汉语阅读策略在英语阅读中正迁移的认知分析

limitationofsinglequestionnairestudy.ThedatacollectioniscompletedfromSeptember2010

toDecember2010.

Throughthedetailedresearchanddiscussiononthecollecteddata,thewriterfindsthat

thereistransferofreadingstrategiesfromLItoEFLstudyintheprocessofEFLreadingofthe

ChinesecollegeEnglishmajors;apositivetransferofreadingstrategiesfromLItoEFLshows

itssignificanceoncognitive,metacognitive,andcompensatoryaspects;ChineseEFLlearners

whoalwaysgetmoreachievementsinEFLreadingarelikelytoemployverityofstrategiesin

bothLIandEFLreadingprocesses.Thusthefindingsofthepresentstudyindicatesthatwhat

accountsinthefieldofapositivestrategytransferfromLItoEFLreadingishowtotrainour

studentstomakegooduseoftheLIratherthanawholeignoranceoftheroleLImayplayin

EFL.leachingstudentshowtomakeuseofthestrategiesandbackgroundknowledgetheygain

fromtheirLItoimprovetheirL2readingcomprehensionandhowtomonitorthereading

processaresomeoftheimportantfactorsthatteachersshouldbeconsider.Throughthe

researchoflearningstrategytransfer,theauthorwishestofindanewwaytoenhancestudents5

readingproficiency.

Keywords:readingstrategy;positivetransfer;LIreading;EFLreading;cognitive

山曲财经大学

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ChapterOneIntroduction

ChapterOneIntroduction

FormanylearnersofEnglishasaforeignlanguage(EFL),readingisanessentialskillto

acquire,andonlywithstrengthenedreadingskills,willEFLlearnersmakeprogressandobtain

greaterdevelopmentinotheracademicfields."Readingisanactive,fluentprocesswhich

involvesthereaderandthereadingmaterialinbuildingmeanings.Meaningdoesnotresideon

theprintedpage,norisitonlyintheheadofthereader^^(Anderson,2003).Whilelearrersare

movingthroughtheprintedtextwithspecificpurposesinmindtoaccomplishtheirspecific

goals,integrationoccursinreadingatthesametimewhichcombinesthewordsontheprinted

pagewithlearners,knowledgeandexperiencesoftheirbackgrounds.Ofcourse,itinvolves

learners,readingstrategieswhichareamongthemainfactorsofbackgroundknowledgethat

helpdeterminehow-andhowwell-theycouldlearnaforeignlanguageand'areintentionally

usedandconsciouslycontrolledbythelearners'(PressleyandMeCormick,1995).Inthelight

ofthefactthatmostEFLlearnershaveacquiredcertainlanguagestrategiesandformedtheir

distinctivelearningstyleswithorwithoutconsciousnessbeforetheyfirstcomingintocontact

withEnglishlanguage,thestudytoEFLreadingstrategiescannotgofarfromthestudytotheir

firstlanguage(LI)readingstrategies.ForChineselearners,thestrategiesoftheirreadingsin

LIespeciallyhaveaninfluenceontheirEFLreadingandthestrategiestheyusefbrEFL

learningunconsciouslydependsonwhattheyusedtoacquiretheLI.

1.1BackgroundoftheStudy

Inresentstudies,manyresearchfindingshaveproventhatthemajorproblemwithslow

readinginEFLlearners,duetotheirlessdevelopedreadingstrategies.EFLfearnersread

slowly,focusingonalmosteverywordinatextanddigestingmeaningseparately;therefore,

theyareunlikelytoreadmuchsaynothingofenjoyment.Iftheycannotenjoyreading,itseems

unlikelythattheywillacquiremorereadingstrategies,andthesituationwillbefallintoa

viciouscircle.Inthelightofthissituation,thoughanumberofapproacheshavebeen

suggestedfordevelopingreadingstrategies,themostcommononeistoletthelearnersknow

thebasicreadingstrategiesandtetthemtopracticetheregulartextuntiltheycouldusesuch

strategiesintoothertextsconsciouslyorhavethelearnersreadmoresothattheirproficiencyin

applyingreadingstrategiesmaybeachievednaturallythroughmoreexposure0thetarget

1

AStudyofLIReadingStrategyPositiveTransfertoEFLReadingfromCognitivePerspective

languageandthetargetculture.However,suchanapproachisconditionedratherthan

intentionallyexpected,becausetheacquisitionofreadingstrategiestakestimeandeffortson

thepartofEFLreadersbeforetheirreadingstrategiesbecomeadequatelydexelopedand

automatized.

