5English Learning Strategies.docx
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5English Learning Strategies.docx
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5EnglishLearningStrategies
Lecture5EnglishLearningStrategies
Learningguidance:
Goals:
1.tounderstandtheconceptoflearningstrategies
2.tounderstandthedifferentclassificationsoflearningstrategies
3.tounderstandthefactorsinfluencinglearningstrategiesandlearntomakeuseofthesefactors
4.toknowhowtousedifferentlearningstrategiesinlistening,speaking,reading,andwritingrespectively
KeyPoints:
understandingtheimportanceandtheusesoflearningstrategies
Difficulties:
1.understandingdifferentclassificationsoflearningstrategies
2.understandingthefactorsinfluencinglearningstrategies
Periods:
Oneperiod
1.DefinitionsandClassificationsofLearningStrategies
Thestudyoflearningstrategieshasashorthistoryanditbecameapopulartopiconlydecadesago.However,somespecialistspredictthattoresearchthelearningstrategiescouldbecomethethemeinthefieldofeducationalresearchtheseyears.Thestudyoflearningstrategiesisbecomingmoreandmoreimportant,andtoknowsomethingaboutitisimperative.Amongallthenotionsaboutlearningstrategies,theconceptisthebasisforustounderstandthem.
1.1DefinitionsofLearningStrategies
Tounderstandtheconceptoflearningstrategies,weshouldunderstandwhatstrategymeansfirstly.ThewordstrategyoriginatedfromanoldGreekwordstrategiawhichhasacloserelationshipwithmilitaryaffairs.Withthedevelopmentoflanguage,strategybecomesacommonwordandisusedwidelyindailylife.LongmanDictionaryofContemporaryEnglishdefinesitas"aplannedseriesofactionsforachievingsomething;skillfulplanningingeneral."Inotherwords,strategymeanstomakesomeplansortodosomethingconsciouslyinordertoachievesomegoals.
Rubin
Knowingthemeaningofthewordstrategyisveryhelpfulforustounderstandlearningstrategies.However,togiveadefinitedefinitiontolearningstrategiesisdifficultbecausedifferentresearchersdefineitfromdifferentperspectives.Stern(1983)saidthat"strategyisbestreservedforgeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguagelearner".WeinsteinandMayer(1986)defineditas"thebehaviorsandthoughtsthatalearnerengagesinduringlearningthatareintendedtoinfluencethelearner'sencodingprocess".Chamot(1987)gaveadefinitionthat"learningstrategiesaretechniques,approachesordeliberateactionsthatstudentstakeinordertofacilitatethelearning,recallofbothlinguisticandcontentareainformation".Rubin(1987)saidthat"learningstrategiesarestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly".AndOxford(1989)saidthat"languagelearningstrategiesarebehaviorsoractionswhichlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable".
RodEllis(1999)concludedthesedefinitionsandfoundthatthereexistseveralproblemsandcontradictsamongthesedefinitions.Firstly,itisnotclearthatwhetherlearnersperceivestrategiesasbehavioralorasmentalorasboth;secondly,itisnotclearwhichkindsofbehaviorsaretocountasstrategies;thirdly,whetherlearnersuselearningstrategiesconsciouslyorsubconsciously;fourthly,whetherlearningstrategiesaffectthedevelopmentofinterlanguagedirectlyorindirectly;fifthly,whatmotivateslearnerstouselearningstrategies.Byanalyzingtheseproblemsandcontradictsamongdifferentdefinitions,Ellisgeneralizedsomecharacteristicsoflearningstrategies:
(1)LearningstrategiesrefertogeneralapproachesaswellassomespecifictechniquesusedinL2learning.
(2)Learningstrategiesareusedtoovercomethedifficultiesinlearning.
(3)Learnersuselearningstrategieswithconsciousnessandiftheyareaskedtopayattentiontowhattheyaredoingandwhattheyarethinkingabout,theycanidentifywhattheyconsistof.
(4)Learningstrategiesinvolvebothlinguisticandnon-linguisticbehaviors.
(5)Linguisticstrategiescanbeperformedinthefirstlanguageaswellasinaforeignlanguage.
(6)Somelearningstrategiesareexplicitbehaviorswhicharevisiblewhileothersarementalbehaviorswhichcannotbeseen.
(7)MostoflearningstrategiesaffectlearningindirectlyandtheirfunctionsaretoprovidelearnerswithdataaboutL2toorganize.However,thereareotherkindsofstrategieswhichaffectlearningdirectly.
(8)Thechoicesoflearningstrategiesmayvarywidely.Theycanbeinfluencedbythedifferenttypesoflearningtasks,learners'differentlearningstylesandmanyotherfactors.
Fromalltheinformationabove,wecansee,learnersshoulddoalotofthingsinordertomaketheirlearningmoreefficiently,andallthemeasureslearnerstakecanbecalledlearningstrategies.AstoEnglishlearningstrategies,itcanbedefinedas"techniquesandapproachesordeliberateactionsthatlearnersofEnglishtakeinordertofacilitatetheacquiring,storing,retrievingandmanipulatingofinformationwhilelearningEnglish"(LiLi,ChenZhian,JiangYuhong,2006,80).
