language--learning-strat优质PPT.ppt

language--learning-strat优质PPT.ppt

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Languagelearningstrategies,CONTENTS,PART1,LOREMIPSUM,DifferentDefinitionsofLearningStrategies,Part,02,ClassificationsofLanguageLearningStrategies,ClassificationsofLanguageLearningStrategies,Languagelearningstrategieshavebeenclassifiedbyanumberofresearchers（e.g.Cohen,2000;@#@OMalleyWenden,1991）,justlikethedefinitionoflanguagelearningstrategies,therehasbeennoconsensusontheirclassification.Inwhatfollows,OMalley&@#@Chamots（2001）,Oxfords（1990）,andCohens（2000）taxonomiesoflanguagelearningstrategieswillbehandledastheyarethemostwidelyused.,OMalley&@#@Chamotsclassificationoflanguagelearningstrategies,Basedontheinformation-processingtheoreticalmodelandtheirresearchfindingsobtainedfromseveralstudieswiththestudentslearningESL/EFLbyretrospectiveinterviewsandthinkingalouddatacollection,OMalley&@#@Chamot（2001）dividelanguagelearningstrategiesintothreemaincategories:

@#@metacognitivestrategies,cognitivestrategies,andsocial/affectivestrategies.,Moredetailsaboutmeta-cognitivestrategies,cognitivestrategies,andsocial/affectivestrategies,Meta-cognitivestrategiesprocesseslearnersconsciouslyusetosuperviseormanagetheirlanguagelearning.allowlearnerstocontroltheirowncognitionbyplanningwhattheywilldo,checkinghowitisgoing,andthenevaluatinghowitwent.,Cognitivestrategiesthelearningstrategiesofidentification,grouping,retention,andstorageoflanguagematerial,aswellasthelanguageusestrategiesofretrieval,rehearsal,andcomprehensionorproductionofwords,phrases,etc.,Cognitiverepetitiontranslationgroupingnote-takingkeywordcontextualizationelaborationtransfer,Affectivestrategiesstrategiesforregulatingemotions,motivation,andattitudes;@#@strategiesforreductionofanxietyandforself-encouragement.Socialstrategiesstrategiesforinteractingwithotherlearnersandwithnativespeakersforpractice.,Oxfordsclassificationoflanguagelearningstrategies,Oxford（1990）basesherclassificationschemeonthepreciousstudies.Shemakesadistinctionbetweenstrategiescontributingdirectlytolearningandthosecontributingindirectlytolearning,andhence,therearetwocategoriesinOxfordssystem:

@#@directandindirectstrategies.Thefirstmajorstrategyclass,directstrategies,“directly”involvethetargetlanguage,requirementalprocessingofthelanguage,andareusedtodevelopthefourlanguageskills:

@#@reading,speaking,listeningandwriting.Withinthedirectstrategies,therearethreesubcategories:

@#@memorystrategies,cognitivestrategiesandcompensationstrategies.,AND,Cohensclassificationoflanguagelearningstrategies,Basedonlearnersintentionsinstrategyuse,Cohen（2000）dividesstrategiesintotwotypes:

@#@languagelearningstrategiesandlearnerstrategies.,LanguageLearningStrategies（a）identifyingmaterialtobelearned,（b）distinguishingitfromothermaterial,（c）groupingitforeasierlearning,（d）engaginginrepeatedcontactwithit,（e）formallycommittingittomemory（e.g.,usingrotememoryormnemonics）.,PART,03,TheCommonsandDifferencesoftheDifferentClassifications,Comparingtheabovethreeclassificationsoflanguagelearningstrategies,wecanfindthattosomedegreetheattemptstoclassifylanguagelearningstrategiesreflectthesimilarcategorizationswithsomedifferenceslyingintherespectivefocusonthesimilarofeverycategoryofstrategiesandinthedifferenttermsforthesamecategory.Ascanbeseen,OxfordandOMalley&@#@Chamotstaxonomiesaremorelessthesame.Oxfordsdirectstrategies（memorystrategies,cognitivestrategiesandcompensationstrategies）roughlycorrespondtothecognitivestrategiesinOMalley&@#@Chamotssystem.Likewise,inherindirectstrategies（metacognitivestrategies,affectivestrategiesandsocialstrategies）,anoverlappingcanbewiththemetacognitivestrategiesandsocial/affectivestrategiesinOMalley&@#@Chamotstaxonomy.,Thecommonsofthedifferentclassifications,However,therearealsomanydifferencesamongthethreeclassificationsystems.Firstly,inOMalley&@#@Chamotsthreemainlanguagelearningstrategies,thereisahierarchicalrelationship.InOMalley&@#@Chamotsview（2001）,metcognitivestrategiesandcognitivestrategiesappeartobeofprimaryimportance,astheyaremorefrequentlyreportedbythesecondlanguagelearnersthansocial/affectivestrategiesintheirstudies.OMalley&@#@Chamotfurtherstatethatmeta-cognitivestrategieshaveanoperativefunction.Inotherwords,itimpliesthatmeta-cognitivestrategiesaregenerallyconsideredtobeusedtomangethewholelearningprocesswhilecognitivestrategiesaretask-orientedsincecognitivestrategiesdirectlydealwiththeindividuallearningtaskintheprocessoflanguagelearning,Thedifferencesofdifferentclassifications,Inanempiricalstudyonlanguagelearningstrategieswithsometertiary-levelandgraduatestudentsinChina,itwasfoundnosignificantdifferenceexistedbetweentheemploy