外语学习理论与外语学习者研究综述Word格式.docx
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外语学习理论与外语学习者研究综述Word格式.docx
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☺BehavioralviewpointtoLearning(Pavlov’sClassicBehaviorismandSkinner’sOperantConditioning)
☺CognitiveviewpointtoLearning(Ausubel’sAssumptionTheory)
☺ConstructivistviewpointtoLearning(Rogers’HumanisticPsychology).
--参考:
H.Douglas.Brown,PrinciplesofLanguageLearningandTeaching__5th_Edition,Chapter4:
P86-102
参考上章节:
Learner-centredPrinciple
"
Learnercentered"
istheperspectivethatcouplesafocusonindividuallearners-theirheredity,experiences,perspectives,backgrounds,talents,interests,capacities,andneeds-withafocusonleaning-thebestavailableknowledgeaboutlearningandhowitoccursandaboutteachingpracticesthataremosteffectiveinpromotingthehighestlevelsofmotivation,learning,andachievementforalllearners.Thisdualfocustheninformsanddriveseducationaldecisionmaking.Learner-centeredisareflectioninpracticeoftheLearner-CenteredPsychologicalPrinciples-intheprograms,practices,policies,andpeoplethatsupportlearningforall.(McCombs&
Whisler,1997,p.9)
Researchersstrongly(Stevick,1976,1981;
Ellis,1985;
Skehan,1989)focusonthelearnerasanindividual.Acorrespondingshiftfromafocusonteachingtoafocusonlearnersandlearning(Kumaravadivelu,1993;
Gremmo&
Riley,1995;
Little,1995;
Cotterall,1995).considerationofdifferencesinlearningstyles(WendenandRubin,1987;
Willing,1989;
Griffiths&
Sheen,1992;
Oxford&
Ehrman,1993;
Felder,1995),learningstrategies(Wenden&
Rubin,1987;
Wenden,1995;
O’Malley&
Chamot,1990;
Oxford,1990,1993),andthevariousmanifestationsofhumanism(Gattegno,1972;
Curran,1976;
Lozanov,1979;
Asher,1981;
CrawfordandTrojer,1983;
Underhill,1989;
Stevick,1990).
外语学习者研究:
二语习得--学习过程;
学习者差异;
学习者语言(中介语)
学习过程(learningprocess)研究:
-第一语言影响(Transfer)
-泛化(Generalization)
-简化(Simplification)
-模仿(Imitation)
-显性知识和隐性知识的作用,有意识和无意识的学习过程
-习得顺序(Sequences&
phasesofL2development)
学习者差异(IndividualDifferences)研究:
-能力(智力Intelligence、语言学能LanguageAptitude)
-习性(学习风格、学习动机、人格、乐于交际程度)
-认知(学习信念(learnerbelief)、自我认同(self-identity))
-行为(学习策略learningstrategies、影响因素:
动机motivation、学习的不同阶段、人格personality、学习风格learningstyle、学习条件、年龄age、文化culture背景等)(参见高一虹、刘润请、吴一安等人的研究)
-情感(兴趣、自尊selfesteem、焦虑anxiety)
TransferandNegativeTransfer迁移与负迁移
Interference干扰
Overgeneralization过度概括--目标语言系统过分法则化
Seemore:
Ellis(1994),Robinson(2002),andSkehan(1989).
TheHandbookofAppliedLinguistics.PDF
IndividualDifferences:
Horwitz(2000a),definedas,“Thetermsgoodandbad,intelligentanddull,motivatedandunmotivatedhavegivenwaytoamyriadofnewtermssuchasintegrativelyandinstrumentallymotivated,anxiousandcomfortable,fieldindependentandfieldsensitive,auditoryandvisual”(p.532,originalemphasis).
ModernLanguageAptitudeBattery(Carroll&
Sapon,1959).
Interestinindividualdifferenceshasgrownsincethe1970stothepointwhereithasbecomeamajorareaofenquiryinSLA.