Itisclearthatmanyfactorswhichhelplearnerstoreadfasterandwithbetter

corrprehensionmayencouragelearnerstoreadmoreandtofullyutilizeopportunitiesfor

growthintargetlanguageproficiencythroughreading.Thestudyofthesefactorshasalready

focusedonthosevariablesofindividualdifferencessuchas'age,intelligence,motivation,

personality,strategy,aptitude,cognitivestyle,andsoon'(Ellis,1985).WenQiufang,afamous

researcherinChina,furtherdividesthesefactorsintotwogroupsknownascontrolledfactors

incontrastwithuncontrolledones.Amongthem,thefactorssuchasmotivation,strategies,and

aptitudewhichcanbechangedbytheeffortsoflearnersbelongtocontrolledones,andthose

factorssuchasintelligence,languageproficiency,personalityandteachingqualitywhichcan

notbechangedbyleai'nersareuncontrolledfactors(Wen,1995,citedinLiu,2003).

Furthermore,LiuRunqingalsoarguesthatthetraditionalstudieswhichonlylaidstresson

themeasurerrentofindividualdifferencesarecloselyrelatedtothoseuncontrolledfactorsand

thefindingsofthesestudiesarelackofpracticability.Thenhefurtherdiscussesthatonlyby

changingouremphasisonthosecontrolledfactorsferexample'Whatkindsofstrategiesare

morelikelytobeadoptedbylearners?9'Whatkindofmotivationsdotheybearinmind?5

6Howdolearnersview,control,orevaluatetheirsuccessaswellasfailureinstudy?9andsoon,

canwereallyfocusonindividuallearnersandtheirdevelopmentinstudy.Asaresult,thefocus

ofstudiesinrecentyearshasbeenmovingtothosecontrolledfactorssuchasstrategiesand

motivations(Liu,2003).

EarlierstudiesonL2learningstrategiesmostemphasizesonlisteningandwriting(Stem,

1975;Rubin,1975),andtheresearchersinChinaarealwaysfocusontheidentifyingthe

characteristicsofstrategiesusedbythelearnerswhomwithhigherEnglishproficiency.

However,theL2readinginvolvescultivatingtheabilitytoappropriatelytransferthestrategies

inreadingLIofL2;itisimportantandnecessaryforChineseEFLlearnerstolearnhowtouse

theLIstrategiesandtheirbackgroundknowledge,anditmustbenoticedbytheEFL

researchersandteachers.

2

ChapterOneIntroduction

TheinfluenceofLI/ChinesereadingstrategiesonL2/Englishreadingstrategieshas

neglectinresentstudies.HowaboutthereadingstrategiestheChineseEFLlearnersusein

theirreadingandhowtheyusethestrategiesintheirLIreading?Doestransferofreading

strategiesfromLItoEFLtakeplaceintheprocessofEFLreadingoftheChinesecollege

Englishmajors?DoestheeffectofLIreadingstrategiesonEFLreadingstrategiesvarywith

respecttothelevelofEnglishproficiency?Isthereanysignificantcorrelationshownona

positivetransferofreadingstrategiesfromLItoEFL?Theauthortryingtoidentifywhether

there'sapositivereadingstrategiestransferfromLItoL2,andattempttotacklethese

questionsinthefollowingChapters.

1.2PurposeoftheStudy

Thepurposeofthisstudyistofindoutthecorrelationbetweensimilarstrategies

employedbyChinesecollegeEnglishmajorsintheirLIandEFLreading,andinorderto

explainthiscorrelation,thewritermakesuseoftheterm6transfer,inpresentstudy,which

means4thecany-overorgeneralizationoflearnedresponsesfromonetypeofsituationto

another',especiallytheapplicationinonefieldofstudyoreffortofknowledge,skill,power,

orabilityacquiredinanother9(Webster'sThirdNewWorldInternationalDictionary,1986).In

effect,theapplicationoftheterm6transfer9intolinguisticstudyissuchanexample.By

'linguistictransfer9,wemeanwhatthelearnerscarryoverorgeneralizefromlinguistic

knowledgeoftheirLItothestudyofatargetlanguage.Viewedfromthetargetlanguage

grammaticalrules,certainLIlinguistictransfersarefoundtocoincidewithsomelinguistic

errors.Inthisway,LIlinguistictransfersarealwaysdividedintotwobroadtypesby

researchers,knownaspositiveandnegativetransfer,i.e.forthetransferthatdoesnotleadto

linguisticerrorsislabeledaspositivetransfer,whereasforthetransferthatresultsinerrors,as

negativetransfer.Therefore,foralmostallinstructors,anegativeLIlinguistictransferis

definitelynotrecommendedforthelearners,sinceitcreateserrors.

