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1、英语课堂中的学习策略教学西南大学外国语学院李力老师，您讲的名词性从句，我觉得很简单。是吗？你都懂了？就和我们以前学的特殊疑问句一样嘛。不对。看来你还没有懂。特殊疑问句一般需要用助动词来构成，而名词性从句则不需要The illiterate in the 21st century will not be those who cannot read and write,but those who cannot learn,unlearn,and relearn.Alvin Toffler你自己在学习英语的时候有哪些成功的经验？你的英语学得相对较好的学生在学习中有哪些作法你觉得比较好？学生觉得英语难
2、学，难在哪儿？你为解决学生难学的问题做过什么？授人以鱼，未若授人以渔也。WHAT TO LEARN?Learning to do.Learning to know.Learning to be.Learning to live together.EFFECTIVE LANGUAGE TEACHINGMethodologyEnvironmentLearner characteristicsGOOD LANGUAGE LEARNERactively guessing meaninghaving strong desire for communicationwilling to make error
3、sattending to formcontinuing practicecontrolling speechfocusing on meaning-Rubin,1975GOOD LANGUAGE LEARNERa personal learning style or positive learning strategies;an active approach to the learning task;a tolerant and outgoing approach to the target language and empathy with its speakers;technical
4、know-how about how to tackle a language;strategies of experimentation and planning with the object of developing the new language into an ordered system,and revising this system progressively;constantly searching for meaning;willingness to practice;willingness to use the language in real communicati
5、on;self-monitoring and critical sensitivity to language use;developing the second language more and more as a separate reference system and learning to think in it.-Stern,1975关注学生、关注学习过程语言课堂应该有两个重点，不仅要教授语言内容，还要使学生的学习过程得到发展。Nunan，1996我国传统的语言学习：关注形式，死记硬背西方的语言学习：关注意义，学习策略研究表明台湾学生虽然了解各种学习策略，但他们似乎并不使用这些策
6、略。（Yang,1998)亚裔学生使用的学习策略要少于西班牙裔的学生。(Politzer&McGroarty,1985)亚裔学生语言学习效果不佳的原因在于他们总是使用熟悉的策略，而不愿尝试新的策略。(OMalley,1987)几点共识在学习语言知识和技能的同时，学生应该而且能够学会如何学习；在学习的过程中，如果学生了解并有意识地使用学习策略，他们的学习效果可能会提高；学习策略训练不是把别人的学习策略强加给学生，而是向学生介绍经过验证的有效的学习策略，从而使学生能够探索符合自己需要的个性化学习策略系统；不太成功的学生可以而且应该借鉴成功学生使用的学习策略；学会如何学习比掌握具体的语言知识和技能更
7、重要。据程晓堂、郑敏，2002Learning StrategiesMeasures taken for effective language learning during the learning and using of a foreign language.CLASSIFICATIONDirect strategies1.Memory2.Cognitive3.CompensationIndirect strategies1.Meta-cognitive2.Affective3.Social策略类I.语言学习策略 II.一般学习策略语言学习策略增进记忆分析综合复用强化清障解难一般学习策略
8、增强调控激发情趣加强社交Learning Strategy Trainingtraininginstructioninstructiontraining吴本虎（2002）应试教育向素质教育的突破口：二者之间的根本区别：应试教育只关注学习的结果，而素质教育不但重视学习的结果，而且更加关注学习的过程和学习的效率。实现这一根本性转变，关键在于让教师将注意力从学习结果转移到学习过程和学习效率上来。所以，我们不仅需要转变思想观念、改变评价标准，而且需要一个“逐步优化学习过程、不断提高学习效率”为核心的素质教育模式。Cohen(2000)Strategy training may provide lear
9、ners with the tools to do the following:1)Self-diagnose their strengths and weaknesses in language learning 2)Become aware of what helps them to learn the target language most efficiently 3)Develop a broad range of problem-solving skills4)Experiment with familiar and unfamiliar learning strategies 5
10、)Make decisions about how to approach a language task 6)Monitor and self-evaluate their performance.7)Transfer successful strategies to new learning contexts Cohen(2000)1)to explicitly teach students how,when,and why strategies can be used to facilitate their efforts at learning and using a foreign
11、language.2)to promote learner autonomy and learner self-direction by allowing students to choose their own strategies and to do so spontaneously,without continued prompting from the language teacher.3)to help learners consider the factors that affect their learning and discover the learning strategi
12、es that suit them best.Goals of Strategy TrainingGoals of Strategy TrainingOxford(1990:201)She emphasizes that“the general goals of strategy training”are to:1)Help make language learning more meaningful.2)Encourage a collaborative spirit between learners and teachers.3)Learn about options for langua
13、ge learning.4)Learn and practice strategies that facilitate self-reliance.Goals of Strategy Training In other words,the ultimate goal of strategy training is to empower students by allowing them to take control of the language learning process.Implementation of TrainingOxford(1990)(1)Ask learners to
14、 do a language activity without any strategy training;(2)Have them discuss how they did it,praise any useful strategies and self-directed attitudes that they mention,and ask them to reflect on how the strategies they selected may have facilitated the learning process;(3)Suggest and demonstrate other
15、 helpful strategies,mentioning the need for greater self-direction and expected benefits,and making sure that the students are aware of the rationale for strategy use.Learners can also identify those strategies that they do not currently use,and consider ways that they could include new strategies i
16、n their learning repertoires;(4)Allow learners plenty of time to practice the new strategies with language tasks;(5)Show how the strategies can be transferred to other tasks;(6)Provide practice using the techniques with new tasks and allows learners to make choices about the strategies they will use to complete the language learning task;(7)Help students understand how to evaluate the success of their strategy use and to gauge their progress as more responsible and self-directed learners.My old
