1、1英语学习策略英语学习策略北京外国语大学中国外语教育研究中心北京外国语大学中国外语教育研究中心文秋芳文秋芳2EncouragingNoteEnglishCourseRequirementsforNon-EnglishMajors(2004)3Listening/SpeakingReading/WritingTranslationRecommendedvocabularysizeAdditionalrequirements:Englishteachersshouldallocatesometimetodevelopstudentslear
2、ningstrategiestopromotetheirself-autonomyandtosharpentheirculturalawarenesstodeveloptheirinterculturalcommunicativeabilities4“Englishcourseguidelinesforprimaryandsecondaryschoolstudents”5ThelanguagecurriculumSyllabusdesign:WhatWhatMethodology:HowHowEvaluation:How
3、wellHowwell(Nunan,2004)6DifficultiesinimplementingthenewcurriculumWhatarethestrategiesNospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？7ThequestionthatarisesinthiscontextHowtoint
4、egratestrategytrainingwithforeignlanguageprograms8讲课提纲讲课提纲对英语学习策略研究的背景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的定义英语学习策略系统的概述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指导英语学习策略的原则和步骤9一一、对英语学习策略研究的背景对英语学习策略研究的背景(一一)国外情况国外情况70年代开始有人研究英语学习策略年代开始有人研究英语学习策略Rubin,J.1975.Whatthegoodlangua
5、gelearnercanteachus.TESOLQuarterly9(1):41-45.Naimen,N.,M.Frohlich,A.Todesco,1975.ThegoodLanugagelearner.TESLTALK6(1):58-75.80年代成为研究热点年代成为研究热点90年代开始广泛应用到教学中去年代开始广泛应用到教学中去10(二二)国内情况国内情况80年代开始有人研究年代开始有人研究,大约比国外晚大约比国外晚10年。年。Huang,Xiaohua,1984.Aninvestigationoflearning
6、strategiesinoralcommunicationthatChineseEFLlearnersinChinaemploy.HK:UnpublishedMAthesis.Chen，S.Q.1990.AstudyofcommunicationstrategiesininterlanguageproductionbyChineseEFLlearners.LanguageLearning40(2):155-87.1190年代成为研究的热点，并试图运用到教学中年代成为研究的热点，并试图运用到教学中去。去。研究对象：英语专业
7、，非英语专业，硕士研究研究对象：英语专业，非英语专业，硕士研究生，小学生。生，小学生。研究范围：听力策略，口头交际策略，阅读策研究范围：听力策略，口头交际策略，阅读策略，写作策略，词汇策略。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，学习翻译策习语音语调策略，学习语法策略，学习翻译策略。略。121、文秋芳，、文秋芳，1996，英语学习策略论英语学习策略论上海上海外语教育出版社出版了外语教育出版社出版了2、文秋芳，、文秋芳，2003，英语学习的成功之路英语学习的成功之路上海外语教育出版社上海外语教育出版
8、社3、文秋芳，王立非，、文秋芳，王立非，2003，英语学习策略英语学习策略实证研究实证研究，陕西师范大学出版社，陕西师范大学出版社4、文秋芳，王立非，、文秋芳，王立非，2004，英语学习策略英语学习策略理论研究理论研究，陕西师范大学出版社，陕西师范大学出版社13(三三)为什么对研究英语学习策略感兴趣？为什么对研究英语学习策略感兴趣？研究研究“如何教如何教”成效不大成效不大研究教学方法，走进了死胡同。研究教学方法，走进了死胡同。教与学两个方面，缺一不可。教与学两个方面，缺一不可。社会对教育的要求社会对教育的要求培养独立、自主的学习者，自己能够学习新培养独立、自主的学习者，自己能够学习新
9、知识。知识。14v给人以鱼，一日食鱼；给人以鱼，一日食鱼；v授人予渔，终身得鱼。授人予渔，终身得鱼。vGiveamanafishandheeatsaday.vTeachhimhowtofishandheeatsforalifetime.15二二、英语学习策略的定义英语学习策略的定义(一一)什么不是策略？什么不是策略？学习策略不是学习策略不是“recipes”。学习策略不是学习策略不是“诀窍诀窍”。学习策略不是学习策略不是“灵丹妙药灵丹妙药”16(二二)英语学习策略的定义英语学习策略的定义根据自己的根据自己的观念观念，为提高英语学习效果，为
10、提高英语学习效果而采取的而采取的行动或方法行动或方法。策略策略=观念观念+方法方法这个定义更适用于对成年人的策略研究。这个定义更适用于对成年人的策略研究。17三、英语学习策略系统三、英语学习策略系统英语学习观念英语学习观念英语学习方法英语学习方法观念与方法之间的关系观念与方法之间的关系18英语学习策略系统模型英语学习策略系统模型管理观念管理观念语言学习观念语言学习观念管理方法管理方法语言学习方法语言学习方法英语成绩英语成绩环境环境因素因素学习学习者因者因素素19（一）学习观念举例（一）学习观念举例学好英语的关键是什么？学好英语的关键是什么？管理学习过程重要吗？管理学习过程重
11、要吗？准确与流利哪个更重要？准确与流利哪个更重要？多听、多读是否一定能学好英语？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？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？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？通过上下文猜词义是否是学习单词最好的方法？20重要观念一重要观念一管理学习过程是否重要？管理学习过程是否重要？不重要，跟着教师走就行。不重要，跟着教师走就行。不重要，因为强迫自己，效率不高。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，没有调重要，因为没有目标，没有计划，没有调控，就不可能有