Basedontheoreticalframeworkofacognitiveapproachtolanguagetransfer,thispaper

explorestheimpactofLIreadingstrategiesonEFLreadingthroughacomparisonofstrategy

transferbetweencollegeEnglishmajorswithdifferentachievementsontheirlanguage

proficiency.TheoverallobjectiveofthepresentstudyistoprovethepositiveinfluenceofLI

readingstrategiesonEFLreadingandfindoutsomebeneficialstrategieswhichhavebeen

3

AStudyofLIReadingStrategyPositiveTransfertoEFLReadingfromCognitivePerspective

successfullytransferredfromLItoEFLbytopstudentsasreferencesforfurtherinstruction

especiallytothosestudentswithlowEnglishproficiency.

1.3SignificanceoftheStudy

Thedifferencesoflanguagelearningprocessesamonglanguagelearnershavebeen

alreadyprovedtobepotentiallyinfiniteinallroundfourbasiclanguageskills(listening,

speaking,readingandwriting)andrelatingtothecognitive,affective,andsocialaspectsofa

humanbeing.ThispaperisconcernedwiththestudyofEFLreadinginChina,inwhichEFL

readingstrategiesusedbyChineselearnersareanalyzedanddiscussedintermsoftransfer.

Hereby,astrategyisnotonly"thewayinwhichlearnersattempttoworkoutthemeaningsand

usesofwords,grammaticalrules,andotheraspectsofthelanguagetheyarelearning5(J.C.

RichardsandRichardSchmidt,2003),butasEllis(1985)arguesthatwhenthelearner

consciouslychoosesstrategiesthatfithisorherEFLtaskathand;thesestrategiesbecomea

usefultoolkitforactive,conscious,andpurposefulself-regulationoflearning.Since1970s,

thoughresearchersandlanguageteachershavestudiedmanylearningstrategiesfromdifferent

perspectives,thepurposeoftheirstudyistoapplylearningstrategiesintopractice,i.e.tofind

outsomeeffectivelearningstrategieswhichwillfacilitatestudentsinlearning(Horwitz,

1987).Withthedevelopmentofthatstudy,peoplegraduallyrealizethat"goodlearningstrategy9

doesn'tdefinitelyleadtogoodresults,andinordertosolvethisproblem,someresearchers

havechangedtheirfocusesonrelationshipbetweenstrategyuseandlanguageproficiency.

Agivenstrategyisneithergoodnorbad;itisneutraluntilthecontextofitsuseis

thoroughlyconsidered.Whatmakesastrategypositiveandhelpfulforagivenlearner?A

strategyisusefulifthefollowingconditionsarepresent:a)thestrategyrelateswelltotheEFL

taskathand,b)thestrategyfitstheparticularstudent'spreferencesandc)studentemploysthe

strategyeffectivelyandlinksitwithotherrelevantstrategies.Asaforementionedmeaningfrom

thedictionaiy,transferis'thecarryoverorgeneralizationoflearnedresponsesfromontypeof

situationtoanother9,whichdoesnotindicatewhatisbeingcarriedoverisbadorgood,and

fromthispointofview,'transfer5isaneutralwordinoriginandnature(WebsteiThirdNew

WorldInternationalDictionary.1986).Therefore,apositivetransferofstrategyheredoesnot

meana'positive'strategybeingtransferredfromLIreadingtoEFL,butafavorableand

successfulprocessoftransferringofstrategyfromone'sLIreadingtotheEFLstudy.

4

ChapterOneIntroduction

Consequently,thestudyisexpectedtofindoutsomeeffectivereadingstrategieswhichhave

beensuccessfullytransferredfromLIreadingtoEFLstudybysuccessfullearnersinEFL

readingandtoexplaintheprocessofapositivetransferfromcognitiveperspectivesoasto

workoutsomepedagogicalimplications.Furthermore,byacomparativestudyonsimilarities

anddifferencesbetweenlearners9readingstrategieswhichai*esuccessfullytransferredfromLI

readingtoEFLreading,wemayunderstandwhytherearesomegreatdifferencesinleamers,

achievementsafterasameperiodofstudyandhowteachinginaninstructionalcontextcanbe

successfullyputforward.

