二语习得学习策略

Leanerstrategies好好学习ProductionstrategiesThissectionconsiderstheunproblematicuseofL2knowledge.Itwillpresentabasicmodelofproduction,andthenconsiderspecificstrategiesassociatedwithplanningandarticulatingcomponentsofthismodelAmodelofL2productionThelanguageuserdoesnotnecessarilybuildplansforalltheconstituentsoftheproposedutterance.Heislikelytoalternatebetweentheplanningofindividualconstituentsandtheirexecution.PausesLittlewoodproposedaproductionmodelspecificallytoaccountforL2use.Twosetsofstrategies:minimalstrategiesandmaximalstrategiesMinimalstrategies:earlystageofSLAMaximalstrategies:laterstageofSLATheskeletonandconstituentmodelalsoprovidesaframeworkforinterpretingSleliger’sinterestingdistinctionbetweenplannersandcorrectors.TheuseofplanningandcorrectingstrategiesisconsideredingraterdetailbelowPlanningstrategiesSemanticsimplification:itoccurswhenthelearnersimplifiesthesentenceplanbyreducingthepropositionalelementsthatarelinguisticallycoded.Linguisticsimplification:itinvolvestheomissionofformwordsandaffixes.CorrectingstrategiesItcanoccuratanyofthefivestagesinthearticulationprogrammeinFigue7.3.Itcanalsooccurathigherlevels,whenitleadstoanadjustmentincommunicativegoalordiscourseandsentenceplans.Ameansofmaximizingexistingresourcesinaneasyandefficientmanner.Semanticsimplificationandlinguisticsimplificationare“minimalstrategies”usedtofacilitateeasyandeffectiveuseoftheL2system.Theyareplanningstrategies.Monitoringisacorrectingstrategies.StrategiesofcommunicationDefinitionTypologySurveyofempiricalstudiesSomecommentsDefiningcommunicationstrategiesTwokeyconceptsfigureinmostdiscussionsofcommunicationstrategies.Thesearethattheyareconscious,andthattheyareproblem-orientedPsycholinguisticperspective:mentalphenomenaInteractionperspective:attempttobridgethegapbetweenthelinguisticknowledgeoftheL2learnerandthelinguisticknowledgeofthelearner’sinterlocutorinrealcommunicationsituations.Ingeneral,thepsycholinguisticdefinitionistobepreferred.DefiningcommunicationstrategiesCommunicationstrategiesarepsycholinguisticplanswhichexistaspartofthelanguageuser’scommunicativecompetence.Theyarepotentiallyconsciousandserveassubstitutesforproductionplanswhichthelearnerisunabletoimplement.TheeffectsofdifferentvariablesontheuseofcommunicationstrategiesProficiencylevel:ingeneral,therefore,L2learnersoflimitedproficiencyprefereitherreductionstrategiesorL1-basedachievementstrategieswhilethemoreadvancedlearnerspreferL2-basedachievementstrategiessuchparaphrase.TheeffectsofdifferentvariablesontheuseofcommunicationstrategiesEffectsofproblem-resourceEffectsofpersonalityEffectsoflearningsituation:classroomenvironment/naturalenvironmentTheroleofcommunicationstrategiesinSLAAnimportantissueistowhatextentandinwhatwaystheycontributetoL2learning.FaerchandKasperarguethatabasicconditionforcommunicationstrategiestohaveapotentiallearningeffectisthattheybelongtoachievementbehaviourratherthanreductionbehavior.Taronesuggestallstrategiescanhelptoexpandresources.TheroleofcommunicationstrategiesinSLAAnotherissuetodowiththeroleofcommunicationstrategiesiswhataspectofinterlanguagedevelopmentisaffected.ItmaybethecommunicationstrategiesaidtheacquisitionoflexisratherthangrammarTheroleofcommunicationstrategiesinSLAThediscussionoftheroleofcommunicationstrategiesinSLAhasnecessarilybeenspeculative,asthereislittlehardresearch.Atthemoment,therefore,itisdifficulttocometoanyfirmconclusions.