12、成功。控，就不可能有成功。21重要观念二重要观念二语言的准确性和流利度同等重要吗？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，因为交际中表达流利度比准确性更重要，因为交际中表达意义最重要。意义最重要。准确性必流利度更重要，因为语言错误不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。注意纠正，容易固化。同等重要。同等重要。22对对正确性与流利性关系的认识有偏差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年代以前过分强调准确性学生不敢开口，哑巴英语学生不敢开口，哑巴英语80年代以后过分强调流利性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
13、力短期效应，扼杀了学生语言的持续发展能力23Schmidt(1983):跟踪调查跟踪调查在夏威夷的日本人在夏威夷的日本人Wes在美国两年在美国两年,英语的流利度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。能力几乎没有进步。Higgs&Clifford(1982):跟踪调查跟踪调查研究对象为美国外交学院学生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；而那些语言的生，经过训练以后，进步特别明显；而那些
14、语言的流利性高于准确性的学生，他们虽有暂时的优势，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，显，他们通常在比较低的水平上就停滞不前了，24(二二)英语学习方法英语学习方法管理方法管理方法认知活动管理认知活动管理情感活动管理情感活动管理语言学习方法语言学习方法听、说、读、写听、说、读、写语音、语法、词汇语音、语法、词汇25认知活动管理认知活动管理确立目标；确立目标；制定计划；制定计划；选择方法；选择方法；监控学习过程；监控学习过程；评价方法的成效；评价
15、方法的成效；调整学习行为。调整学习行为。26情感活动管理分两类：情感活动管理分两类：(1)(1)调动积极情感因素调动积极情感因素自信心自信心毅力毅力(2)(2)克服消极情感因素克服消极情感因素焦虑焦虑怕丢面子、怕失败等怕丢面子、怕失败等27（三）语言学习方法（三）语言学习方法学习听、说、读、写技能的方法学习听、说、读、写技能的方法英语学习策略论英语学习策略论89-134页页学习语音、语法、词汇的方法学习语音、语法、词汇的方法英语学习策略论英语学习策略论134-159页页28四、英语学习策略对成绩的影响四、英语学习策略对成绩的影响大量研究结果表明：大量研究结果表明：(1)(1)学
16、习策略对成绩有明显的影响；学习策略对成绩有明显的影响；(2)(2)有意识地调控学习策略是取得成功有意识地调控学习策略是取得成功的关键；的关键；(3)(3)学习有法，学无定法，策略因人而学习有法，学无定法，策略因人而异，因时而变。异，因时而变。29AcomparativestudyofonesuccessfulandonelesssuccessfulEnglishlearnersinChina30IntroductionAbriefliteraturereviewResearchquestionsMethodologySubjectsInstrument
17、sData-collectionData-analysisResultsanddiscussion31IntroductiIntroductiononSincethe70s,studiesonlearningstrategiesusedbyL2learnershavebeengrowing.Theirgeneralassumptionthestudiesattemptedtotestisthatpoorlearnersusefewervarietiesofeffectivestrategiesandusethemle
18、ssfrequently.32Thecontentionofthesestudiesisthatifpoorlearnerscanexpandtheirrepertoireoflearningstrategiesandincreasethefrequencyofusingthem,theirachievementwillbeimproved.However,theempiricalstudieshaventyetyieldedconsistentresultsinsupportoftheaboveassum
19、ption.33ResearchquestionsHowdoagoodlearnerandapoorlearnercarryoutL2learningactivities(i.e.Listening,speaking,reading,writingandlearningnewwords)Whatarethemainreasonsthatcanaccountfortheirdifferentlearningbehaviors34Subjects(Twosecond-yearEnglishMajors)Name
20、GenderAgeParentsL1L2EffortS1F19F:UT759520.5hsM:UTS2F20F:Doc759640hsM:NurseScoresontheBand4:90.5/64.25Go35Instruments:InterviewscheduleDiary:one-weekdiaryReadingtasks36InterviewguideInterviewguideHowdoyoupracticereadingoutsideclassHowdoyoupracticespeaking
21、outsideclassHowdoyoudealwithnewwordsinatextHowdoyouremembernewwordsHowdoyoupracticewritingafterclassDoyouhaveyourownplanforyourstudyWhatisyourplanCanyougivemeanexample37InstructionsfordiaryInstructionsfordiaryWhatactivitiesdoyouundertaketolearn
22、EnglishafterclassWhydoyouwanttocarryoutsuchactivitiesHowlongWhatisyourpsychologicalandphysicalstate(i.e.Areyouattentiveorabsent-mindedAreyouenergeticortired)HowdoyoucarryoutthisactivityDoyouuseanymethods38ReadingtaskReadingtaskReadapassageof8
23、50wordsReadapassageof850wordswhiletheyareallowedtouseawhiletheyareallowedtouseadictionaryoragrammarbookdictionaryoragrammarbookasiftheywerepreviewingaasiftheywerepreviewinganewlesson.newlesson.39DatacollectionDatacollectionInterviewedthesubjectsind
