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1、Language Learning Language Learning Strategies for Chinese EFL Strategies for Chinese EFL LearnersLearnersWang Dong, Wang Dong, Ph.DPh.D. . School of Foreign Studies School of Foreign Studies Shandong Normal University, Jinan, Shandong, ChinaShandong Normal University, Jinan, Shandong, China7/30/202
2、41An ancient Chinese saying:授人以鱼，不如授人以渔；然，授人以渔，不如令其自悟而会渔。If you give a man a fish, you feed him for a day; if you teach a man how to fish, you feed him for a life time. 7/30/20242Confucius (551B.C-479B.C) Laozi (571B.C-471B.C)7/30/20243Repeating words over and over again;Listening attentively to try
3、 to distinguish words;Trying to work out the rules of the language by forming hypotheses about how it works;Trying out these hypotheses to see if they work;Testing yourself to see if you remember words;Guessing the meaning of unknown words;Using your knowledge of language rules to try to make new se
4、ntences;Rehearsing in your head what you are about to say;Practising the sounds of the language to your self;Asking a speaker to repeat something;Pretending that you understand in order to keep the communication going.7/30/20244Learning strategiesResearch into language learning strategies began in t
5、he 1960s.Much of this has clearly been influenced by developments in cognitive psychology. 7/30/20245Good language learner studiesRubin, Joan. 1975. What the good language learners can teach us? TESOL Quarterly. Result Process7/30/20246Joan Rubin (Ph.D, Yale)7/30/20247Joan, Rubin & Irene Thompson,19
6、94/2004, How to be a more successful language learner. Lessons from Good Language Learners To Commemorate the 30th Anniversary of Joan Rubins Seminal Article in TESOL Quarterly (1975) edited by C. Griffiths. Cambridge: Cambridge University Press, 2008.7/30/20248Good language learners 1) a concern fo
7、r language form; 2) a concern for communication (functional practice), 3) an active task approach; 4) an awareness of the learning process, 5) a capacity to use strategies flexibly in accordance with task requirements. Ellis (2000:546) 7/30/202491. Understanding Learning strategiesLearning strategie
8、s are the particular approaches or techniques that learners employ to try to learn an L2. They can be behavioral or they can be mental. They are typically problem-oriented.To make their own learning as effective as possible. 7/30/202410Why important?1) All appropriate language learning strategies ar
9、e oriented toward the broad goal of communicative competence. 2) Development of communicative competence requires realistic interaction among learners using meaningful, contextualized language. 7/30/2024113) Learning strategies help learners participate actively in such authentic communication. 4) S
10、uch strategies operate in both general and specific ways to encourage the development of communicative competence. 7/30/202412How many language learning strategies? Over one hundred strategies have been identified by different language learning strategy researchers (Brown 2000; Rubin & Thompson, 199
11、4; Oxford 1990, 2003; Wen2002; Chamot, 1995). 7/30/202413Rebecca Oxford(1990)7/30/202414Andrew D. Cohen7/30/202415Cohen(2000:5) Second language learner strategies encompass both second language learning and second language use strategies. Taken together, they constitute the steps or actions consciou
12、sly selected by learners either to improve the learning of a second language, the use of it, or both. 7/30/2024167/30/2024177/30/202418英语学习策略体系（文秋芳2003）7/30/202419影响英语学习系统的其他因素（文秋芳2003）7/30/202420Learning Strategies (Oxford 1990)Direct strategiesMemory StrategiesCompensation StrategiesCognitiveStrat
13、egiesIndirect strategiesMetacognitive StrategiesSocialStrategiesAffectiveStrategies7/30/202421高级中学英语课程标准教育部2001年制定的全日制义务教育普通高级中学英语课程标准(实验稿)把学习策略规定为基础教育阶段英语课程的主要课程目标之一。研究英语学习策略并在英语教学中渗透学习策略的训练是当今英语教师面临的又一重要任务。7/30/202422高级中学英语课程标准课程内容： 语言技能、语言知识、情感态度、学习策略和文化意识。认知与思维能力培养高级中学英语课程标准学习策略分类：认知策略、调控策略、交际策略
14、、资源策略 7/30/202423为什么要把学习策略列为英语课程目标之一？一、使用学习策略能够提高英语学习效果二、发展学习策略有利于学生形成自主学习能力三、学习策略与教学策略相互促进7/30/202424Questions to Ponder:What are learning strategies?Can you share an example of one of the following strategies: memory, cognitive, compensation, metacognitive, affective or social strategies?7/30/2024
15、25Learning Strategies (Oxford 1990)Direct strategiesMemory StrategiesCompensation StrategiesCognitiveStrategiesIndirect strategiesMetacognitive StrategiesSocialStrategiesAffectiveStrategies7/30/202426Types of Learning Strategies(Oxford 1990)Direct: strategies directly involve the target languageMemo
