Learning Strategies 学习策略

LearningStrategies学科英语熊凤凤张涵Contents•Definitionoflearningstrategies•Classificationoflearningstrategies•Goodlanguagelearnerstudies•Factorsinfluencingchoiceoflearningstrategies•Therelationshipbetweenlearningstrategiesandlanguagelearning•Learnertraining•FinalcommentDefinition•behaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable(Oxford1989)•thebehaviorsandtechniqueslearnersadoptintheireffortstolearninasecondlanguage.(MurielSaville-Troike2008)•......Characteristics•referringtogeneralapproachesandspecificactionsorteniques•beingproblem-orientated•involvinglinguisticbehavior(e.g.requestingthenameofanobject)andnon-linguisticone(e.g.pointingatanobjectsoastobetolditsname)•usingitbothinL1andL2•learnersareawareofandidentifythestrategies•somebehavioral(observable),somementalSomecommonterminology•Tarone1980•productionstrategy:anattempttouseone'slinguisticsystemefficientlyandclearly,withaminimumofeffort•communicationstrategy:attemptstodealwithproblemsofcommunicationthathavearisenininteraction.•languagelearningstrategy:anattempttodeveloplinguisticandsociolinguisticcompetenceSomecommonterminology•languagelearningstrategies:attemptstomasternewlinguisticandsociolinguisticinformationaboutTL•skilllearningstrategies:attemptstobecomeskilledpersonSomecommonterminology•Stern1983•strategies:generalandmoreorlessdeliberateapproachestolearning•techniques:observableformsoflanguagelearningbehaviorevidentinparticularareasoflearning•Seliger1984•strategies:basicabstractcategoriesofprocessing•tactics:variableandidiosyncraticlearningactivitiesClassification•O'MalleyandChamot(1990)•Metacognitive:involvingattemptstoregulatelearningthroughplanning,monitoringandevaluating(e.g.previewingconceptsdecidinginadvancetoattendspecificaspectsofinput)•Cognitive:involvinganalysis,transformation,orsynthesisoflearningmaterials(e.g.predictinginferring)•Socio-affective:concerningwaysinwhichlearnerinteractwithothers(e.g.seekingopportunitiestointeractwithnativespeakers)Classification•Oxford1990•1.Direct•memorystrategies:grouping,classifying•cognitivestrategies:practising,repeating•compensationstrategies:switchingtomothertongue•2.Indirect•metacognitivestrategies,e.g.settinggoals•affectivestrategies,e.g.takingriskswisely•socialstrategies,e.g.askingforclarificationClassification•Purpura1999•whetherrelatingtocomprehendingprocesses,storing/memoryprocesses,orusing/retrievalprocesses•CohenandChi•skills•vocabualry•translationGoodlanguagelearnerstudiesStudyLearnersMethodRubin1975learnersofmixedagesinclassroomsettingsObservation(videocamera)Naimanetal.19781.34graduatesL2learners(manymultilingual)2.studentsofL2Frenchingrades8,10,121.interviewquestionnaire(semi-directedanddirectedparts)2.classroomobserationschedule-notsuccessfulRubin1981youngadultsinclassroomsettings1.classroomobseration2.obserationoflearnerperformanceonspecificlanguagelearningtasks3.unstructualself-reports4.directedself-reportGoodlanguagelearnerstudiesReiss1983collegelearnersofL2questionnairepresenting3hypotheticallearningsituationsHuangandVanNaersson198520high-and20low-proficiencyChineselearnersofEnglishinChina1.writtenquesionnaireonuesofformalpractice,functionalpractice,andmonitoringReiss1985collegelearnersatelementaryandintermediatelevels(someidentifiedasgoodlanguagelearners)1.generalquestionnaireaboutpersonalityvariablesandlearningstrategies2.strategiesquestionnairelisting19strategiesfromwhichstudentsselectedtheonestheyusedmostoftenGoodlanguagelearnerstudiesGillette1987twobeginnersofL2Spanish/successfullearnersofL2French1.extensiveclassroomobservation2.classroomnotesfromoneofthelearners3.attitude/motivationquestionnaire4.interview5.teachers'commentsLennon19894GermanlearningL2EnglishinUK1.writtenanswerstogeneralquestionnaire2.personalinterviewMajortraitsofgoodlearners•concernforlanguageformandalsomeaning•concernforcommunication•awarenessofthelearningprocess•capacitytousestrategiesflexiblyinaccordancewithtaskrequirements•sysematicplanandparticularobjectives•criticalself-awarenessorself-efficacyFactorsinfluencingchoiceoflearningstrategies•Leanerfactors:•1)Age(EhrmanandOxford1989):•Youngchildren=empolystrategiesinatask-specificmanner•Olderchildrenandadult=generalizedstrategies•2)Motivation(OxfordandNyikos1989):•Highlymotivatedlearnersusedmorestrategiesrelatingtoformalpractice,functionalpractice,generalstudy,andconversation/inputelicitationthanpoorlymotivatedlearner.•Learnerfactors3)Learningstyle(Littlemore2001):•Thoseleanerswhohadaholisticcognitivestyleweremorelikelytoutilizeholisticcommunicationstrategies.•4)Learningbeliefs(Wenden):Learnerswhoemphasizedtheimportanceoflearningtendedtousecognitivestrategiesthathelpedthemtounderstandandrememberspecificitemsoflanguage,whilelearnerwhoemphasizedtheimportanceofusinglanguagereliedoncommunicationstrategies.•5)Learners’experience(Ehrman/NationandMclaughlin/Levine,RevesandLeaver):e.g.Professionallinguistsreportedusingmorestrategiesmorefrequentlythanuntrainedinstructorsandstudents.Factorsinfluencingchoiceoflearningstrategies•S