24、ividuallyAskedthesubjectstoreadapassageindividuallywhilevideo-tapingtheirreadingperformanceandtheninterviewedthemassoonastheyfinishedthereadingAskedthesubjectstokeepone-weekdiaryanddiscussedthediarywiththemindividuallyGoback40DataanalysisDataanalysisCompare
25、andcontrasttheirCompareandcontrasttheirlearningbehaviorstofindoutlearningbehaviorstofindoutdifferences.differences.AnalyzethereasonstoAnalyzethereasonstoaccountfortheirbehaviors.accountfortheirbehaviors.Go41ResultsanddiscussionResultsanddiscussionDifferentlearn
26、ingbehaviorsofthetwosubjectsListeningSpeakingReadingWritingVocabularylearning42Listening(Howtopracticelisteningafterclass)StudentAIlistentothenewsbroadcastbytheVOA.Iprefertotakedownnoteswhilelistening.OnceIfinishlistening,IwritethesummaryofwhatIhavelist
27、enedSometimes,IrecordprogramsandlistentothemrepeatedlyuntilIcanunderstandeverythinginit.Performingsuchalisteningtaskoftentakesmeabout40minutesoronehour.43StudentBWhenIwasthefirst-andsecond-yearstudent,Ioftenlistenedtovariouskindsoftapesborrowedfromthe
28、languagelabbutrarelytookadictationofit.Mypurposewasjusttounderstanditsgeneralmeaning.Forme,tolistentotheprogramsbroadcastbytheVOAortheBBCisalsoforobtainingtheinformation.44QuestionOneWhatareWhatarethethedifferencesdifferencesininlisteninglistening
29、bybyStudentAStudentAandandStudentBStudentB45DifferencesinlisteningDifferencesinlisteningStudentA:TookStudentA:Tookdownnotes,downnotes,wroteawroteasummary,hadsummary,hadintensiveintensivelistening.listening.StudentB:StudentB:ListenedonlyListenedonlyforme
30、aning.formeaning.IntegratedIntegratedFormandmeaningFormandmeaning46SpeakingStudentAIamveryactiveinclassbecauseIthinkthesechancesareverypreciousformetopracticespokenEnglish.IalsoliketotalkwithmyclassmatesorteachersinEnglish.IliketotalktomyselfinEnglish
31、,too.Sometimes,ItalktomyselfinEnglishwhiledoinghouseworkatthekitchen.Whenmymotherhearsthestrangesounds,thinkingIamtalkingtoher,shesaysveryloudlyfromthebedroomWhatareyousaying47Ifeelself-talkisusefulforpracticingspokenEnglishWhenIcannotthinkofawor
32、dduringaconversationinEnglish,Iusuallydontusegestureswhichcouldhardlyexpresstheideasclearly.WhatIliketodoistousesimpleEnglishtodescribeitortheotherlinguisticmeansIfIdontknowhowtosaysomethinginEnglish,IneveravoiditandIwillasktheotherpeopleforhe
33、lp.(Subject1)48StudentBIdontvolunteertoansweranyquestionsinclassevenIhaveknowntheanswer.IdontpracticespeakingafterclassbecausethereisnoEnglish-speakingenvironment.Occasionally,Imaytalktomyself.IfIcannotthinkoftheEnglishword,Imayusegesturesoravoidusin
34、git.Occasionally,Iconsultthedictionary.49QuestionTwoQuestionTwoWhatarethedifferencesWhatarethedifferencesinspeakingbyStudentinspeakingbyStudentAandStudentBAandStudentB50DifferencesinspeakingDifferencesinspeakingStudentA:StudentA:ActiveinsideActiveinsidea
35、ndoutsideandoutsideclass;triedtoclass;triedtouseuselinguisticlinguisticmeanstomakemeanstomakeupforherupforherinsufficientinsufficientlinguisticlinguisticknowledge.knowledge.StudentB:StudentB:InactiveinsideInactiveinsideandoutsideandoutsideclass;triedtocl