1.4OrganizationoftheThesis

Thepresentpaperconsistsoffivechapters.

Chapteroneisthebrieflyintroductionofthepresentresearchonsecondlanguage

readingsandwhattheauthorfoundthatLIreadingstrategiesmaybeusefulforimprovethe

readingstrategieswiththepositivetransfer,followedbythepurposeofstudyaswellasthe

hypothesesofthestudyandalsothesignificanceandthestructureofthisthesis.

Chaptertwoisthereviewofthebasicconceptionsaboutlearningstrategy,reading

strategyandthetheoryoflanguagetransfer.Withadetailedintroductiontothedevelopmentof

learningstrategiesaswellastheclassificationofreadingstrategies,throughtheresearchon

transfertheories,theauthorfocusonthepositivetransferonreadingstrategiesformLItoL2,

inordertogivesimplicationonreadingstrategiesteaching.

ChapterThreeaddressestheresearchdesignandmethodologyofthisstudy.Thereare

mainlystatedintothreepartswhichincludingtheresearchdesign,methodology,andtheresults

oftheinvestigation.Theresultofthedataanalysiswillalsobeshowninthischapter.

ChapterFoursummarizesthemajorfindingsanddiscussionsunderthetheoretical

frameworkoftheclassificationsofreadingstrategiesaswellasthetheoryoncognitiveaspect,

anddiscussesonthespecialusedreadingstrategiesbyEnglishmajorstudents,aswellasthe

studiesoncognitiveprospectofreadingstrategies.

ChapterFivedrawsaconclusionofthestudy.Theinterpretationsandimplicationsfor

furtherstudiesarealsoexaminedinthischapter.

5

AStudyofLIReadingStrategyPositiveTransfertoEFLReadingfromCognitivePerspective

ChapterTwoLiteratureReview

2.1ReviewonLearningStrategiesandReadingStrategies

Asreadingisoneofthefourbasicskillsinlanguagelearning,inordertoclarifytheusage

ofstrategiesinEFLreading,wehadbetterfirstlyshedlightonthestudyof'learningstrategies9.

Throughthedevelopmentoflearningstrategystudies,thefocusoflearningstrategyspecified

intothestudyonlisteningstrategy,speakingstrategy,readingstrategyandwritingstrategy.In

ordertomakeaclearunderstandingonreadingstrategytransfer,thedevelopmentoftheterm

“strategy","learningstrategy^^and"readingstrategy^^arenecessarytointroduceinthisthesis.

2.1.1ResearchonLearningStrategies

Thestudyoflearningstrategieshasseenan'explosionofactivity,inrecentyears(Skehan

1991:285).Theauthorwillbeginbyconsideringanumberofdefinitionsanditsbackgroundof

thestudyon"learningstrategy9andthenfocusonthereviewofthedevelopmentof

classificationsoflearningstrategy.Theclassificationsoflearningstrategiesalsomai*kthe

significanceforthequestionnairedesignandthemethodologyuseforthisthesis.

2.1.1.1DefinitionsandBackgroundofLearningStrategy

First,abriefhistoricalnoteonthestudyofsecondlanguagelearners?strategiesrequired

tobeexplained.Astheknowledgeofsecondlanguageacquisitionincreasedmarkedlyduring

1970s,teachersandresearcherscametorealizethatnosingleresearchfindingandnosingle

methodoflanguageteachingwouldusherinaneraofutopiaofabsolute,predictablesuccessful

inteachingasecondlanguage.Theybegantoseetheimportanceofindividualvariationin

languagelearning.Theresearchofthemid-1970shasledtosomeverycarefuldefiningof

specificlearningstrategies.Insomeofthemostimpressiveresearchofthiskind,Michael

O'MallryandAnnaChamotandcolleagues(O9Malleyetal.1983,1985a,1985b,1987,1989;

O'MalleyandChamot1990;ChamotandO'Malley1986,1987)havestudiedtheuseof

strategiesbyleai*nerofEnglishasasecondlanguage(ESL)intheUnitedStates.

