LanguageLearningStrategiesforLanguageLearningStrategiesforChineseEFLLearnersChineseEFLLearnersLanguageLearningStrategiesforLanguageLearningStrategiesforChineseEFLLearnersChineseEFLLearnersWangDong,WangDong,Ph.DPh.D..SchoolofForeignStudiesSchoolofForeignStudiesShandongNormalUniversity,Jinan,Shandong,ChinaShandongNormalUniversity,Jinan,Shandong,ChinaAnancientChinesesaying:•授人以鱼，不如授人以渔；然，授人以渔，不如令其自悟而会渔。Ifyougiveamanafish,youfeedhimforaday;ifyouteachamanhowtofish,youfeedhimforalifetime.Confucius(551B.C-479B.C)Laozi(571B.C-471B.C)•Repeatingwordsoverandoveragain;•Listeningattentivelytotrytodistinguishwords;•Tryingtoworkouttherulesofthelanguagebyforminghypothesesabouthowitworks;•Tryingoutthesehypothesestoseeiftheywork;•Testingyourselftoseeifyourememberwords;•Guessingthemeaningofunknownwords;•Usingyourknowledgeoflanguagerulestotrytomakenewsentences;•Rehearsinginyourheadwhatyouareabouttosay;•Practisingthesoundsofthelanguagetoyourself;•Askingaspeakertorepeatsomething;•Pretendingthatyouunderstandinordertokeepthecommunicationgoing.24/12/115Learningstrategies•Researchintolanguagelearningstrategiesbeganinthe1960s.•Muchofthishasclearlybeeninfluencedbydevelopmentsincognitivepsychology.24/12/116Goodlanguagelearnerstudies•Rubin,Joan.1975.Whatthegoodlanguagelearnerscanteachus?TESOLQuarterly.•ResultProcessJoanRubin(Ph.D,Yale)•Joan,Rubin&IreneThompson,1994/2004,Howtobeamoresuccessfullanguagelearner.•LessonsfromGoodLanguageLearnersToCommemoratethe30thAnniversaryofJoanRubin'sSeminalArticleinTESOLQuarterly(1975)editedbyC.Griffiths.Cambridge:CambridgeUniversityPress,2008.24/12/119Goodlanguagelearners•1)aconcernforlanguageform;•2)aconcernforcommunication(functionalpractice),•3)anactivetaskapproach;•4)anawarenessofthelearningprocess,•5)acapacitytousestrategiesflexiblyinaccordancewithtaskrequirements.•Ellis(2000:546)24/12/11101.UnderstandingLearningstrategies•LearningstrategiesaretheparticularapproachesortechniquesthatlearnersemploytotrytolearnanL2.•Theycanbebehavioralortheycanbemental.•Theyaretypicallyproblem-oriented.•Tomaketheirownlearningaseffectiveaspossible.24/12/1111Whyimportant?•1)Allappropriatelanguagelearningstrategiesareorientedtowardthebroadgoalofcommunicativecompetence.•2)Developmentofcommunicativecompetencerequiresrealisticinteractionamonglearnersusingmeaningful,contextualizedlanguage.24/12/1112•3)Learningstrategieshelplearnersparticipateactivelyinsuchauthenticcommunication.•4)Suchstrategiesoperateinbothgeneralandspecificwaystoencouragethedevelopmentofcommunicativecompetence.Howmanylanguagelearningstrategies?Overonehundredstrategieshavebeenidentifiedbydifferentlanguagelearningstrategyresearchers(Brown2000;Rubin&Thompson,1994;Oxford1990,2003;Wen2002;Chamot,1995).RebeccaOxford(1990)AndrewD.CohenCohen(2000:5)•Secondlanguagelearnerstrategiesencompassbothsecondlanguagelearningandsecondlanguageusestrategies.Takentogether,theyconstitutethestepsoractionsconsciouslyselectedbylearnerseithertoimprovethelearningofasecondlanguage,theuseofit,orboth.英语学习策略体系（文秋芳2003）影响英语学习系统的其他因素（文秋芳2003）LearningStrategies(Oxford1990)DirectstrategiesMemoryStrategiesCompensationStrategiesCognitiveStrategiesIndirectstrategiesMetacognitiveStrategiesSocialStrategiesAffectiveStrategies《高级中学英语课程标准》•教育部2001年制定的...
