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LanguageLearningStrategiesforChineseEFLLearners WangDong Ph D SchoolofForeignStudiesShandongNormalUniversity Jinan Shandong China AnancientChinesesaying 授人以鱼 不如授人以渔 然 授人以渔 不如令其自悟而会渔 Ifyougiveamanafish youfeedhimforaday ifyouteachamanhowtofish youfeedhimforalifetime Confucius 551B C 479B C Laozi 571B C 471B C Repeatingwordsoverandoveragain Listeningattentivelytotrytodistinguishwords Tryingtoworkouttherulesofthelanguagebyforminghypothesesabouthowitworks Tryingoutthesehypothesestoseeiftheywork Testingyourselftoseeifyourememberwords Guessingthemeaningofunknownwords Usingyourknowledgeoflanguagerulestotrytomakenewsentences Rehearsinginyourheadwhatyouareabouttosay Practisingthesoundsofthelanguagetoyourself Askingaspeakertorepeatsomething Pretendingthatyouunderstandinordertokeepthecommunicationgoing 2020 4 17 5 Learningstrategies Researchintolanguagelearningstrategiesbeganinthe1960s Muchofthishasclearlybeeninfluencedbydevelopmentsincognitivepsychology 2020 4 17 6 Goodlanguagelearnerstudies Rubin Joan 1975 Whatthegoodlanguagelearnerscanteachus TESOLQuarterly ResultProcess JoanRubin Ph D Yale Joan Rubin IreneThompson 1994 2004 Howtobeamoresuccessfullanguagelearner LessonsfromGoodLanguageLearnersToCommemoratethe30thAnniversaryofJoanRubin sSeminalArticleinTESOLQuarterly 1975 editedbyC Griffiths Cambridge CambridgeUniversityPress 2008 2020 4 17 9 Goodlanguagelearners 1 aconcernforlanguageform 2 aconcernforcommunication functionalpractice 3 anactivetaskapproach 4 anawarenessofthelearningprocess 5 acapacitytousestrategiesflexiblyinaccordancewithtaskrequirements Ellis 2000 546 2020 4 17 10 1 UnderstandingLearningstrategies LearningstrategiesaretheparticularapproachesortechniquesthatlearnersemploytotrytolearnanL2 Theycanbebehavioralortheycanbemental Theyaretypicallyproblem oriented Tomaketheirownlearningaseffectiveaspossible 2020 4 17 11 Whyimportant 1 Allappropriatelanguagelearningstrategiesareorientedtowardthebroadgoalofcommunicativecompetence 2 Developmentofcommunicativecompetencerequiresrealisticinteractionamonglearnersusingmeaningful contextualizedlanguage 2020 4 17 12 3 Learningstrategieshelplearnersparticipateactivelyinsuchauthenticcommunication 4 Suchstrategiesoperateinbothgeneralandspecificwaystoencouragethedevelopmentofcommunicativecompetence Howmanylanguagelearningstrategies Overonehundredstrategieshavebeenidentifiedbydifferentlanguagelearningstrategyresearchers Brown2000 RubinChamot 1995 RebeccaOxford 1990 AndrewD Cohen Cohen 2000 5 Secondlanguagelearnerstrategiesencompassbothsecondlanguagelearningandsecondlanguageusestrategies Takentogether theyconstitutethestepsoractionsconsciouslyselectedbylearnerseithertoimprovethelearningofasecondlanguage theuseofit orboth 英语学习策略体系 文秋芳2003 影响英语学习系统的其他因素 文秋芳2003 LearningStrategies Oxford1990 Directstrategies MemoryStrategies CompensationStrategies CognitiveStrategies Indirectstrategies MetacognitiveStrategies SocialStrategies AffectiveStrategies 高级中学英语课程标准 教育部2001年制定的 全日制义务教育普通高级中学英语课程标准 实验稿 把学习策略规定为基础教育阶段英语课程的主要课程目标之一 研究英语学习策略并在英语教学中渗透学习策略的训练是当今英语教师面临的又一重要任务 高级中学英语课程标准 课程内容 语言技能 语言知识 情感态度 学习策略和文化意识 认知与思维能力培养 高级中学英语课程标准 学习策略分类 认知策略 调控策略 交际策略 资源策略 为什么要把学习策略列为英语课程目标之一 一 使用学习策略能够提高英语学习效果二 发展学习策略有利于学生形成自主学习能力三 学习策略与教学策略相互促进 QuestionstoPonder Whatarelearningstrategies Canyoushareanexampleofoneofthefollowingstrategies memory cognitive compensation metacognitive affectiveorsocialstrategies LearningStrategies Oxford1990 Directstrategies MemoryStrategies CompensationStrategies CognitiveStrategies