36、ass;triedtousenon-usenon-linguisticlinguisticmeanstomakemeanstomakeupforherupforherinsufficientinsufficientlinguisticlinguisticknowledge.knowledge.51ReadingStudentAIfIdoreadingforenjoyment,Idonotaimatunderstandingeverything.SolongasIcangraspthemainidea,I
37、didnotwanttolookupallthenewwordsinthedictionarybutIdolookupthewordsappealingtomeinthedictionary.Ifreadingatextprescribedbytheteacher,Iwilltrytounderstandeverythinginitbecausetheteacherseemstosetup52examinationquestionsdeliberatelyconcerningthosep
38、ointswhichareeasyforustoneglect.IusuallydonotliketomemorizethetextsbutIamfondofreadingthemaloud.Ioftengototheclassroomhalfanhourearlybeforetheclassbegins,readingthetextsaloudIamnotverygoodatgrammar.SometimesIcannottellthegrammaticalfunctionofe
39、achpartofasentence.Butifthesentence53structureisverycomplicated,Iwillfindoutwhichisthemainclauseandwhichisthesubordinateclause.ReadReadersDigestforthemainidea.IdonotusethedictionaryatallbutIunderlinetheneworinterestingwordswithapencil..ReadChina
40、Dailyquickly,butatthesametime,payattentiontousefulphrasesandsentencepatterns..Readthewordsin54ReadersDigestthatareappealingtomeandlookupsomeofthenewwordsthatIwanttoknowtheirprecisemeanings.ItakenotesofsomeinterestingpointsandsentencesReadNewsweek,Na
41、tionalGeographyandsomeshortstoriesforthemainidea.ItrytoreadasquicklyasIcanandonlylookupthewordsthatappearinteresting.”55StudentB:Shedidnotdifferentiatetwokindsofreadingbutinherdiary,shedidhavetwokindsofreading.Forself-initiatedreading,shereadthete
42、xtveryfastforageneralunderstandinglikeherlistening.Forprescribed-reading,shereadthetextextremelyslowly.56QuestionThreeQuestionThreeWhatareWhatarethethedifferencesdifferencesinreadinginreadingbybyStudentAStudentAandStudentandStudentBB57Differencesinreadin
43、gStudentA:StudentA:Differentiatedtwokindsofreading:Self-Differentiatedtwokindsofreading:Self-initiatedreading/readingforpleasureandinitiatedreading/readingforpleasureandCourse-boundreadingCourse-boundreadingDealtwiththesetwokindsofreadingDealtwiththesetwokinds
44、ofreadingdifferently.differently.StudentB:DidnotdifferentiatetwoStudentB:Didnotdifferentiatetwokindsofreadingconsciously.kindsofreadingconsciously.58Inself-initiatedreading,StudentApaidInself-initiatedreading,StudentApaidmoreattentiontoreadingspeedandthemorea
45、ttentiontoreadingspeedandtheflowofideasexpressedbytheauthor,flowofideasexpressedbytheauthor,yetshelookedupnewwordsthatsheyetshelookedupnewwordsthatshefoundinteresting.Incourse-boundfoundinteresting.Incourse-boundreading,sheendeavoredtounderstandreadin
46、g,sheendeavoredtounderstandeverydetailofthetextwhiletryingtoeverydetailofthetextwhiletryingtomasterthelinguisticformssuchasmasterthelinguisticformssuchasvocabularyandstructures.vocabularyandstructures.59Inself-initiatedreading,StudentBInself-initiatedreadi
47、ng,StudentBreadalmostexclusivelyformeaningreadalmostexclusivelyformeaningandevenforgist,whilepayinglittleandevenforgist,whilepayinglittleattentiontonewwordsandstructures.attentiontonewwordsandstructures.Incourse-boundreading,whatsheIncourse-boundreading,
