaclearestconclusion Therelationshipbetweenstrategyuseandproficiencyisverycomplicated Issuessuchasfrequencyandqualityofstrategyusedonotbetterasimplelinearrelationshiptoachievementinasecondlanguage LearnerTraining Itisdifficulttoreachanyfirmconclusionsregardingtheeffectivenessofstrategytraining 1 Cohen Weaver YuanLireportedsstudyoftheimpactofstrategy basedinstructiononaforeignlanguage Cohenconcluded itwouldappearbeneficialtoengagelearnersindiscussionsofspeakingstrategies havingthemreviewchecklistsofpossiblestrategies andpracticethosestrategiesinclass LearnerTraining 2 SwaininvestigatedtheeffectsofmetacognitivestrategytrainingontheaccurateuseofverbformsbyadvancedlearnersofEnglish I