Skehan,1991-SLAjournals(LanguageLearningandTheModernLanguageJournal);
Dö
rnyei’sbook,2001
IndividualDifferenceFactors:
InTable21.2thesearegroupedaccordingtowhethertheyconstitute“abilities能力”(i.e.,cognitivecapabilitiesforlanguagelearning),“propensities倾向”(i.e.,cognitiveandaffectivequalitiesinvolvingpreparednessororientationtolanguagelearning),“learnercognitions认知aboutL2learning”(i.e.,conceptionsandbeliefsaboutL2learning),or“learneractions学习者行为”(i.e.,learningstrategies).
--Readalso:
RODELLIS,21-IndividualDifferencesinSecondLanguageLearning,TheHandbookofAppliedLinguistics.PDF,P:
525-551
LanguageAptitude
IntelligenceandlanguageLearning
LearningProcess
Learningstyles
Theactualterm,learningstyle,didnotappearuntilThelen(1954)useditindiscussinggroupdynamics.Allport(1937)proposedtheterm,cognitivestyle,tomeanwaysoflivingandadaptingmodulatedbypersonality,However,theliteratureonlearningstylesusesthetermslearningstyle,cognitivestyle,personalitytype,sensorypreference,modality,andothersratherlooselyandofteninterchangeably.
Learningstylesmightbethoughtofas"
cognitive,affective,andphysiologicaltraits特性thatarerelativelystableindicatorsofhowlearnersperceive,interactwith,andrespondtothelearningenvironment"
.Keefe从认知因素、情感因素和生理因素出发指出学习风格是学习者在感知信息、与学习环境相互作用以及回应学习环境时表现出的特有的、相对稳定的学习方式。
(Keefe,1979,p4)
Or,moresimply,Skehan(1991,p.288)definedlearningstyleas"
ageneralpredisposition倾向,voluntaryornot,towardprocessinginformationinaparticularway."
EhrmanandOxford(1990)cited9majorstyledimensionsrelevanttoL2learning.
Inrecentyears,theinfluenceofpersonalityvariablesonlearningstyleshasincreasedgreatly,using,forexampletheFiveFactorPersonalityModel(Busato,etal.,1999),temperamenttheory(ThomasandChess,1977),andtheMyers–BriggsTypeIndicator(MBTI)(e.g.,Ehrman,1996;
Leaver,1998;
Myersetal.,1998).
Researchersandpractitionersuselearningstyleresearchwithpersonalityandcognitivestylestodetermineability,predictperformance,andimproveclassroomteachingandlearning(Reiff,1992;
Ehrman,2001;
EhrmanandOxford,1995).
Inrecentyears,thelanguage-teachingprofessionhasalsoembraceditsinterpretationofthemultipleintelligencesmodel(Gardner,1983,2000)asalearningstylemodelforcurriculumandmaterialsdevelopment(e.g.,GabalaandLange,1997;
Hatch,1997).Anotherwell-knownmodeladoptedbylanguageteachersisthe4-MAT(McCarthy,1980),whichisbasedonacombinationofthebrainhemisphericitymetaphor(Torranceetal.,1977)andKolb’s(1984)Jung-basedmodelofcognitivestyle.
1980s后的发展:
Sternberg’smentalself-governmentmodel(Sternberg,1994)心理自我控制理论
Hartmann’spsychoanalyticallybasedegoboundariesapproachtoaddresstoleranceofambiguityanddefensivestyle(Ehrman,1993,1998b;
Hartmann,1991)
FieldIndependence场独立性(场独立认知风格)
场地独立与场地依赖认知方式最先是由H.A.Witkin与其同事于1954年所提出。
场地独立型的个体拥有高度自我认证的知觉能力,知觉判断时较少受到周围刺激的干扰,能专注,不易分心。
认知功能较为独立,通常能不受制于所给予的讯息而进行认知重建的工作。
具有较高的分析能力,比较能区分视觉界中形象与背景。
面对复杂、不确定的情境,较能有效的去组织、结构。
Thefieldindependence–fielddependence(FI–FD)constructinthelate1940sstartedwithWitkin’seffortstodistinguishvariationsinproprioceptionandperceptionofthevertical(WitkinandGoodenough,1981).Later,researchersfocusedonprocessingstylesfromthepointofviewofegopsychology(自我心理學(弗洛伊德流派的理論家鎖匙的觀點,強調個種自我過程,如對現實的自覺、學習和對行為的意識控制),whichwastheoriginofsuchcognitivestylescalesasleveling-sharpening平和—尖锐andimpulsivity-reflectivity冲动—审慎Schmeck,1988).