16、ry: strategies that helps us remember specific elements of languageApplying images and soundsCognitive: dealing with mental processing and manipulation of a new languagePracticing (Repeating)Receiving and sending messages (locating the main idea quickly through skimming)Analyzing and reasoning (tran
17、slating)Compensation: strategies that allow us to communicate when we dont have the right language to do soGuessingLaughing7/30/202427Memory StrategiesDirect: strategies directly involve the target languageMemory: strategies that helps us remember specific elements of languageUsing imagery: Creating
18、 a mental pictureA good way to remember what has been heard or read in the new language Tax shelter (An investment selected mainly because it provides favorable tax treatment) 7/30/202428Examples of MemoryWhat are your favorite strategies for remembering information? 7/30/202429Examples of MemoryI k
19、eep going over the same word over and over again until it sticks.Other more efficient strategies? 7/30/202430Examples of MemoryGroup/AssociatingSun7/30/202431Examples of MemoryGroup/AssociatingSunThe arrangement and associations must be personally meaningful to the learnerhotsuntanbeachrelentlessumb
20、rellahatshadehappy7/30/202432Brainstorming: Memory of new words or pre-writing Decisiontalkcommitteedirectormistakediscussparliamentjudgeregretsurethinkdoubtwonder7/30/202433Examples of Cognitive StrategiesCognitive: useful for understanding and recalling new informationMaking connections between En
21、glish and the students native languageHighlighting important information while readingMaking visual associations to aid in retentionCreating graphic organizations, maps, charts, diagrams, time lines, and flow charts to organize information7/30/202434Example: Analyzing Expressions Determine the meani
22、ng of a new expression by breaking it down into parts 7/30/202435Types of Learning Strategies(Oxford 1990)Indirect: strategies that relate indirectly to the subject material, but that are equally importantMetacognitiveAffective: strategies that help to regulate emotions, motivations, and attitudes S
23、ocial: strategies that help learners learn through interaction with others7/30/202436Metacognitive (beyond the cognitive):Metacognitive (beyond the cognitive) strategies help learners to regulate their own cognition and to focus, plan, and evaluate their progress as they move toward communicative co
24、mpetence. 7/30/202437Examples of Metacognitive StrategiesPlanningSet goalsDividing long-term assignments into shorter segments and tasks Predict (What do I think will happen?)Activate background knowledge (What do I already know about this?)MonitoringChecking up yourself by frequently responding to
25、the little voice inside your head that asks, “How am I doing?”Ask if it makes sense (Do I understand this?) Selectively attend (What parts should I pay attention to?)Self-talk (Its okay that I dont understand the whole thing.)7/30/202438Examples of Metacognitive StrategiesProblem-solvingInference (C
26、an I guess what this might mean?”)Substitute (Is there another word that might fit?)EvaluatingVerify predictions and guesses (Were my predictions and guesses right? Why or why not?)Summarize (What is the gist of this? What is the main idea?) Evaluate your strategies (Did I choose good strategies? Wh
27、at could I do differently next time?)7/30/202439Affective strategies:Affective strategies develop the self-confidence and perseverance needed for learners to involve themselves actively in language learning, a requirement for attaining communicative competence. 7/30/202440Affective strategies:1) Low
28、ering your anxiety Using progressive relaxation, deep breathing, or meditation; using music, using laughter2) Encouraging yourself Making positive statements; taking risks wisely; rewarding yourself3) Taking your emotional temperature Listening to your body; using a checklist; writing a language lea
29、rning diary; discussing your feelings with someone else. 7/30/202441Social strategies:Social strategies provide increased interaction and more empathetic understanding, two qualities necessary to reach communicative competence. 7/30/202442Social strategies:1)Asking questions Asking for clarification
30、 or verification; asking for correction2) Cooperating with others Cooperating with others; cooperating with proficient users of the new language3) Empathizing with others Developing cultural understanding; becoming aware of others thoughts and feelings7/30/202443What are the differences between lear
