Language Learning StrategiesWord文档格式.docx
- 文档编号:19902270
- 上传时间:2023-01-12
- 格式:DOCX
- 页数:16
- 大小:32.94KB
Language Learning StrategiesWord文档格式.docx
《Language Learning StrategiesWord文档格式.docx》由会员分享,可在线阅读,更多相关《Language Learning StrategiesWord文档格式.docx(16页珍藏版)》请在冰豆网上搜索。
Withinthefieldofeducationoverthelastfewdecadesagradualbutsignificantshifthastakenplace,resultinginlessemphasisonteachersandteachingandgreaterstressonlearnersandlearning.Thischangehasbeenreflectedinvariouswaysinlanguageeducationandappliedlinguistics,rangingfromtheNortheastConference(1990)entitled"
ShiftingtheInstructionalFocustotheLearner"
andannual"
Learners'
Conferences"
heldinconjuctionwiththeTESLCanadaconventionsince1991,tokeyworkson"
thelearner-centredcurriculum"
(Nunan,1988,1995)and"
learner-centrednessaslanguageeducation"
(Tudor,1996).
Thisarticleprovidesanoverviewofkeyissuesconcerningoneconsequenceoftheaboveshift:
thefocusonanduseoflanguagelearningstrategies(LLS)insecondandforeignlanguage(L2/FL)learningandteaching.Indoingso,thefirstsectionoutlinessomebackgroundonLLSandsummariseskeypointsfromtheLLSliterature.ThesecondsectionconsiderssomepracticalissuesrelatedtousingLLSintheclassroom,outliningathreestepapproachtoimplementingLLStraininginnormalL2/FLcourses.ThethirdsectionthenbrieflydiscussessomeimportantissuesandquestionsforfurtherLLSresearch.Inthefourthsectionthearticleendsbynotinganumberofcontactsreadersmayusetolocateandreceiveup-to-dateinformationonLLSteachingandresearchinthiswidelydevelopingareainL2/FLeducation.
1.BACKGROUND
LearningStrategies
Inahelpfulsurveyarticle,WeinsteinandMayer(1986)definedlearningstrategies(LS)broadlyas"
behavioursandthoughtsthatalearnerengagesinduringlearning"
whichare"
intendedtoinfluencethelearner'
sencodingprocess"
(p.315).LaterMayer(1988)morespecificallydefinedLSas"
behavioursofalearnerthatareintendedtoinfluencehowthelearnerprocessesinformation"
(p.11).TheseearlydefinitionsfromtheeducationalliteraturereflecttherootsofLSincognitivescience,withitsessentialassumptionsthathumanbeingsprocessinformationandthatlearninginvolvessuchinformationprocessing.Clearly,LSareinvolvedinalllearning,regardlessofthecontentandcontext.LSarethususedinlearningandteachingmath,science,history,languagesandothersubjects,bothinclassroomsettingsandmoreinformallearningenvironments.ForinsightintotheliteratureonLSoutsideoflanguageeducation,theworksofDansereau(1985)andWeinstein,GoetzandAlexander(1988)arekey,andonerecentLSstudyofnoteisthatofFuchs,Fuchs,MathesandSimmons(1997).Intherestofthispaper,thefocuswillspecificallybeonlanguageLSinL2/FLlearning.
LanguageLearningStrategiesDefined
WithinL2/FLeducation,anumberofdefinitionsofLLShavebeenusedbykeyfiguresinthefield.Earlyon,Tarone(1983)definedaLSas"
anattempttodeveloplinguisticandsociolinguisticcompetenceinthetargetlanguage--toincoporatetheseintoone'
sinterlanguagecompetence"
(p.67).Rubin(1987)laterwrotethatLS"
arestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly"
(p.22).Intheirseminalstudy,O'
MalleyandChamot(1990)definedLSas"
thespecialthoughtsorbehavioursthatindividualsusetohelpthemcomprehend,learn,orretainnewinformation"
(p.1).Finally,buildingonworkinherbookforteachers(Oxford,1990a),Oxford(1992/1993)providesspecificexamplesofLLS(i.e.,"
InlearningESL,TrangwatchesU.S.TVsoapoperas,guessingthemeaningofnewexpressionsandpredictingwhatwillcomenext"
)andthishelpfuldefinition:
...languagelearningstrageties--specificactions,behaviours,steps,ortechniquesthatstudents(oftenintentionally)usetoimprovetheirprogressindevelopingL2skills.Thesestragetiescanfacilitatetheinternalization,storage,retrieval,oruseofthenewlanguage.Strategiesaretoolsfortheself-directedinvolvementnecessaryfordevelopingcommunicativeability.(Oxford,1992/1993,p.18)
Fromthesedefinitions,achangeovertimemaybenoted:
fromtheearlyfocusontheproductofLSS(linguisticorsociolinguisticcompetence),thereisnowagreateremphasisontheprocessesandthecharacteristicsofLLS.Atthesametime,weshouldnotethatLLSaredistinctfromlearningstyles,whichrefermorebroadlytoalearner'
s"
natural,habitual,andpreferredway(s)ofabsorbing,processing,andretainingnewinformationandskills"
(Reid,1995,p.viii),thoughthereappearstobeanobviousrelationshipbetweenone'
slanguagelearningstyleandhisorherusualorpreferredlanguagelearningstrategies.