Indirectstrategies MetacognitiveStrategies SocialStrategies AffectiveStrategies TypesofLearningStrategies Oxford1990 Direct strategiesdirectlyinvolvethetargetlanguageMemory strategiesthathelpsusrememberspecificelementsoflanguageApplyingimagesandsoundsCognitive dealingwithmentalprocessingandmanipulationofanewlanguagePracticing Repeating Receivingandsendingmessages locatingthemainideaquicklythroughskimming Analyzingandreasoning translating Compensation strategiesthatallowustocommunicatewhenwedon thavetherightlanguagetodosoGuessingLaughing MemoryStrategies Direct strategiesdirectlyinvolvethetargetlanguageMemory strategiesthathelpsusrememberspecificelementsoflanguageUsingimagery CreatingamentalpictureAgoodwaytorememberwhathasbeenheardorreadinthenewlanguageTaxshelter Aninvestmentselectedmainlybecauseitprovidesfavorabletaxtreatment 2020 4 17 29 ExamplesofMemory Whatareyourfavoritestrategiesforrememberinginformation 2020 4 17 30 ExamplesofMemory Ikeepgoingoverthesamewordoverandoveragainuntilitsticks Othermoreefficientstrategies ExamplesofMemory Group Associating Sun ExamplesofMemory Group Associating Sun Thearrangementandassociationsmustbepersonallymeaningfultothelearner Brainstorming Memoryofnewwordsorpre writing Decision talk committee director mistake discuss parliament judge regret sure think doubt wonder ExamplesofCognitiveStrategies Cognitive usefulforunderstandingandrecallingnewinformationMakingconnectionsbetweenEnglishandthestudent snativelanguageHighlightingimportantinformationwhilereadingMakingvisualassociationstoaidinretentionCreatinggraphicorganizations maps charts diagrams timelines andflowchartstoorganizeinformation Example AnalyzingExpressions Determinethemeaningofanewexpressionbybreakingitdownintoparts TypesofLearningStrategies Oxford1990 Indirect strategiesthatrelateindirectlytothesubjectmaterial butthatareequallyimportantMetacognitiveAffective strategiesthathelptoregulateemotions motivations andattitudesSocial strategiesthathelplearnerslearnthroughinteractionwithothers 2020 4 17 37 Metacognitive beyondthecognitive Metacognitive beyondthecognitive strategieshelplearnerstoregulatetheirowncognitionandtofocus plan andevaluatetheirprogressastheymovetowardcommunicativecompetence ExamplesofMetacognitiveStrategies PlanningSetgoalsDividinglong termassignmentsintoshortersegmentsandtasksPredict WhatdoIthinkwillhappen Activatebackgroundknowledge WhatdoIalreadyknowaboutthis MonitoringCheckingupyourselfbyfrequentlyrespondingtothelittlevoiceinsideyourheadthatasks HowamIdoing Askifitmakessense DoIunderstandthis Selectivelyattend WhatpartsshouldIpayattentionto Self talk It sokaythatIdon tunderstandthewholething ExamplesofMetacognitiveStrategies Problem solvingInference CanIguesswhatthismightmean Substitute Isthereanotherwordthatmightfit EvaluatingVerifypredictionsandguesses Weremypredictionsandguessesright Whyorwhynot Summarize Whatisthegistofthis Whatisthemainidea Evaluateyourstrategies DidIchoosegoodstrategies WhatcouldIdodifferentlynexttime 2020 4 17 40 Affectivestrategies Affectivestrategiesdeveloptheself confidenceandperseveranceneededforlearnerstoinvolvethemselvesactivelyinlanguagelearning arequirementforattainingcommunicativecompetence Affectivestrategies 1 LoweringyouranxietyUsingprogressiverelaxation deepbreathing ormeditation usingmusic usinglaughter2 EncouragingyourselfMakingpositivestatements takingriskswisely rewardingyourself3 TakingyouremotionaltemperatureListeningtoyourbody usingachecklist writingalanguagelearningdiary discussingyourfeelingswithsomeoneelse 2020 4 17 42 