教学法期末学科论文.docx
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教学法期末学科论文.docx
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教学法期末学科论文
北京理工大学珠海学院2014-2015学年第2学期课程论文
《英语教学法理论》
题目:
AnanalysisonCollege
EnglishLearningStrategies
专业学院:
外国语学院
专业班级:
2012级英语10班
学生姓名:
林颖怡
学号:
141002103028
课程论文诚信承诺书
本人郑重承诺:
我所呈交的学期课程论文AnAnalysisonCollegeEnglishLearningStrategies是在课程指导教师的指导下,独立开展研究取得的成果,文中引用他人的观点和材料,均在文后按顺序列出其参考文献,论文使用的数据真实可靠。
承诺人签名:
日期:
年月
CONTENTS
Introduction....1
1TheBasicContentsofLearningStrategies2
1.1DefinitionofLearningStrategies2
1.2ClassificationofLearningStrategies3
2ResearchonTheEnglishLearningStrategies5
2.1AboutTheExcellentEnglishLearner5
2.2TheFactorsAffectingApplicationofEnglishLearningStrategies5
3TheTrainingofEnglishLearningStrategies6
3.1TheTrainingofStudents’EnglishLearningStrategies6
3.1.1TwoStagesonTheTraining6
3.1.2ThreeAreasonTheTraining6
3.1.3FiveStrategiesonTheTraining6
3.2TheTrainingofTeachingEnglishLearningStrategies7
Conclusion8
References9
Introduction
Itissaidthat“Giveamanafish,youhavefedhimfortoday.Teachamantofish,andyouhavefedhimforalifetime”.WiththerapiddevelopmentofChina’ssocialeconomy,higherimprovingdegreeofopeningtotheoutsideworld,thecontactsandexchangesbetweencountriesareevenmorefrequent.English,themostwidelyusedlanguageininternationalcommunication,isclearlyimportant.Inthe1970s,theresearchofforeignlanguageteachingturnintohowtolearnfromhowtoteach.AnditalsofocusesonpayingattentiontoteachstudentshowtolearnEnglish.Therefore,itisveryimportanttoanalyzethelearningstrategiesofCollegeEnglish.
1TheBasicContentsofLearningStrategies
1.1DefinitionofLearningStrategies
Thelanguagelearningstrategiesarereferredtovariousstrategieswhichaimtoachievebetterlearningeffects.Theyincludethestrategiestowhichalearnerresortinordertobettercompletelearningactivitiesortasks,themacro-strategiesthatthelearnertakeinhislearningobjectives,learningprocess,learningplans,regulationsandcontrols,aswellassomerecognitionofforeignlanguagelearning.
Untiltoday,thereisstillnoagreed-upondefinition.Reviewingtheliteratureonlearningstrategies,onemaybeshockedbythewiderangeofdefinitionsbeingusedtodescribeit.Therearevariousdefinitionsproposedbyresearchers:
Stern(1975)describesthatastrategyisbestreservedforgeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguagelearner,leavingtechniquesasthetermtorefertoparticularformsofobservablelearningbehavior.
WeinsteinandMayer(1986)refertolearningstrategiesasthebehaviorsandthoughtsthatalearnerengagesinduringlearning,andthatareintendedtoinfluencethelearner’sencodingprocess.
Chamot(1987)thinkslearningstrategiesaretechniques,approaches,ordeliberateactionsthatstudentstakeinordertofacilitatethelearningandrecllofbothlinguisticandcontentareainformation.
Rubin(1987)pointsoutlearningstrategiesarestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly”.
Oxford(1989)defineslanguagelearningstrategyisthebehaviororactthatlearneradoptsformakinglearningmoresuccessful,moreindependentandmorepleasant”.
WenQiufang(2003)regardslearningstrategyasmeasureswhichthestudentstakeinordertostudymoreefficiently.
1.2ClassificationofLearningStrategies
Differentresearchersholddifferentviewsabouttheissueandtheymakeclassificationsfromdifferentaspects:
Rubin(1987),therearethreetypesoflanguagelearningstrategies:
learningstrategies,communicationstrategies,andsocialstrategies.
O’Malley&Chamot(1990),classifylearningstrategiesintometacognitive,cognitiveandaffectiveorsocialstrategies.
Cohen(1998),classifieslanguagelearningstrategiesintolanguagelearningstrategiesandlanguageusestrategies.
Fromtheexistingresearch,therearefourtypesoflanguagelearningstrategies:
learningstrategies、integrationstrategies、communicationstrategiesandsocialstrategies.
Oxford(1990)classificationmethodismorereasonable.Accordingtotherelationshipbetweenstrategiesandlanguagematerials,heclassifiedlearningstrategiesintotwoparts:
directandindirectstrategies.Eachkindhasitssubitems.(SeeFigure1.2.1)
Memorystrategies
DirectstrategiesCognitivestrategies
LearningCompensationstrategies
StrategiesMeta-cognitivestrategies
IndirectstrategiesAffectivestrategies
Socialstrategie
Figure1.2.1:
AstrategySystem:
Overview(Oxford1990)
InEnglishlearningstrategies,theemploymentofdirectstrategieshasdirectconnectionwithtargetlanguage.
