英语学习策略 北京外国语大学中国外语教育研究中心 文秋芳
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英语学习策略 北京外国语大学中国外语教育研究中心 文秋芳. Encouraging Note. English Course Requirements for Non-English Majors (2004). Listening/Speaking Reading/Writing Translation Recommended vocabulary size Additional requirements: - PowerPoint PPT PresentationTRANSCRIPT
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英语学习策略 北京外国语大学中国外语教育研究中心 文秋芳
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Encouraging Note
• English Course Requirements
for Non-English Majors (2004)
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• Listening/Speaking• Reading/Writing• Translation• Recommended vocabulary size• Additional requirements:
– English teachers should allocate some
time to develop students’ learning
strategies to promote their self-autonomy
and to sharpen their cultural awareness to
develop their intercultural communicative
abilities
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• “English course guidelines for primary and secondary school students”
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The language curriculum
• Syllabus design: What?
• Methodology: How?
• Evaluation: How well?– (Nunan, 2004)
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Difficulties in implementing the new curriculum
• What are the strategies?
• No specifications in the curriculum
– How to incorporate the strategy component into
a daily lesson ?
– How to incorporate it into a web-based course ?
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• The question that arises in this
context
– How to integrate strategy training
with foreign language programs?
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讲课提纲
• 对英语学习策略研究的背景
• 英语学习策略的定义
• 英语学习策略系统的概述
• 英语学习策略对学习成绩的影响
• 指导英语学习策略的原则和步骤
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一 、 对英语学习策略研究的背景
( 一 ) 国外情况
• 70 年代开始有人研究英语学习策略– Rubin, J. 1975. What the ‘good language learner’
can teach us. TESOL Quarterly 9(1): 41-45.
– Naimen, N., M. Frohlich, A. Todesco, 1975. The go
od Lanugage learner. TESL TALK 6(1): 58-75.
• 80 年代成为研究热点
• 90 年代开始广泛应用到教学中去
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( 二 ) 国内情况• 80 年代开始有人研究 , 大约比国外晚 10 年。
– Huang, Xiaohua, 1984. An investigation of lear
ning strategies in oral communication that Chi
nese EFL learners in China employ. HK: Unpu
blished MA thesis.
– Chen , S. Q. 1990. A study of communicatio
n strategies in interlanguage production by Chi
nese EFL learners. Language Learning 40 (2):
155-87.
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• 90 年代成为研究的热点,并试图运用到教学中去。– 研究对象:英语专业,非英语专业,硕士研究
生,小学生。
– 研究范围:听力策略,口头交际策略,阅读策略,写作策略,词汇策略。
– 未研究的或研究不够的:中学生,小学生;学习语音语调策略,学习语法策略,学习翻译策略。
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1 、文秋芳, 1996 ,《英语学习策略论》上海外语教育出版社出版了
2 、文秋芳, 2003 ,《英语学习的成功之路》上海外语教育出版社
3 、文秋芳,王立非, 2003 ,《英语学习策略实证研究》,陕西师范大学出版社
4 、文秋芳,王立非, 2004 ,《英语学习策略理论研究》,陕西师范大学出版社
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( 三 ) 为什么对研究英语学习策略感兴趣?
• 研究“如何教”成效不大– 研究教学方法,走进了死胡同。– 教与学两个方面,缺一不可。
• 社会对教育的要求– 培养独立、自主的学习者,自己能够学习新
知识。
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给人以鱼,一日食鱼;授人予渔,终身得鱼。
Give a man a fish and he eats a day.
Teach him how to fish and he eats
for a lifetime.
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二 、 英语学习策略的定义
( 一 ) 什么不是策略?
• 学习策略不是“ recipes” 。
• 学习策略不是“诀窍”。
• 学习策略不是“灵丹妙药”
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( 二 ) 英语学习策略的定义
根据自己的观念,为提高英语学习效果
而采取的行动或方法。
策略 = 观念 + 方法
这个定义更适用于对成年人的策略研究。
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三、英语学习策略系统
• 英语学习观念
• 英语学习方法
• 观念与方法之间的关系
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英语学习策略系统模型
管理观念 语言学习观念
管理方法 语言学习方法英语成绩
环境因素
学习者因素
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(一)学习观念举例
• 学好英语的关键是什么?• 管理学习过程重要吗?• 准确与流利哪个更重要?• 多听、多读是否一定能学好英语?• 母语在学习英语中的作用是什么?• 运用翻译来学英语是否是个好方法?• 通过上下文猜词义是否是学习单词最好的方法?