1.2ClassificationsofLanguageLearningStrategies
Since1980s,moreandmoreresearcheshavebeencarriedonlearningstrategies.Scholarswereinterestedinclassifyingthesestrategiesbasedondifferentcriteriaandthestudiesonlearningstrategiesbegantoflourish.
WenQiufang
Cohen(2000)classifiedlanguagelearningstrategiesintotwocategories:
languagelearningstrategiesandlanguageusingstrategies.WhileWenQiufang(2004)classifiedlanguagelearningstrategiesintomanagementstrategies,whichincludemanagingcognitiveprocessandmanagingaffectiveprocess,andlanguagelearningstrategies,whichincludetraditionallanguagelearningstrategiesandnon-traditionallanguagelearningstrategies.
AnothersignificantclassificationcamefromO'Malley&Chamot(2005),whichiscommonlyaccepted.Theyclassifiedlanguagelearningstrategiesintothreecategories:
metacognitivestrategies,cognitivestrategies,andsocial&affectivestrategies.Metacognitivestrategiesrefertothoseusedtomakeplans,monitortheprocesses,andevaluatetheoutcomes.Somestrategieswearefamiliarwithbelongtothiscategory,likeadvanceorganizers,directedattention,functionalplanning,selectiveattention,self-management,self-monitoring,self-evaluationandsoon.Thiskindofstrategiesrunthroughthewholeprocessoflearning,andwhethertheyarepositivelyusedornotinfluencestheresultoflearningdirectly.
Cognitivestrategiesarethebasisformasteringalanguageandtheyarethemostwidelyusedstrategiesamonglanguagelearners.Theyrefertothosedirectandspecificbehaviorswhenorganizinginformation.Inotherwords,theyarespecificwaysoflearning,likeresourcing,keywordmethod,note-taking,recombination,translationandsoon.Withthehelpofcognitivestrategies,learnerscanorganizetheinformationintheirmindeffectivelyandimprovetheirlanguagelearningdrastically.Social-affectivestrategiescanbedividedintotwoaspects:
socialstrategiesandaffectivestrategies.Socialstrategiesinvolvewaysofcommunication,suchas:
askingquestions,cooperatingwithothersandempathizingwithothers.Thiskindofstrategiesisimportantbecauselanguageisnotpersonalbutsocial,andpeopleshouldlearntocommunicatewithothers.Byusingsocialstrategies,peoplecan,fromtheaspectofculture,reducethedifficultiesincommunicatingwithothers.Affectivestrategiesrefertothoseusedtomakeuseoflearners'moods,attitudes,motivation,valuesorotherpersonalfactorstoguidelearning.Allthesepersonalfactorsinfluencelearners'learningefficiency.
Todividelearningstrategiesintothreecategoriesiscommonlyacceptedwhilethereisanotherwayofclassificationwhichismoremeticulous,anditoriginatedfromOxford'sidea.
Oxford(2008)dividedlanguagelearningstrategiesintotwocategories:
directstrategiesandindirectstrategies.Directstrategiesincludememorystrategies,cognitivestrategies,andcompensationstrategies,whileindirectstrategiesincludemetacognitivestrategies,affectivestrategiesandsocialstrategies.
(1)Memorystrategies.Memorizationisthebasisforlearning.Withoutmemory,wecanlearnnothing.However,althoughscientistssaythatourmind'sstoragecapacityforinformationissohugethatwhathumancanmakeuseofisonlyasmallpartofit,wealwaysmeettheproblemofforgettingimportantthings.Thisisbecauseourmemoryisinfluencedanddisturbedbymanyotherfactors.Sosomememorystrategiesareneededtofacilitatethestorageofinformationinourmind.Memorystrategiesrefertothewaysandtechniquesinwhichhumanutilizethelawofmemorizingtomemorize,tomaintainandtoretrieveinformation.
Therearefourcategorieswhichcancoverallthetypesofmemorystrategies:
creatingmentallinkages;applyingimagesandsounds;reviewingwell;andemployingactions.Inoneword,inordertomemorizemoreinformationwell,learnersshouldarrangedifferentkindsofinformationinorder,findorcreateassociationsamongthem,andtrytoretrieveandusethemasfrequentlyaspossible.
(2)Cognitivestrategies.Cognitivestrategiesareessentialandtheyareusedmostfrequentlyinlearningaforeignlanguage.Cognitivestrategiesrefertothewaysandbehaviorsthatareusedtosolveproblemsandtheyhaveadirectinfluenceonanalyzing,transformingandsynthesizinginformation.InOxford'swords,cognitivestrategieshavetwocommonfunctions:
manipulationandtransformationofthetargetlanguage.
InL2learning,cognitivestrategieshaveawiderange,likerepeating,organizing,inferring,ge
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