参考阅读:
[1]Abriefoverviewofindividualdifferencesinsecondlanguagelearning.PDF
[2]学习风格理论研究与外语教学:
[3]国内学习风格研究述评:
[4]近十年西方学习风格研究述评.pdf
[5]多元智力理论与学习风格
[6]认知风格模型的研究:
[7]从认知角度论ESL学习者策略.pdf:
http:
//202.198.25.8:
8080/was40/paperpdf/3020488.pdf
[8]多元智力理论与学习风格.doc
[9]LANGUAGELEARNINGSTYLESANDSTRATEGIES-anoverview
[10]LearningStylesintheESLEFLClassroom
[11]TheHandbookofAppliedLinguistics.PDF
Awareness-raising
LearningStrategies
Metacognitivestrategies/Cognitivestrategies/Socioaffectivestrategies/
CommunicationStrategies:
AvoidanceStrategies/CompensatoryStrategies
Strategies-BasedInstruction(McDonough,1999;
Cohen,1998)
H.Douglas.Brown,PrinciplesofLanguageLearningandTeaching_5th_Edition,Chapter5:
PersonalityFactors:
Theaffectivedomain
Affectivefactorsinsecondlanguageacquisition:
Self-Esteem/AttributionTheoryandSelf-Efficacy归因理论与自我效能/WillingnesstoCommunicate/Inhibition压抑/languageego/RiskTaking/Anxiety/Empathy移情/Extroversion外向/Motivation(IntrinsicandExtrinsicMotivation)/
References:
[1]H.DouglasBrown,TeachingbyPrinciples-aninteractiveapproachtolanguagepedagogy(2ndedition),WhitePlains,NY:
Longman.2001
[2]JackC.Richards,WillyA.Renandya,"
MethodologyinLanguageTeaching:
AnAnthologyofCurrentPractice"
CambridgeUniversityPress,2002
[3]H.DouglasBrown,PrinciplesofLanguageLearningandTeaching(5thEdition),PearsonEducation,Inc.2007
[4]JeremyHarmer,ThePracticeofEnglishLanguageTeaching(3rdEdition),LongmanHandbooksforLanguageTeachers,2001
[5]Learningtheoryandsecondlanguagelearning
[6]LawrenceErlbaumAssociates(2004)TheNeurobiologyofLearning-PerspectivesfromSecondLanguageAcquisition
[7]学习理论的新发展与外语教学模式的嬗变戴炜栋
[8]Theoriesoflearning
[9]theoriesinlanguagelearning
[10]individualdifferences
[11]IndividualDifferencesinSecondLanguageLearning
[12]LanguagelearningandawarenessofpersonalitytypeinChinesesettings.doc
[13]Topic5-TheoriesofL2learning
[14]学习者个体差异与二语习得.doc
[15]TheHandbookofAppliedLinguistics.PDF
AffectiveFactorsinClassroomLearning
Affectivefactorsincludemotivation,self-efficacy,toleranceofambiguity,andanxiety,amongothers.Asearlyasthe1950s(oronemightsay,aslateasthe1950s),theoriesandmodelsofmotivationbegantoappearinlanguagelearningliterature(GardnerandLambert,1959).R.C.Gardnerandvariouscolleaguesproposedthe
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