Socialstrategies Socialstrategiesprovideincreasedinteractionandmoreempatheticunderstanding twoqualitiesnecessarytoreachcommunicativecompetence Socialstrategies AskingquestionsAskingforclarificationorverification askingforcorrection2 CooperatingwithothersCooperatingwithothers cooperatingwithproficientusersofthenewlanguage3 EmpathizingwithothersDevelopingculturalunderstanding becomingawareofothers thoughtsandfeelings 2020 4 17 44 Whatarethedifferencesbetweenlearningstrategiesandmethods AnanalogyofafootballteamStrategies purposefulandgoal oriented Macro strategiesandmicro strategies如何区分两者真的那么重要 StrategyCombinations Successfullanguagelearnersrarelyuseasinglelearningstrategy Theyusestrategiesincombinationstocompleteatask Theyusedifferentstrategiesindifferentcontexts andchangethemastheybecomemoreproficient 2020 4 17 46 QuestionstoPonder Whydoweneedtoteachlearningstrategies Whydoweneedtoteachlearningstrategies Studentsoftenhavetheirownlearningstrategiesbasedontheirownlearningstyle buttheymaynotbeusingtheminthemosteffectivemannerStudentsneedtobecomebetterall aroundlearnersbyinvestingextraeffortinunderdevelopedorunderutilizedstrategiesTeachstudentshowtolearnImportanttoteachlearnerstobeautonomousTeachersmustbeabletodeterminewhatmakeslearnerssuccessfulandincorporatethesestrategieswithintheclassroom 2020 4 17 48 2 Learnertraininginforeignlanguageteaching Thenotionoflearnertraining theexplicitteachingofstrategies hasreceivedmoreandmoreattentioninrecentyears Identifyingstrategiesthatarelikelytopromoteacquisitionandprovidingtraininginthem Wecanidentifythestrategiesusedbygoodlanguagelearnersandthenteachthemtolearnersandincreasetheirabilitytolearn 2020 4 17 49 1 Learnerswithdifferingkindsofabilitymaybeabletoachievesimilarlevelsofsuccessprovidingthatthetypeofinstructionenablesthemtomaximizetheirstrengths 2 Learnershavedifferentcognitivestyle 3 ThemostwidelyusedtestofcognitivestyleinlanguagelearningstudiesistheEmbeddedFiguresTest 2020 4 17 50 2020 4 17 51 2020 4 17 52 TypesofLearningStyles Fieldindependent FI vs dependent FD FI analytic concentrateondetailsoflanguagesuchasgrammarrules andtakingapartwordsandsentencesFD global focusonthewholepictureanddonotcareaboutdetailsLeftandRightBrainFunctioningLeft logical analytical mathematical linearRight visual tactile andauditoryAmbiguityTolerance open mindednessvs close mindednessReflectivityandImpulsivityReflective thinkaboutlanguageandfocusonaccuracyImpulsive risk takingVisual Auditory Tactile KinestheticStyles AnexampleforVisualLearners 1 2 3 4 5 AnexampleforVisualLearners TheWaterCycle Concepts EvaporationCondensation Task Use evaporate and condense todescribethewatercycle 2020 4 17 56 Strategytraininghasfocusedonthefollowingaspects Teachingwaysoflearningvocabulary usingkeywords wordchainsandmnemonics Teachingtechniquesforlistening guessing self correctionordirectedattention Teachingreadingstrategiessuchassemanticmapping Teachingavarietyofmatecognitivestrategiesandself awareness O MalleyandChamot 1990 1 Helpinglearnerstoidentifyorbecomeawareofstrategiesthatarealreadyusing 2 Presentingandexplaininganewstrategy witharationaleforusingit atthisstage theteachermightmodelthestrategy 3 Thisisfollowedbypractisingit atfirstwithsubstantialsupportorscaffolding butgraduallyreducingthistoencourageautonomoususe 4 Finallystudentsarehelpedtoevaluatetheirsuccess StrategyTraining TeachStrategiesExplicitly 1 Introduceitandlabelitasanewstrategy2 Identityitbyname3 Demonstratehowtouseit4 Givestudentstimeandopportunityforpractice StrategyTraining CompensationStrategies