Inrecentyearsnumerousstudieshavebeencarriedoutontheeffectivenessoflearners?

usingavarietyofstrategiesintheirquestforlanguagecompetence.CTMalley,Chamot,and

Kupper(1989)foundthatsecondlanguagelearnersdevelopedeffectivelisteningskillsthrough

theuseofmonitoring,elaboration,andinferencing.Forty-sevendifferentreadingstrategies

6

ChapterTwoReviewofLiterature

wereidentifiedbyAnderson(1991).Menandwomenappeartouselisteningcomprehension

strategiesdifferentially(Bacon1992).Andevenstudiesofunsuccessfullearner(Vannand

Abraham1990)areyieldingimportinformation.

Forbetterunderstandingthelearningstrategyincludingreadingstrategy,thedefinitionsof

learningstrategyarereviewinthischapter.Theconceptof"strategy9isasomewhatfuzzyone,

andnoteasytodiedown.Theyrangefromattemptstodescribetheinteractionsbetween

strategyusageandstudents9achievementandproficiencytomorecomplexdescriptionsof

strategiesembeddedincognitive,metacognitive,andsocialcommunicationtheories.

AccordingtoBrown(1994)mentionedinthemasterpiece"PrinciplesofLanguage

LearningandTeaching^^'Strategiesarethosespecificattacksthatwemakeonegivenproblem.

Theyarethemomentbymomenttechniquesthatweemploytosolveproblemsposedby

secondlanguageinputandoutput/Thefieldofsecondlanguageacquisitionhasdistinguished

betweentwotypesofstrategy:learningstrategiesandcommunicationstrategies,theformer

relatestoinputandthelatterpertaintooutput.Inthisthesis,theauthoronlyexaminedthe

leaningstrategies,especiallythereadingstrategywhichincludedintothelearningstrategy.A

sampleofdefinitionsoflanguagelearningstrategiestakenfromtherecentliterature(Table2.1)

revealsthedevelopmentandthedifferentconceptstowardslearningstrategy.

SourceDefinition

Stem1983'Inourviewstrategyisbestreservedforgeneraltendenciesoroverall

characteristicsoftheapproachemployedbythelanguagelearner,leaving

techniquesasthetermtorefertoparticularformsofobservablelearning

behaviour.

Weinstein&Mayer1986'Learningstrategiesarethebehavioursandthoughtsthatalearnerengagesin

duringlearningthatisintendedtoinfluencethelearner?sencodingprocess.'

Chamot1987"Learningstrategiesaretechniques,approachesordeliberateactionsthat

studentstakeinordertofacilitatethelearning,recalltobothlinguisticand

contentareainformation.

Rubin1987"Learningstrategiesarestrategieswhichcontributetothedevelopmentofthe

languagesystemwhichthelearnerconstructsandaffectlearningdirectly.

Oxford1989'Languagelearningstrategiesarebehavioursoractionswhichlearnersuse

tomakelanguagelearningmoresuccessful,self-directedandenjoyable.

Table2.1Definitionsoflearningstrategies

Fromallofthesedefinitions,learningstrategiesarefactorsthatcaninfluenceany

7

AStudyofLIReadingStrategyPositiveTransfertoEFLReadingfromCognitivePerspective

student'sabilitytolearninsomeparticularcontextand"alldefinitionsofstrategiesimply

consciousmovementtowardalanguagegoal'(Bialystok1990;Oxford1990,1996a).

2.1.1.2ClassificationsofLearningStrategies

Muchoftheearlierresearch,forexample,Rubin(1975,1981);WongFillmore(1976,

1979);Stern(1975);Naimanetal.(1978),concentratedoncompilinginventoriesofthe

learningstrategiesthatlearnerswereobservedtouseorreportedusing.Littleattemptwas

madetoclassifythestrategiesintogeneralcategories.Attheearlyworks,Skehan(1989)

identifiesthreeareascommontothedifferenttaxonomies.Oneis'thelearner'scapacityto

imposehimonthelearningsituatiorf,thesecondgeneralareaconcernsthelearner\'technical

predispositions9,andthethirdgeneralareainvolvesthelearner'scapacitytoevaluate.

Subsequentdescriptivestudieshasendeavouredtoidentifybroadclassesoflearningstrategies,

theworkofO9MalleyandChamot(1990),Wenden(1991),andOxford(1990)hasmadean

importantcontributiontoourknowledgeoflearningstrategies.