31、ning strategies and methods?lAn analogy of a football team lStrategies: purposeful and goal-oriented.lMacro-strategies and micro-strategiesl 如何区分两者真的那么重要？7/30/202444Strategy CombinationsSuccessful language learners rarely use a single learning strategy.They use strategies in combinations to complete
32、 a task. They use different strategies in different contexts, and change them as they become more proficient. 7/30/202445Questions to PonderWhy do we need to teach learning strategies? 7/30/202446Why do we need to teach learning strategies?Students often have their own learning strategies based on t
33、heir own learning style, but they may not be using them in the most effective mannerStudents need to become better all-around learners by investing extra effort in underdeveloped or underutilized strategiesTeach students how to learnImportant to teach learners to be autonomousTeachers must be able t
34、o determine what makes learners successful and incorporate these strategies within the classroom7/30/2024472. Learner training in foreign language teaching The notion of learner training (the explicit teaching of strategies) has received more and more attention in recent years; Identifying strategie
35、s that are likely to promote acquisition and providing training in them; We can identify the strategies used by good language learners and then teach them to learners and increase their ability to learn. 7/30/2024481) Learners with differing kinds of ability may be able to achieve similar levels of
36、success providing that the type of instruction enables them to maximize their strengths. 2) Learners have different cognitive style. 3) The most widely used test of cognitive style in language learning studies is the Embedded Figures Test. 7/30/2024497/30/20247/30/202450507/30/20247/30/202451517/30/
37、20247/30/20245252Types of Learning StylesField independent (FI) vs. dependent (FD)FI (analytic): concentrate on details of language such as grammar rules, and taking apart words and sentencesFD (global): focus on the whole picture and do not care about details Left and Right Brain FunctioningLeft: l
38、ogical, analytical, mathematical, linearRight: visual, tactile, and auditory Ambiguity Tolerance open-mindedness vs. close-mindednessReflectivity and ImpulsivityReflective: think about language and focus on accuracyImpulsive: risk-takingVisual, Auditory, Tactile, Kinesthetic Styles7/30/202453An exam
39、ple for Visual Learners7/30/2024541.2.3.4.5.An example for Visual Learners: The Water Cycle Concepts:Evaporation Condensation Task:Use evaporate and condense to describe the water cycle. 7/30/202455Strategy training has focused on the following aspects: Teaching ways of learning vocabulary, using ke
40、ywords, word chains and mnemonics; Teaching techniques for listening, guessing, self-correction or directed attention; Teaching reading strategies such as semantic mapping; Teaching a variety of matecognitive strategies and self-awareness. 7/30/202456OMalley and Chamot (1990) 1) Helping learners to
41、identify or become aware of strategies that are already using, 2) Presenting and explaining a new strategy, with a rationale for using it, at this stage, the teacher might model the strategy. 3) This is followed by practising it, at first with substantial support or scaffolding, but gradually reduci
42、ng this to encourage autonomous use. 4) Finally students are helped to evaluate their success. 7/30/202457Strategy Training: Teach Strategies Explicitly1. Introduce it and label it as a new strategy2. Identity it by name3. Demonstrate how to use it4. Give students time and opportunity for practice7/
43、30/202458Strategy Training: Compensation StrategiesStalling for timeRepeating the question or statementUsing fillers like Well,or HmmmUsing expressions like “Thats a tough question” or” Thats a complicated issue”Coughing or clearing your throatUsing any combination of the aboveUsing circumlocutionsU
44、sing the descriptive phrase the man who drives the airplane, instead of the unknown word pilot7/30/202459Ek kum chuchu. Ek namas chuchu. Nek kum niva chuchu. Ek chuchu. The train is coming.Thy train is very big.The train isnt coming.Its a train. 7/30/202460Learning strategies training: Creating a me
45、ntal pictureT: Can someone pronounce this word? (valley) Yes, valley. What is the first letter of this word? Ok, its V. (Teacher writes a huge capital letter V on the board.) Look at the shape of this letter. Can someone describe this shape? Yes, its like a big hole. Yes, its a big angle going down.