StallingfortimeRepeatingthequestionorstatementUsingfillerslikeWell orHmmm Usingexpressionslike That satoughquestion or That sacomplicatedissue CoughingorclearingyourthroatUsinganycombinationoftheaboveUsingcircumlocutionsUsingthedescriptivephrasethemanwhodrivestheairplane insteadoftheunknownwordpilot Ekkumchuchu Eknamaschuchu Nekkumnivachuchu Ekchuchu Thetrainiscoming Thytrainisverybig Thetrainisn tcoming It satrain Learningstrategiestraining Creatingamentalpicture T Cansomeonepronouncethisword valley Yes valley Whatisthefirstletterofthisword Ok it sV TeacherwritesahugecapitalletterVontheboard Lookattheshapeofthisletter Cansomeonedescribethisshape Yes it slikeabighole Yes it sabiganglegoingdown CansomeonetellusthemeaningofthiswordinEnglish Yes itisthespacebetweentwomountains Teacherdrawstwobigmountains oneoneithersideoftheexistingcapitalletterV Whenyoutrytorememberthisword rememberthefirstletterofthiswordlooksjustlikewhatthewordmeans alley Learningstrategiestraining Creatingamentalpicture alley Strategytraining Identifyingthepattern Verbpasttensepastparticiplebringbroughtbroughtbuyboughtboughtthinkthoughtthoughtseeksoughtsoughtfightfoughtfoughtcatchcaughtcaughtteachtaughttaught Learningstrategiestraining Usingagraphic vocabularysteps cold cool warm hot elementary cold cool warm hot freezing chilly mild Intermediate advanced ExampleofStrategyTraining HowtoGuessWordMeaning Whatdoeswhatinasentence Subject Verb Object LookforanycontextcluesConsiderwhatthewordsoundslikeUseyourknowledgeofwordpartsLookforpunctuationcluesGuessCheckyourguessinthedictionary Example UseLinguisticandWorldKnowledgetoGuessMeaning Thesnakeslitheredthroughthegrass Hewashunting Youmustdiscoverwhatslitheredmeansbyusinglogic Hereareyourchoices andtheanalysis A stoppedmovingthesentenceabovesaysTHROUGHthegrass Through meansthereissomemovement INCORRECT Linguistic B sleptinthegrassthesentenceabovesaysheishunting Snakesdon tsleepwhentheyhunt INCORRECT WorldKnowledge C atesomethingthesentenceabovesaysheishunting Snakesdon teatwhentheyarehunting TheyeatAFTERtheyhunt INCORRECT WorldKnowledge D movedortraveledthesentenceabovesaysTHROUGHthegrass Through meansthatthereismovement CORRECT Linguistic UseLinguisticandWorldKnowledgetoGuessMeaning IfyouhavestudiedpreviouslyintheUnitedStates youshouldavoidseekingaffiliationatyourU S almamater ThisistoensurethatyouextendyourcontactswithintheU S academiccommunity Example UseWordAssociationtoGuessMeaning S readsaloud buthoweverhardthedoorisslammedoropened ifweopeneddoorstohelp likeslammedisdestroyorsomething notdestroy wecansaythedoorsarelikeshutinfrontofaidorsomething T Howdidyouknowit sshut S Becauseitsays opened theremustbeclosure T Soyougottothemeaningfromtheword opened S Yes opened and door itisusuallyeitheropenedorclosed StrategyTraining Teachingbothcontentandvocabularyincontext Explainingdestinationinwavemotionbyaphysicsprofessor sothat eithertwoorthreemediums threedimensionalmediums wavestakingdifferentroutestothedestination differentphaseshifts Sothisisveryimportant That sacrucialdifference Youdon tunderstanddestination destinationmeansaimorgoal explicitexplanation Gotit Whenyouwanttohavelunchrightafterthesemorningclassesandyougotothediningroom thedinningroomyougoandhavelunch thediningroomisadestination everydayexample activatingbackgroundknowledge StrategyTraining TeachingonlyafewnewstrategiesatatimeProvidingstrategiespracticewithdifferenttypesoftasksTeachermodelingofthestrategiesTellingstudentswhystrategiesareimportantIdentifyingwaysinwhichstudentscantransferstrategiestonewtasksEnco