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重要观念一
管理学习过程是否重要?
• 不重要,跟着教师走就行。
• 不重要,因为强迫自己,效率不高。
• 重要,因为没有目标,没有计划,没有调
控,就不可能有成功。
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重要观念二
语言的准确性和流利度同等重要吗?
• 流利度比准确性更重要,因为交际中表达
意义最重要。
• 准确性必流利度更重要,因为语言错误不
注意纠正,容易固化。
• 同等重要。
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对正确性与流利性关系的认识有偏差
• 80 年代以前过分强调准确性
– 学生不敢开口,哑巴英语
• 80 年代以后过分强调流利性
– 短期效应,扼杀了学生语言的持续发展能力
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Schmidt (1983): 跟踪调查在夏威夷的日本人 Wes 在美国两年 , 英语的流利度有了显著提高,能成功的与别人进行交流,但句法能力几乎没有进步。
Higgs & Clifford (1982): 跟踪调查研究对象为美国外交学院学生学生入学时,语言的准确性高于或等于流利性的学生,经过训练以后,进步特别明显;而那些语言的流利性高于准确性的学生,他们虽有暂时的优势,但没有持续发展能力,课程教学对他们的作用不明显,他们通常在比较低的水平上就停滞不前了,
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( 二 ) 英语学习方法
• 管理方法– 认知活动管理– 情感活动管理
• 语言学习方法– 听、说、读、写– 语音、语法、词汇
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认知活动管理• 确立目标;• 制定计划;• 选择方法;• 监控学习过程;• 评价方法的成效;• 调整学习行为。
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情感活动管理分两类:(1)调动积极情感因素
自信心 毅力
(2)克服消极情感因素 焦虑 怕丢面子、怕失败等
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(三)语言学习方法
• 学习听、说、读、写技能的方法– 《英语学习策略论〉 89-134页
• 学习语音、语法、词汇的方法– 《英语学习策略论〉 134-159页
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四、英语学习策略对成绩的影响
大量研究结果表明:
(1)学习策略对成绩有明显的影响;
(2)有意识地调控学习策略是取得成功
的关键;
(3)学习有法,学无定法,策略因人而
异,因时而变。
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A comparative study of one
successful and one less
successful English learners in
China
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Introduction – A brief literature review – Research questions
Methodology– Subjects– Instruments– Data-collection– Data-analysis
Results and discussion
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Introduction
Since the 70’s, studies on learning strategies
used by L2 learners have been growing.
Their general assumption the studies
attempted to test is that poor learners use
fewer varieties of effective strategies and
use them less frequently.
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The contention of these studies is that if poor
learners can expand their repertoire of
learning strategies and increase the frequency
of using them, their achievement will be
improved. However, the empirical studies
haven’t yet yielded consistent results in
support of the above assumption.
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Research questions
• How do a good learner and a poor learner
carry out L2 learning activities (i.e.
Listening, speaking, reading, writing and
learning new words)?
• What are the main reasons that can
account for their different learning
behaviors?
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Subjects (Two second-year English Majors)
Name Gender Age Parents L1 L2 Effort
S1 F 19 F: UT 75 95 20.5hs M: UT
S2 F 20 F: Doc 75 96 40hs M: Nurse
Scores on the Band 4: 90.5/64.25
Go
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Instruments:
Interview schedule
Diary: one-week diary
Reading tasks
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Interview guide•How do you practice reading outside class?•How do you practice speaking outside class?•How do you deal with new words in a text?•How do you remember new words?•How do you practice writing after class?•Do you have your own plan for your study?•What is your plan? Can you give me an example?
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Instructions for diary• What activities do you undertake to learn
English after class?
• Why do you want to carry out such activities? How long?
• What is your psychological and physical state? (i.e. Are you attentive or absent-minded? Are you energetic or tired?)
• How do you carry out this activity? Do you use any methods?
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Reading task
Read a passage of 850 words
while they are allowed to use a
dictionary or a grammar book
as if they were previewing a
new lesson.
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Data collection• Interviewed the subjects individually
• Asked the subjects to read a passage individually while video-taping their reading performance and then interviewed them as soon as they finished the reading
• Asked the subjects to keep one-week diary and discussed the diary with them individually
Go back
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Data analysis
•Compare and contrast their learning
behaviors to find out differences.
•Analyze the reasons to account for
their behaviors.