48、whatshesaidaboutherbehaviorsappearedtosaidaboutherbehaviorsappearedtobesimilartoStudentAbutwhatIbesimilartoStudentAbutwhatIobservedinherperformancewasnotobservedinherperformancewasnotconsistentwithwhatshesaid.consistentwithwhatshesaid.60WritingStude
49、ntAInadditiontotheteachersassignments,IliketokeepdiaryinEnglishandIalsoliketotakenotesinEnglish.AlthoughIvebeenthinkingaboutthestoryforseveraldays,theideashadcometomymindjustbeforeIbegantowrite.SoI61quicklywroteitdown.WhatIhavewrittendownwasjus
50、tthefirstdraft.IputitasideforafewdaysbeforeImaketheseconddraft.Also,Itrytofindaclassmatetoreaditandgivemesomecomments..IreviseboththecontentandthegrammaticalmistakesbeforeIsubmitittotheteacher.62StudentB:Sheadmittedthatshedidntpracticewritingin
51、Englishbesidesthewritingtasksassignedbytheteacher.Accordingtoherdescription,sheseemedtousesimilarstrategiesinwritinglikeS1.However,shedidnotcaremuchaboutthecorrectnessoftheformofthelanguagebecauseshebelievedthatthepurposeofwritinga63compositionwastod
52、eveloptheskillofexpressingonesideasinacoherentwayandsolongastheideaswereclearlystated,itdidnotmatterthatmuchiftheformwasnotcorrect.64QuestionFourWhatareWhatarethethedifferencesdifferencesinwritinginwritingbybyStudentAStudentAandStudentandStudentB
53、B65DifferencesinwritingDifferencesinwritingStudentA:StudentA:ActiveinActiveinwritinginwritinginEnglishoutsideEnglishoutsideclass.class.RevisedtheRevisedthecompositioncompositionseveraltimesseveraltimesandpaidandpaidattentiontoattentiontoboththeformboththe
54、formandthemeaning.andthemeaning.StudentB:StudentB:InactiveinInactiveinwritinginwritinginEnglishoutsideEnglishoutsideclass.class.DidnotpayDidnotpayattentiontoattentiontotheformtheform66LearningnewwordsLearningnewwordsStudentAIfthewordsarenotimportant,Iwi
55、llnotconsulttheminadictionary,particularlyinmyoutsidereading.Butwhenreading(prescribed)texts,Iwillreadthewholetextonceandguessthemeaningofthenewwordswithouttheuseofthedictionary.Inthesecondreading,Iwilllookthemupina67dictionary.Besidestheexplanation
56、oftheword,Ialsoliketoreadthesamplesentencesorphrases.Idontrepeattheindividualwords,butIwouldliketorepeatthephrases.IfIconsultthedictionaryformeaningofthenewwordsseveraltimes.Icanmemorizethem.Somewordsinthetexts,ifIthink,arerarelyused,Idontmem
57、orizethem.Atthemost,Itryto68memorizethemwhenIampreparingfortheexamination.Idontcopythenewwordsonanotebook.Myhabitistowritethemeaningofwordsdirectlyonthetextbook.ThemeaningisusuallyinEnglish.ButiftheEnglishexplanationisverylongandnotclear,Iwrit
58、edowntheChineseequivalent.Idonotallocatethe69timetomemorizethewordsinisolation.Iprefertomemorizethewordstogetherwithreadingthetext.Ifeelthatmemorizingnewwordscombinedwithreadingthetextismoreefficientthanmemorizingthewordsinisolation.70StudentBWhenIfin
59、dnewwordsinatext,Idliketoguessthemeaningfirstandthenconsultthedictionary.Withoutconsultingthedictionary,IfeelnotsureofthemeaningofthenewwordsIhaveguessedIcopydownthenewwordsandtheirmeaningssometimestogetherwiththeirsamplesentences.Iwritedownboth
60、EnglishexplanationsandChineseequivalents.71ThenIreadthemrepeatedlyinordertomemorizethem,butIquicklyforgetthem.Itseemstomerevisionisnoteffectivetomeatall.Iusuallydontmemorizethenewwordsoccurringinoutsidereading.72Itisvain,ofcourse,toarguethatsportisasp