WhataretheCharacteristicsofLLS?
Althoughtheterminologyisnotalwaysuniform,withsomewritersusingtheterms"
learnerstrategies"
(Wendin&
Rubin,1987),others"
learningstrategies"
(O'
Malley&
Chamot,1990;
Chamot&
O'
Malley,1994),andstillothers"
languagelearningstrategies"
(Oxford,1990a,1996),thereareanumberofbasiccharacteristicsinthegenerallyacceptedviewofLLS.First,LLSarelearnergenerated;
theyarestepstakenbylanguagelearners.Second,LLSenhancelanguagelearningandhelpdeveloplanguagecompetence,asreflectedinthelearner'
sskillsinlistening,speaking,reading,orwritingtheL2orFL.Third,LLSmaybevisible(behaviours,steps,techniques,etc.)orunseen(thoughts,mentalprocesses).Fourth,LLSinvolveinformationandmemory(vocabularyknowledge,grammarrules,etc.).
ReadingtheLLSliterature,itisclearthatanumberoffurtheraspectsofLLSarelessuniformlyaccepted.WhendiscussingLLS,Oxford(1990a)andotherssuchasWendenandRubin(1987)noteadesireforcontrolandautonomyoflearningonthepartofthelearnerthroughLLS.Cohen(1990)insiststhatonlyconsciousstrategiesareLLS,andthattheremustbeachoiceinvolvedonthepartofthelearner.TransferofastrategyfromonelanguageorlanguageskilltoanotherisarelatedgoalofLLS,asPearson(1988)andSkehan(1989)havediscussed.Inherteacher-orientedtext,OxfordsummarisesherviewofLLSbylistingtwelvekeyfeatures.Inadditiontothecharacteristicsnotedabove,shestatesthatLLS:
∙allowlearnerstobecomemoreself-directed
∙expandtheroleoflanguageteachers
∙areproblem-oriented
∙involvemanyaspects,notjustthecognitive
∙canbetaught
∙areflexible
∙areinfluencedbyavarietyoffactors.
(Oxford,1990a,p.9)
BeyondthisbriefoutlineofLLScharacterisitics,ahelpfulreviewoftheLLSresearchandsomeoftheimplicationsofLLStrainingforsecondlanguageacquisitionmaybefoundinGu(1996).
WhyareLLSImportantforL2/FLLearningandTeaching?
Within'
communicative'
approachestolanguageteachingakeygoalisforthelearnertodevelopcommunicativecompetenceinthetargetL2/FL,andLLScanhelpstudentsindoingso.AfterCanaleandSwain'
s(1980)influencialarticlerecognisedtheimportanceofcommunicationstrategiesasakeyaspectofstrategic(andthuscommunicative)competence,anumberofworksappearedaboutcommunicationstrategiesinL2/FLteaching2.Animportantdistinctionexists,however,betweencommunicationandlanguagelearningstrategies.CommunicationstrategiesareusedbyspeakersintentionallyandconsciouslyinordertocopewithdifficultiesincommunicatinginaL2/FL(Bialystok,1990).ThetermLLSisusedmoregenerallyforallstrategiesthatL2/FLlearnersuseinlearningthetargetlanguage,andcommunicationstrategiesarethereforejustonetypeofLLS.ForallL2teacherswhoaimtohelpdeveloptheirstudents'
communicativecompetenceandlanguagelearning,then,anunderstandingofLLSiscrucial.AsOxford(1990a)putsit,LLS"
...areespeciallyimportantforlanguagelearningbecausetheyaretoolsforactive,self-directedinvolvement,whichisessentialfordevelopingcommunicativecompetence"
(p.1).
Inadditiontodevelopingstudents'
communicativecompetence,LLSareimportantbecauseresearchsuggeststhattrainingstudentstouseLLScanhelpthembecomebetterlanguagelearners.Earlyresearchon'
goodlanguagelearners'
byNaiman,Frohlich,Stern,andTodesco(1978,1996),Rubin(1975),andStern(1975)suggestedanumberofpositivestrategiesthatsuchstudentsemploy,rangingfromusinganactivetaskapproachinandmonitoringone'
sL2/FLperformancetolisteningtotheradiointheL2/FLandspeakingwithnativespeakers.AstudybyO'
MalleyandChamot(1990)alsosuggeststhateffectiveL2/FLlearnersareawareoftheLLStheyuseandwhytheyusethem.Graham'
s(1997)workinFrenchfurtherindicatesthatL2/FLteacherscanhelpstudentsunderstandgoodLLSandshouldtrainthemtodevelopandusethem.
Acautionmustalsobenotedthough,because,asSkehan(1989)states,"
thereisalwaysthepossibilitythatthe'
good'
languagelearningstrategies...arealsousedbybadlanguagelearners,butotherreasonscausethemtobeunsuccessful"
(p.76).InfactVannandAbraham(1990)foundevidencethatsuggeststhatboth'
and'
unsucc
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Language Learning Strategies
![提示](https://static.bdocx.com/images/bang_tan.gif)