Inside,Memorystrategieshelpstudentsaccumulateknowledgeandcatchnewmessage.Cognitivestrategiesmakestudentunderstandandoutputnewlanguagethrougheachway.Compensationstrategiescanletstudentuselanguageacrossthelanguagebarrier.(SeeFigure1.2.2)
A.Creatingmentallinkage
1.MemoryB.Applyingimagesandsounds
StrategiesC.Reviewingwell
D.Employingactions
A.Practicing
2.CognitiveB.Reviewingandsendingmessages
StrategiesC.Analyzingandreasoning
D.Creatingstructureforinputandoutput
3.CompensationA.Guessingintelligently
StrategiesB.Overcominglimitationsinspeaking
andwriting
Figure1.2.2Directstrategies
Theemploymentofindirectstrategieshasnodirectconnectionwithtargetlanguage,butprovidesindirectsupportforlanguagelearning.Itcandivideintothreekinds:
Meta-cognitive、Affectivestrategies、Socialstrategies.(SeeFigure1.2.3)
●Metacongnitivestrategiesaredifferentfromtheordinarycognitivestrategies,andwhichprovideawayforlearnerstocoordinatetheirownlearningprocess.
●AffectivestrategiesarereferstoLanguagelearnercangaincontrolovertheaffectivefactorsthroughaffectivestrategies.
●Socialstrategiesmeanthatlanguageisaformofsocialbehaviororcommunication.
A.Centeringyourlearning
1.MetacognitiveB.Arrangingandplanningyourlearning
StrategiesC.Evaluatingyourlearning
A.Loweringyouranxiety
2.AffectiveB.Encouragingyourself
StrategiesC.Takingyouremotionaltemperature
A.Askingquestions
3.SocialB.Cooperatingwithothers
StrategiesC.Empathizingwithothers
Figure1.2.3Indirectstrategies
2ResearchonTheEnglishLearningStrategies
2.1AboutTheExcellentEnglishLearner
After1980s,scholarsbegantocontrastivelyanalyzethedifferenceinstrategiesusingbetweenexcellentEnglishlearnersandnon-excellence.Aftertheresearch,Ellis(1994)pointedouttherearefivedifferences:
excellentEnglishlearner
●Payattentiontotheformoflanguage,aregoodatlearnfromthemistakes.
●Payattentiontolanguagemeaning,managetoexpresstheirownideas.
●Activelyparticipateinactivitieswhichbenefittolanguagelearning,andsetting
upenvironmentaltolearnlanguagebythemselves.
●Havehighawareness,cancontrolandadjustthelearningprocess.
●Willbebasedontheactualthenappropriatetochoselearningstrategies.
2.2TheFactorsAffectingApplicationofEnglishLearningStrategies
Therearemanyfactorsthataffecttheapplicationofstrategiesinforeignlanguagelearning,theycanbedividedintotwopartsintherough.Theyare:
1)Environmentalfactors,includingculturalbackground、learningconditions、teachingenvironment、learningtasks,etc.Allofthesefactorsaffectthechoiceofforeignlanguagelearningstrategiesindifferentways.
2)Learnersfactors,meanpeoplelearnindifferentwaysinfluenceobviouslyontheuseoflearningstrategies,mainlyreflectedinage、learningpotential、learningstyle、learningmotivation、personality、personalexperienceetc.Differentpeoplehavedifferentlearningstyles.
3TheTrainingofEnglishLearningStrategies
3.1TheTrainingofStudents’EnglishLearningStrategies
3.1.1TwoStagesonTheTraining
Twostagesforlearnertrainingwhichinvolvepreparationforlanguagelearningandskillstraining.
Theformeraimstoraiseawarenessaboutoneselfanddifferentlanguagelearningstrategieswhichserveaspsychologicalpreparation.
Skilltraining,aimstogivelearnerstheknowledgeandpracticeofdifferentlearningstrategies.
3.1.2ThreeAreasonTheTraining
DickinsonandCarve(1980,cf.EllisandSinclair,1989:
7)identifythreeareasforpreparinglearnerstobecomeautonomousandthesethreeareascanbeusedforconsideringcontentsandproceduresforlearnertraining.Theyare:
●Psychologicalpreparation,e.g.activitiestobuildconfidence
●Methodologicalpreparation,e.g.Activitiestohelplearnersunderstandandusemetalanguage(languagefordescribinglanguageandlanguagelearning)andtobecomeawareoftherationalebehindclassroomactivities.
●Practiceinself-direction,e.g.activitieswhichprovidelearnerswithopportunitiestomakechoicesabouttheirlearning.
3.1.3FiveStrategiesonTheTraining
●Seekingandtakeadvantageoflearningenvironmenttoactivelyparticipateinthelearningprocess.
●Toestablishtheideologyoflanguage.
●Toestablishtheconsciousnessasmethodincommunication;
●AcceptingandproperlyhandletheemotionintheprocessofEnglishlearning;
●Strengthenyourforeignlanguagesystemthroughtheideaofprove
3.2TheTrainingofTeachingEnglishLearningStrategies
1)Involvestudentsinanoverviewofthetextbookatthebeginning
Atthebeginningofthecourse,itisusefulfortheteachertoguidestudentsthroughthecontentpageforthemtogetanoverallideaaboutwhatistobelearned
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