Go
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Results and discussion
• Different learning behaviors of the two
subjects
– Listening
– Speaking
– Reading
– Writing
– Vocabulary learning
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Listening (How to practice listening after class)
Student A
I listen to the news broadcast by the VOA. I prefer to take down notes while listening. Once I finish listening, I write the summary of what I have listened… Sometimes, I record programs and listen to them repeatedly until I can understand everything in it. Performing such a listening task often takes me about 40 minutes or one hour.
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Student B
When I was the first-and second-year student, I often listened to various kinds of tapes borrowed from the language lab but rarely took a dictation of it. My purpose was just to understand its general meaning. For me, to listen to the programs broadcast by the VOA or the BBC is also for obtaining the information.
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Question One
What are the differences
in listening by Student A
and Student B?
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Differences in listening
• Student A: Took down notes, wrote a summary, had intensive listening.
• Student B: Listened only for meaning.
• Integrated• Form and meaning
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Speaking
Student A I am very active in class because I think these chances are very precious for me to practice spoken English. I also like to talk with my classmates or teachers in English. I like to talk to myself in English, too. Sometimes, I talk to myself in English while doing house work at the kitchen. When my mother hears the strange sounds,thinking I am talking to her, she says very loudly from the bedroom ‘What are you saying?’
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I feel self-talk is useful for practicing spoken English… When I cannot think of a word during a conversation in English, I usually don’t use gestures which could hardly express the ideas clearly. What I like to do is to use simple English to describe it or the other linguistic means…If I don’t know how to say something in English, I never avoid it and I will ask the other people for help. (Subject 1)
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Student B
I don’t volunteer to answer any questions in class even I have known the answer. I don’t practice speaking after class because there is no English-speaking environment. Occasionally, I may talk to myself. If I cannot think of the English word, I may use gestures or avoid using it. Occasionally, I consult the dictionary.
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Question Two
What are the differences
in speaking by Student A
and Student B?
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Differences in speaking
• Student A: Active inside and outside class; tried to use linguistic means to make up for her insufficient linguistic knowledge.
• Student B: Inactive inside and outside class; tried to use non-linguistic means to make up for her insufficient linguistic knowledge.
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ReadingStudent AIf I do reading for enjoyment, I do not aim at understanding everything. So long as I can grasp the main idea, I did not want to look up all the new words in the dictionary but I do look up the words appealing to me in the dictionary. If reading a text prescribed by the teacher, I will try to understand everything in it because the teacher seems to set up
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examination questions deliberately concerning those points which are easy for us to neglect. I usually do not like to memorize the texts but I am fond of reading them aloud. I often go to the classroom half an hour early before the class begins, reading the texts aloud…I am not very good at grammar. Sometimes I cannot tell the grammatical function of each part of a sentence. But if the sentence
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structure is very complicated, I will find out which is the main clause and which is the subordinate clause. …Read Reader’s Digest for the main idea. I do not use the dictionary at all but I underline the new or interesting words with a pencil. ...Read China Daily quickly, but at the same time, pay attention to useful phrases and sentence patterns. ...Read the words in
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Reader’s Digest that are appealing to me and look up some of the new words that I want to know their precise meanings.
I take notes of some interesting points and sentences…Read Newsweek, National Geography and some short stories for the main idea. I try to read as quickly as I can and only look up the words that appear interesting.”
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Student B:
She did not differentiate two kinds of reading
but in her diary, she did have two kinds of
reading. For self-initiated reading, she read
the text very fast for a general understanding
like her listening. For prescribed-reading,
she read the text extremely slowly.
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Question Three
What are the differences
in reading by Student A
and Student B?
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Differences in reading
• Student A:
– Differentiated two kinds of reading: Self-
initiated reading/reading for pleasure and
Course-bound reading
– Dealt with these two kinds of reading
differently.
• Student B: Did not differentiate two
kinds of reading consciously.
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In self-initiated reading, Student A paid
more attention to reading speed and
the flow of ideas expressed by the
author, yet she looked up new words
that she found interesting. In course-
bound reading, she endeavored to
understand every detail of the text
while trying to master the linguistic
forms such as vocabulary and
structures.
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In self-initiated reading, Student B
read almost exclusively for meaning
and even for gist, while paying little
attention to new words and structures.
In course-bound reading, what she
said about her behaviors appeared to
be similar to Student A but what I
observed in her performance was not
consistent with what she said.
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WritingStudent A
In addition to the teacher’s assignments, I like to keep diary in English and I also like to take notes in English.
