英语学习策略(38)ppt课件

.,英语学习策略,概述,.,教学内容,语言学习策略体系什么是学习策略？学习策略的分类认知策略元认知策略社交策略情感策略,.,学习策略体系,管理策略管理观念管理方法语言学习策略语言学习观念语言学习方法,.,什么是学习策略?,Learningstrategiesaretechniques,approachesordeliberateactionsthatstudentstakeinordertofacilitatethelearning,recallofbothlinguisticandcontentareainformation.(Chamot,1987)Learningstrategiesarestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly.(Rubin,1987),.,什么是学习策略?,Languagelearningstrategiesarebehaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable.(Oxford,1989)Learningstrategiesincludeanyexplicitbehaviorsandimplicitpsychologicalactivitieswhichcanpromotetheinformationprocessing.Specificallyspeaking,learningstrategiesrefertotheeffectivelearningprocesses,rules,methods,skillsandregulationsforthelearners.,.,学习策略的分类,OMalley会确立学习目标;善于选择能达到目标的最适当的学习方法;善于检测达到目标的情况,必要时采取补救措施;善于总结自己达到目标的成功经验和失败教训,及时调节自己的学习方法。5董奇,周勇.1016岁儿童自我监控学习能力的成分、发展及作用的研究J.上海:心理科学,1995,(2):75.,三、元学习能力的特征,经研究表明元学习能力归纳起来主要有以下几种主要的特征:1.能动性:元学习是学生自主地、独立地、自觉地从事和管理自己的学习活动,这种对自己学习行为及有关因素进行监控的活动最为重要和突出的特征就是能动性。2.反馈性:元学习要求学习者不断地获取学习活动系统中各要素变化情况的有关信息,审视和检查学习过程和学习活动的效果,并据此及时调节学习活动系统各方面和环节,表现出很强的反馈性。,三、元学习能力的特征,3.调节性:在元学习过程中,学习目标的确立,学习努力程度的调节,学习方法与问题解决策略的选择,学习时间的利用,学习步骤的安排,学习计划的执行,学习效果的检查和分析,补救措施的采取等,实质上都是学生根据获取的有关信息、已有的知识经验对自己学习活动系统中的某个或某些因素所进行的一种调节活动。4.迁移性:元学习对学习活动进行的监控实质上是相同的,在任一学习活动中,学习者的元学习都具有广泛的迁移性,可以应用在不同的学习情景中和多种多样的学习上。5.有效性:元学习出发点和目的就是尽量协调好自己学习系统中各种因素的作用,从而使他们发挥出最佳效果。6董奇,周勇.论学生学习的自我监控J.北京:北京师范大学学报,1994,(1):10-13.,.,Socialstrategies(社交策略),Languageisnotpersonalbutsocialbehavior.Therefore,usingsocialstrategiesisofgreatnecessityduringlanguagelearning.Therearemainlythreesocialstrategies:Askingquestions;Cooperatingwithothers;Developingculturalunderstanding,.,AffectiveStrategies（情感策略）Theaffectivestrategymeansthelearnersaffectlanguagelearningthroughpersonalfactorssuchasemotion,attitude,motivationandvalues,whichwillmakeagreatinfluenceupontheforeignlanguagelearning.Therearemainlythreeaffectivestrategies:1)loweringanxiety;2)encouragingyourself;3)knowingyouremotionaltemperature.,.,1.LoweringanxietyAnxietyisacomplicatedstateofemotionwhichincludespassivefeelingssuchastension,worry,fearorevenhorror,anditisoftenaccompaniedbyaseriesofphysicalreactionssuchasfastheartbeating,breathingdifficulty,sweatingandsoon.1)Trytobeoptimisticandconfident2)Relaxbyusingskillssuchasdeep-breathing3)Relaxbylisteningtomusic4)Relaxthroughcomedies2.EncouragingyourselfAsaneffectivestrategy,self-encouragementcanbeeitherpositivewordsorproperself-reward.3.KnowingyouremotionaltemperatureTocontrolaffectivefactors,foreignlanguagelearnersalsohavetoknowtheiremotionaltemperatureanditscorrespondingreasons.,.,Chapter2FactorsInfluencingtheUseofStrategies,ThemasteryandoperationofLSareaffectedbymanyfactors.UnderstandingthesefactorsmakesitbetterforSstoconsciouslycontrolthedisturbanceofthesefactors,shortenlearningperiodandthusimprovelearningeffect.Thesefactorscanbemainlydividedintotwoparts:objectivefactorsandsubjectivefactors.,.,1.Objectivefactors,Theobjectivefactorscanbeeitherpositiveornegative.Theyincludelearningconditions,teacherseffectandlearningtasks.2.SubjectivefactorsSsarethesubjectofstudy.Toalargeextent,themasteryandapplicationofLSrestonthelearnerhimself.Therearetwosubjectivefactors,innatefactorsandacquiredfactors,whichresultinindividualdifferencesinforeignlanguagelearning.,.,2.1InnatefactorsInnatefactorsusuallyincludeage,gender,levelofmothertongue,intelligencequotient,emotionalquotientandlanguageaptitude.2.2AcquiredfactorsAcquiredfactorsareacquiredbylanguagelearnersafterbirth,whichincludelearningmotivation,effectintensity,cognitivestyle,learningstyle,personalitytype,etc.,.,2.2.1Learningmotivationreferstoanindividualspsychologicalprocess,whichisconducted,provokedandmaintainedbylearninggoals.Itcanbedividedintotwocategories:1)integrativemotivation(融入型动机),whichmeanslearnershaveastrongdesireforlanguagestudyinhopeofcommunicatingwithnativespeakersinabetterway.2)instrumentalmotivation(工具型动机)，whichmeanslearnerslearnEnglishforsomepracticalpurposes.,.,2.2.2EffortintensityMotivationisakindofinnerpowertostimulatethelearnerstostudy,andeffortintensitycanreflecthowmuchmotivationistransferredintoaction.EffortintensitycanbesimplydefinedashowmuchtimelearnersspendinlearningEnglish.,.,2.2.3Cognitivestyle,Cognitivestyleisawayforpeopletoorganize,analyzeandrecallnewinformationandexperience.Learnershavedifferenttendenciesincognitiveways.1).Field-dependenttypeifyouseeherdancinganticlockwise,youbelongtoleft-braintype.,.,.,2.2.4LearningstyleLearningstyleisaparticularwaytogetinformation.Iflearnersdonothaveenoughunderstandingoftheirownlearningstyle,theyaremorelikelytoencounterproblemsastheycantfindasuitablewayoflearning.Ingeneral,therearethreeperceptuallearningchannels:visualtype,auditorytypeandkinesthetic/tactiletype,.,1)VisualtypeLearnersofvisualtypearegoodatreceivinginformationby“seeing”.Theylikereadingbooksandthevividmaterialscanformclearvisualimagesintheirmind.Inclass,theyfeelconfusedifteachersonlyteachknowledgethroughtalking.studyalonequietplacerepeatedreadingbeforeclassduringclassafterclass,.,2)AuditorytypeLearnersofauditorytypearegoodatreceivinginformationby“hearing”.Theylikelisteningtomusicorradioandachievegoodeffectbyhearingoralexplanations.Inclass,theycouldeasilyunderstandteachersinstructionandhavegoodoralexpressionability.Theylikechattingandhaveagoodinteractionwithfriends.Meanwhile,theyfocusmoreonthevoiceofteacher.groupactivitybackgroundmusicreadingaloudbeforeclassduringclassafterclass,.,3)Kinesthetic/TactiletypeLearnersofkinesthetic/tactiletypepreferlearningbypracticeanddirectexperience.Theystandoutinlearningoperatingskills.Theirstudyusuallyinvolvesmoremoving,feeling,touchinganddoinginthestudy.Iftheyareforcedtositstillintheclassroom,theywouldsoonfeelbored.Theylearnbetteriftheyjoininclassactivities,roleplay,practiceandexperiments.bodymovementbeforeclassduringclassafterclass,.,2.2.5PersonalitytypePersonalityreferstoastableattitudetowardstherealityanditscorrespondingcustomizedbehavior(PiLiansheng,2003).SomesurveysshowthatSsacademicperformanceinEnglishisoftenrelatedtotheirpersonality