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1、iAbstractEnglish, as a foreign language, has been widely learned throughout China in the past thirty years or so. In the 21st century，English is becoming more and more important in the international communication due to the globalization. At college, all the students, including the English majors an
2、d the non-English majors, have to learn English. Both the teachers and the learners have tried a variety of strategies in order to achieve high proficiency of English. Language is a tool for communication and it can only realize its function when it is used in different realistic communicative conte
3、xts. Thus，to learn a foreign language successfully means to acquire the skill of using the target language properly and exactly in different social situations. In order to achieve this final aim, productive vocabulary and fluent usage of all grammatical rules in sentences making become especially im
4、portant in learning a foreign language. And in the development and acquisition of the skill, recitation plays a very important role in China where the learners have their own particular learning background and traditional learning strategy.In China, English can only be learned as a foreign language
5、instead of a second language since there is no English language environment at all. In order to make the learners acquire the language skills effectively, different learning strategies have been used in the past years. These strategies include grammatical translation, direct approach, the situationa
6、l approach, listening and speaking approach and the communicative methodology. Because of the variety of teaching strategy introduced into China, recitation as the Chinese traditional learning strategy is submerged and abandoned.In this paper, the writer reviews the related language learning theorie
7、s and the studies of recitation and attempts to explore a learning strategy which is practical for the Chinese English learners at the basic stage in college. That is “extensive iirecitation”, which is based on the theory of “input hypothesis” and accords with the cognitive process of human mind. It
8、 is realized on the basis of comprehension and appreciation. The learners must first read extensively according to their own interest, and then choose some parts from the reading material to recite. Later on, they are to imitate, repeat and recreate those recited sentences or paragraphs in their own
9、 speaking or writing. It is different from the traditional way of recitation and has its own specialties and advantages. The most distinguished specialty is that it takes the learners personal interest into account and hence it is very helpful in enhancing learning motivation and realizing individua
10、l learning. The paper also tries to prove the function of extensive recitation by carrying out a four-month test over 67 first-year English majors. The result shows the learners in the experimental group makes greater progress in reading speed and speaking and writing proficiency than those in the c
11、ontrol group.This paper proceeds in the following way: Chapter 1 points out the necessity of introducing extensive recitation.Chapter 2 introduces the related studies concerning about language learning and recitation. Extensive recitation is based on these studies. The differences between traditiona
12、l recitation and extensive recitation are fully analyzed.Chapter 3 discusses the cognitive process of extensive recitation based on the cognitive and psychological analysis of discourse. Extensive recitation helps knowledge intake of the target language and the process can be divided into five stage
13、s. Chapter 4 explains the whole procedure of the research. It covers the research questions, subjects of the research, and data collection.Chapter 5 analyzes the results of the research and discusses the findings and limitations of the research.In the end, on the basis of the research, the writer co
14、mes to the conclusion that extensive recitation is a good learning strategy in foreign language learning.The findings of the present study are enlightening in guiding both the foreign iiilanguage learners and the teachers as to what to recite, how to recite and how to make the recitation most effect
15、ive. Of course, his conclusion is not intended to be the final word on the topic. There is a lot to be desired. The paper hopes to be an introduction to elicit the further research in this respect.Key words: extensive recitation, personal interest, input, language proficiencyiv摘摘 要要在过去的三十年中，英语，作为一种外
16、语学习，一直受到广泛的关注。在二十一世纪，由于经济全球化，英语在国际交流中变得越来越重要。在大学里，所有的英语专业或非英语专业的学生都得学习英语。语言是交际工具。只有当语言处在真实的语境中，才能实现它的交际功能。因此，要成功地学会一门外语，就得掌握在不同社会语境中使用不同的目标语的技能。为了达到语言学习的这一终极目的，增加产出性词汇量，把语法知识熟练地应用于话语产出中就变得尤其重要。中国的语言学习者有着特殊的学习背景和传统的学习方法，因此，在语言技能的培养和获得中，背诵扮演了极为重要的角色。在中国，没有英语语言环境，所以英语只能作为一种外语，而不是第二语言来学习。为了使学习者能有效地获得这一语言技能，在英语学习的历程中，教师采用了不同的教学策略。这些策略包括语法翻译法、直接法、情景教学法、听说法和交际法。由于各种学习方法的引进，背诵这一传统的学习策略渐渐被埋没进而放弃了。在本篇论文中，作者回顾了相关的语言学习理论以及对背诵的研究，试图探索出一条适合中国大学基础阶段学习者的英语学习策略“广泛性背诵” 。这一策略以输入假设理论为基础，符合人类的思维认知规律，并在理解和欣赏的基