Although I’ve been thinking about the story for several days, the ideas had come to my mind just before I began to write. So I
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quickly wrote it down. What I have written down was just the first draft. I put it aside for a few days before I make the second draft. Also, I try to find a classmate to read it and give me some comments. ...I revise both the content and the grammatical mistakes before I submit it to the teacher.
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Student B:
She admitted that she didn’t practice
writing in English besides the writing tasks
assigned by the teacher. According to her
description, she seemed to use similar
strategies in writing like S1. However, she
did not care much about the correctness of
the form of the language because she
believed that the purpose of writing a
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composition was to develop the skill of
expressing one’s ideas in a coherent way
and so long as the ideas were clearly stated,
it did not matter that much if the form was
not correct.
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Question Four
What are the differences
in writing by Student A
and Student B?
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Differences in writing• Student A:
– Active in writing in English outside class.
– Revised the composition several times and paid attention to both the form and the meaning.
• Student B:– Inactive in writing in English outside
class.– Did not pay attention to the form
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Learning new words
Student A
If the words are not important, I will not consult them in a dictionary, particularly in my outside reading. But when reading (prescribed) texts, I will read the whole text once and guess the meaning of the new words without the use of the dictionary. In the second reading, I will look them up in a
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dictionary. Besides the explanation of the word, I also like to read the sample sentences or phrases.
I don’t repeat the individual words, but I would like to repeat the phrases. If I consult the dictionary for meaning of the new words several times. I can memorize them. Some words in the texts, if I think, are rarely used, I don’t memorize them. At the most, I try to
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memorize them when I am preparing for the examination. I don’t copy the new words on a note book. My habit is to write the meaning of words directly on the textbook. The meaning is usually in English. But if the English explanation is very long and not clear, I write down the Chinese equivalent. I do not allocate the
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time to memorize the words in isolation. I prefer to memorize the words together with reading the text. I feel that memorizing new words combined with reading the text is more efficient than memorizing the words in isolation.
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Student B
When I find new words in a text, I’d like to guess the meaning first and then consult the dictionary. Without consulting the dictionary, I feel not sure of the meaning of the new words I have guessed … I copy down the new words and their meanings sometimes together with their sample sentences. I write down both English explanations and Chinese equivalents.
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Then I read them repeatedly in order to memorize them, but I quickly forget them. It seems to me revision is not effective to me at all. I usually don’t memorize the new words occurring in outside reading.
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It is vain, of course, to argue that sport
is a splendid diversion and a healthy
pastime, but not an activity worthy of
a civilized individual’s entire
attention, efforts and ambition.
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diversion: pastime, recreation
play: pastime, recreation: for fun, not for money
play: used without an object. Children amuse
themselves
hobby: quiet activities
sport: bodily movement
game: usually competition
match: important public game
sports: important public occasion, competitive
in many different bodily ways
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But it does have an increasing and
loud nationalist element in its society
that is ill-educated, potentially violent
and extremely nasty.
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nasty: (not formal) very ugly or unpleasant
to see, smell, taste, etc. [cheap and ~
furniture] [~ weather]/morally bad or
improper, obscene [It’s a ~ book] /
harmful,painful, severe [a ~ accident with
one person killed] [ a ~ cut on the head]
[The hotel bill was a ~ shock] /causing
difficulty or danger [a ~ calculation] [a ~
place to cross the main road] [a ~ storm at
sea] angry or threatening [a ~ temper]
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nasty: (not formal) very ugly or unpleasant
to see, smell, taste, etc. [cheap and ~
furniture] [~ weather]/morally bad or
improper, obscene [It’s a ~ book] /
harmful,painful, severe [a ~ accident with
one person killed] [ a ~ cut on the head]
[The hotel bill was a ~ shock] /causing
difficulty or danger [a ~ calculation] [a ~
place to cross the main road] [a ~ storm at
sea] angry or threatening [a ~ temper]
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What is a chunk?
It is a series of words that often go together in communication, such as idioms, set phrases, stock expressions and collocations. It may be a phrase or a sentence. Some of them are completely fixed; others are largely fixed but with an open slot where the speaker can fill in a word or a phrase.
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Learning a foreign language was one of the most difficult yet most rewarding experiences of my life. Although at times, learning a foreign language was frustrating, it was worth the effort.
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• A difficult experience• rewarding/frustrating /valuable/good/
bitter/pleasant • Difficult experiences of my life
That experience was rewarding/frustrating/painful/valuable
• work experience/life experience/business experience
• Teaching experience• Journalistic experience
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Question Five
What are the differences
in learning new words by
Student A and Student B?
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Differences in learning new words
• Student A: – Differentiated new words in terms of
importance and treated them differently.
