文秋芳英语学习策略模式：总结 计划 汇报 设计 纯word可编辑

1,Part Two,Strategy training: Training effects, misconceptions and suggestions,2,Encouraging Note,“English course standards for primary and secondary schools”(2001)English Course Requirements for Non-English Majors (2004)“English teaching syllabus for English majors” (2000),3,The language curriculum,Syllabus design: What?Methodology: How?Evaluation: How well?(Nunan, 2004),4,Difficulties in implementing the new curriculum,No specifications in the curriculumHow to incorporate the strategy component into a daily lesson？How to incorporate it into a web-based course？,5,The question that arises in this contextHow to integrate strategy training with university-level foreign language programs?,6,What am I going to talk about?,Reviewing the progress in strategy training in mainland ChinaCritically examining common assumptions underlying strategy training programs and research on strategiesStrategy training principles and their justifications,7,Topic One,Reviewing progress in language strategy training in China,8,Pioneering efforts in Mainland China,For studentsGeneral trainingSpecific training For teachers The summer institute (2003, 2004)Workshop on SB! (April, 2006),9,Examples For general training,Zhu Weifang & Cao Wen (1999) Ma Xiaomei & Gao Yanjie et al. (2003),10,Examples for specific training,L Changhong, (2001): ListeningWang Lifei (2002): SpeakingFan Lin & Wang Qinghua(2002): Vocabulary learning,11,General training(1),Zhu Weifang & Cao Wen (1999)Beijing University of Foreign Studies57 first-year students enrolled in 1997The English Orientation Camp three weeks help freshmen adjust themselves to university life and study,12,L2 learning strategy training,Textbook “Learning matters” by David Nunan15 strategies were introduced to the studentsEach cycle consists of three activities,13,L2 learning strategy training,Reflecting on and sharing the learning strategies used beforeDiscussing 15 introduced strategies in relation to different teaching situationsAccomplishing different tasks by a variety of strategies,14,Results,31% students: benefit from strategy training 12% students: too abstract and not usefulConclusion: strategies teachable and somewhat effective, but not as effective as was expected,15,General training (2),Ma Xiaomei & Gao Yanjie et al. (2003) Xian Jiaotong University260 students enrolled in 2001One year (Sept., 2001- July, 2002)Phase One: awareness raising Students contractsLecturesPhase Two: strategy-based instructionPre-, during and post-activities,16,17,Results,The three experimental classes all outperformed the three control classes in the post-test. (Questionable)The frequency of the use of strategies decreased in both experimental and control classes.,18,Topic Two,Critically examining common assumptions underlying the previous strategy training and research on strategies,19,Common Assumptions,Students do not know what are good strategies.Some strategies are good while others are bad.The belief “The more, the better”,20,Assumption One: lack of strategies,6 years of learning English12 years of learning Chinese Experience in learning physics, mathematics, chemistry, history, geographyExperience in learning every day living skills,21,Have abundant resources for learning strategiesNeed to learn how to activate and implement the strategies they have already had beforeAbandon the informing-practice pattern,22,Assumption Two: Good or bad,Some strategies are good while others bad. Poorer learners do not learn a foreign language successfully because they use bad strategies while good learners use good strategies.Huang (1987)Vann & Abraham (1990),23,Assumption Two: Good or bad,Ellis (1994), Cohen (1998),Strategies are not inherently good or bad. There are no good or bad strategies but there is only good or bad use of strategies.Who, When, How,24,Assumption Three: the belief “the more the better”,Underlying quite a number of studiesNunan suggests: encourage poorer learners to use a greater range of strategies,25,Strategies are problem-oriented.Some strategies are double edged.Strategies do not function well individually.,26,Topic Three,Strategy training principles and their justifications,27,Strategy training principles,28,Theoretical justification,The cognitive perspective Skill development The educational perspective the whole person developmentThe social constructivist perspectiveKnowledge accumulation,29,Principle One,Learn strategies as developing skills,30,The cognitive perspective,Anderson (1993, 1995)A three-stage model of the skill-learning processDeclarative stage, procedural stage, automatized stageThe nature of strategy: problem-oriented, intentional,31,Definitions,Strategies are learners deliberate actions to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1990: 8)Ellis, (1994); Cohen (1998),32,Learning strategies as skills,Two stagesDeclarative stageProcedural stage,33,Principle Two,Instruction unitMCA as a cluster,34,MCA as a cluster,Management(Meta-cognitive/ Meta-affective),Cognitive strategies,Affective strategies,Meta-level,Non-metalevel,Strategy= belief+action,35,Oxfords classification (1990),Memory (Direct),Meta-cognitive (indirect),Compen-sation(Direct),Cognitive(Direct),Affective(Indirect),Social(Indirect),36,OMalley & Chamot (1990),Metacognitive,Cognitive,Social,37,Principle Two,Strategies training is a kind of skill learning.,38,The educational perspective,Intellectual, affective and social competenceProficient L2 learners and contributing members of a communityThe structure of language strategies,39,Principle Three,The procedure of strategy training is trying-sharing- performing-monitoring instead of informing-practice,40,The role of the teacher(1),Find out students strategies used before and the strategies proved to be successful or less successful,41,The role of the teacher (2),Help expand the students repertoire of strategi