46、 Can someone tell us the meaning of this word in English? Yes, it is the space between two mountains. (Teacher draws two big mountains, one on either side of the existing capital letter V.) When you try to remember this word, remember the first letter of this word looks just like what the word means
47、.” alley7/30/202461Learning strategies training: Creating a mental picturealley7/30/202462Strategy training: Identifying the patternVerbpast tensepast participlebringbroughtbroughtbuybought boughtthinkthoughtthoughtseek sought soughtfightfoughtfoughtcatchcaught caughtteachtaughttaught7/30/202463Lear
48、ning strategies training: Using a graphic (vocabulary steps)coldcoolwarmhotelementarycoldcoolwarmhotfreezingchillymildIntermediate/advanced7/30/202464Example of Strategy Training: How to Guess Word MeaningWhat does what in a sentence? (Subject/Verb/Object) Look for any context clues Consider what th
49、e word sounds like Use your knowledge of word parts Look for punctuation clues GuessCheck your guess in the dictionary 7/30/202465Example: Use Linguistic and World Knowledge to Guess Meaning The snake slithered through the grass. He was hunting. You must discover what slithered means by using logic.
50、Here are your choices, and the analysis:A) stopped moving the sentence above says THROUGH the grass. Through means there is some movement. INCORRECT LinguisticB) slept in the grass the sentence above says he is hunting. Snakes dont sleep when they hunt. INCORRECT World KnowledgeC) ate something the
51、sentence above says he is hunting. Snakes dont eat when they are hunting. They eat AFTER they hunt. INCORRECT World KnowledgeD) moved or traveled the sentence above says THROUGH the grass. Through means that there is movement. CORRECT Linguistic7/30/202466Use Linguistic and World Knowledge to Guess
52、MeaningIf you have studied previously in the United States, you should avoid seeking affiliation at your U.S. alma mater. This is to ensure that you extend your contacts within the U.S. academic community. 7/30/202467Example: Use Word Association to Guess MeaningS: (reads aloud: but however hard the
53、 door is slammed or opened) if we opened doors to helplike slammed is destroy or something, not destroy, we can say the doors are like shut in front of aid or something.T: How did you know its shut?S: Because it says (opened) there must be closureT: So you got to the meaning from the word (opened)?
54、S: Yes, (opened) and (door) it is usually either opened or closed. 7/30/202468Strategy Training: Teaching both content and vocabulary in contextExplaining destination in wave motion by a physics professorso that either two or three mediums, three dimensional mediums, waves taking different routes to
55、 the destination, different phase shifts,. So this is very important. Thats a crucial difference,. You dont understand destination,. destination means aim or goal explicit explanation. Got it? . When you want to have lunch right after these morning classes and you go to the dining room, the dinning
56、room you go and have lunch, the dining room is a destination everyday example; activating background knowledge 7/30/202469Strategy TrainingTeaching only a few new strategies at a timeProviding strategies practice with different types of tasksTeacher modeling of the strategiesTelling students why str
57、ategies are importantIdentifying ways in which students can transfer strategies to new tasksEncourage students to reflect on their own learning 7/30/202470Strategy training sequence used in CALLA7/30/2024711. PreparationDevelop student awareness of different strategies through:l small group retrospe
58、ctive interviews about school tasksl modelling think-aloud, then having students think aloud in small groupl discussion of interviews and think-alouds 7/30/2024722. PresentationDevelop student knowledge about strategies by: lproviding rationale for strategy useldescribing and naming strategylmodelli
59、ng strategy 7/30/2024733. PracticeDevelop students skills in using strategies for academic learning through:l co-operative learning tasksl think-alouds while problem solvingl peer tutoring in academic tasksl group discussions 7/30/2024744. EvaluationDevelop student ability to evaluate own strategy u
60、se through:lwriting strategies used immediately after taskldiscussing strategy use in classl keeping dialogue journals with teacher on strategy use 7/30/2024755. ExpansionDevelop transfer of strategies to new tasks by: discussions on metacognitive and motivational aspects of strategy use additional
61、practice on similar academic tasks assignments to use learning strategies on tasks related to cultural backgrounds of students 7/30/202476 Some caveats1) First, there are differences between teachers and students perceptions of use of language learning strategies. 2) Secondly, different cultural gro
62、ups responded differently to strategy training.3) Thirdly, there are gender differences in the choice of strategies as well as personal differences based on different personalities and learning style preferences. 4) Finally, it appears to characterize good and poor language learners according to strategies they use are oversimplistic.7/30/202477 The journey is the reward. GRED NORMAN Golf champion7/30/202478 Thank you!7/30/202479
