教学法期末学科论文.docx

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