– Remembered the new words together with reading the text.
• Student B:– Did not differentiate new words in
terms of importance.– Remembered the new words by
simple repetition
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Major difference One
Student A paid equal attention to both the form
and the meaning of the English language when
she learned English. However, she could vary
her attention paid to the form and to the
meaning according to different situations.
Student B only paid her attention to one aspect
of the language: either to the form or to the
meaning.
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Major difference Two
Student A enthusiastically practiced both
receptive and productive skills while Student
B, almost neglected productive skills,
particularly speaking skills.
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Major difference Three
Student A was able to
remember new words in an
effective way while Student B
was not.
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Reasons that induced their different learning behaviors
It was found that their different learning
behaviors are in one way or another,
related to their beliefs and managerial
strategies.
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Beliefs and managerial skills
Appropriate beliefs
Student A strongly believed that both form-
focused and meaning-focused were essential
for success in learning a foreign language,
and receptive and productive skills were
equally important.
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Effective managerial skills:
Student A
I like to read the books which contain the
self-tests. In this way, you can easily
evaluate yourself. If I found that I couldn’t
answer the teachers’ questions fluently, or I
didn’t do well in a test, I would often think
the reason about it when I am lying on the
bed before sleep.
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I very much like to reflect on what I have done. For example, in my first year study in the university, many of the English majors spent quite a lot of time memorizing the words. At first, I also did it in the same way. After some time, I realized that memorizing the words in isolation was not very fruitful because even if you can memorize individual words, this does not mean that you can use them.
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Therefore, I changed the method later. I read the texts and try to memorize the sentences. At that time, I read ‘New Concept English’ for my own study, I found much more efficient if the learning of words was associated with a text.
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Student B: Inappropriate Beliefs
She clearly indicated that her listening and
writing activities were aimed at the
meaning.
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Student B: Poor managerial skills
Researcher: Do you know what may lead to
your poor listening comprehension?
Student B: If I know it, my listening
comprehension won’t be that poor.
Researcher: Have you ever thought about this
question before?
Student B: No. Never.
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Conclusion
To conclude, granted that variety and
frequency problems indicated by previous
studies do exist, they are only superficial
ones. The essential differences in the
learning behaviors found in this study
offered strong evidence in support of our
views.
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These differences cannot be accounted for
simply by the variety or frequency use of
the strategies. Learners’ beliefs and
managerial skills are two main factors
attributing to the different learning
behaviors which, in turn, result in different
achievements.
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五、指导英语学习策略的原则和步骤
( 一 ) 指导原则
• 学习有法,学无定法;策略因人而异,因时而变,有些策略是双刃剑。
• 必须要从“管理策略”入手,调动学生的自主意识。
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Why?
• Strategy training: a means but not an end
• Immediate goal
– Facilitate L2 learning
• ultimate goal
– Produce autonomous lifelong learners
• Part of quality education
• Multiple functions
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Common Assumptions
• Students do not know what are good
strategies.
• Some strategies are good while
others are bad.
• The belief “The more, the better”
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Assumption One: lack of strategies
• 6 years of learning English
• 12 years of learning Chinese
• Experience in learning physics,
mathematics, chemistry, history,
geography
• Experience in learning every day
living skills
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• Have abundant resources for learning
strategies
• Need to learn how to activate and
implement the strategies they have
already had before
• Abandon the informing-practice
pattern
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Assumption Two: Good or bad
• Some strategies are good while others
bad. Poorer learners do not learn a
foreign language successfully because
they use bad strategies while good
learners use good strategies.
• Huang (1987)
• Vann & Abraham (1990)
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Assumption Two: Good or bad
• Ellis (1994), Cohen (1998),
• Strategies are not inherently good or bad.
There are no good or bad strategies but
there is only good or bad use of strategies.
• Who, When, How
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Assumption Three: The belief “the more the better”
• Underlying quite a number of studies
–Nunan suggests: encourage poorer le
arners to use a greater range of strate
gies
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• Strategies are problem-oriented.
• Some strategies are double
edged.
• Strategies do not function well
individually.
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( 二 ) 指导步骤
• 了解学生使用策略的情况– 问卷、访谈、观察
• 决定方式– 集中训练、分散训练、个别指导
• 决定训练内容
• 准备训练材料
• 实施训练计划
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(三 )策略训练应该达到的目标
•让学生了解更多可以选择的方法
•使学生了解调控的过程
• 提高学生选择和实践某种方法的机会
•经常要求学生对自己的学习进行评价