InO'MalleyandChamofsframework,threemajortypesofstrategyaredistinguished,in

accordancewiththeinformation-processingmodel,as'cognitivestrategies5,'Metacognitive

strategies9and'social/affectivestrategies5.

Tillnow,themostwidelyacceptedtaxonomiesoflearningstrategieshavebeenidentified

byOxford(1990).Theclassificationschemeshefirstcameupwith(Oxford1985)wasusedas

abasisforconstructingaquestionnaireonlearningstrategies.TheStrategiesInventoryfor

LanguageLearning(SILL)(Oxford1986)containeditemstappingsixty-fourindividual

strategies.InOxford(1990)anewtaxonomyispresented,thegeneraldistinctionisdrawn

betweendirectandindirectstrategies.Theformerconsistof'strategiesthatdirectlyinvolvethe

targetlanguage'inthesensethatthey'requirementalprocessingofthelanguage5(1990:37),

whilethelatter'provideindirectsupportforlanguagelearningthroughfocusing,planning,

evaluating,seekingopportunities,controllinganxiety,increasingcooperationandempathyand

othermeans9(1990:151).TheFigure2.1showsanoverviewoftheclassificationsbyOxford.

8

ChapterTwoReviewofLiterature

£1.Memorystrategies

—DirectstrategiesII.Cognitivestrategies

III.Compensationstrategies

Learningstrategies

I.Metacognitivestrategies

IndirectstrategicsILAffectivestrategies

III.Socialstrategies

Figure2.1Diagramofastrategysystem:Overview(fromOxford1990:16)

2.1.2ResearchonReadingStrategies

2.1.2.1ImplicationsonReadingStrategiesfromLearningStrategies

Forthepurposeofthisstudy,toalargerextent,readingstrategiesbelongtolearning

strategiesandcoverallsixaspectsmentionedabove,soinordertostudyreadingstrategies

usedbyEFLlearners,wehavetoadopttheclassificationbyOxfordandmaintainsomeitems

inherinventory.Because'learningstrategiesareintentionallyusedandconsciouslycontrolled

bythelearner(PressleywithMcCormick,1995);insubjectareaoutsideEFLlearning,theuse

oflearningstrategiesisdemonstrablyrelatedtostudentachievementandproficiency(Pressley

andAssociates,1990).Andresearchhasrepeatedlyshownthisrelationshipincontentfields

ragingfromphysicstoreadingandfromsocialstudiestoscience.Inlightofthisremarkable

associationbetweenlearningstrategyuseandpositivelearningoutcomes,itisnotsurprising

thatstudentswhofrequentlyemploylearningstrategiesenjoyahighlevelofself-efficacy,i.e.,

aperceptionofbeingeffectiveaslearners(ZimmermanandPons,1986).However,6yet

studentsarenotalwaysawareofthepowerofconsciouslyusingEFLlearningstrategiesto

makereadingquickerandmoreeffective5(NyikosandOxford,1993).Theimportanceof

learningstrategiesinvolvingreadingstrategieshavebeenprovedbymanyresearchersfrom

nearlyeveryaspect,butonepremiseofthesestudyistoinstructlearningstrategyintarget

languageoratleastinatargetlanguagesettings.ToChineseEFLlearners,beforetheyfirstly

contactedwiththetargetlanguage,nearlyeverystudenthasbeeninstructedcertainstrategiesin

learning,thoughsomeareinChineselanguage,mostoftheseinstructionarecloselyrelatedto

9

AStudyofLIReadingStrategyPositiveTransfertoEFLReadingfromCognitivePerspective

specificgoalsintargetlanguagelearninganddeeplyrelyontargetlanguageproficiency.Inthe

lightofthefactthatinstudents9LIlearningprocess,theyhavealreadyconsciouslyor

unconsciouslyusedmanystrategieswhichhavebeenprovedaseffectiveonesinLIstudy.To

one'sregret,someofthesestrategieshavenotyetbeenmentionedinEFLstudy,though

mentioned,thesestrategiesareneverintroducedincomparisonwithChinesecounterparts.

Therefore,apositivetransfercfthesestrategiescanonlybeconductedsuccessfullybysome

effectivelearnersthemselves.Actually,skilledteacherscanhelptheirstudentsdevelopan

awarenessoflearningstrategiesintheirmothertongue,orinotherwords,learningthe

effectivenessoftheprocessoftransferandtopromoteapositivet