自主學習策略

1、Hi, All the Classmates of A/O classes,This is your teacher Jenny Zhou talking to you. I have edited some materials about language learning strategies and I listed in the following for you to read them carefully and try some of them in your daily studies just to see if some of them suit you better th

2、an others. I hope you can benefit from following some of these strategies. These are the research results of many language experts at home and abroad. I hope you can find some of them useful and helpful. Then I will feel rewarded. Thank you!培養(yǎng)學生靈活應用自主學習策略，找到最適合自己的學習方法。培養(yǎng)學生們自主學習能力的重要組成部分就是培養(yǎng)他們學會使用語言學

3、習策略。對語言學習策略的研究始于二十世紀六十年代，尤其是認知心理學的發(fā)展對語言 學習策略的研究產(chǎn)生了較大的影響(Williams and Burden, 1997)。在大部分語言學習 策略的研究中，關注的中心都是“找出好的語言學習者報告，或者，在某些情況下被 觀察到，他們在學習第二語言或外語時都做了些什么”(Wenden and Rubin, 1987)。 許多專家學者對學習策略都有定義，OMalley和Chamot (1990)認為，學習策略是“個 人運用的特別的思想或行為來幫助他們理解，學習，或者記住新信息”。Wenden (1998) 指出，“學習策略是學習者運用的心理步驟或心理活動來學

4、習一種新的語言和在此過 程中調(diào)控他們的精力”。Faerch和Kasper(1983)則強調(diào)學習策略是“一種試圖培 養(yǎng)有關目的語的語言能力和社會語言能力”。總而言之，語言學習策略基本涵蓋認知學習策略，元認知學習策略，交際策略， 社交策略，以及情感策略。認知學習策略“更局限于具體的學習任務，它們涉及到對學習材料本身更直接的 操縱。其中最重要的認知策略有：重復，查詞典和資料，翻譯，形成小組，記筆記， 演繹，重新結(jié)合，形象化的描述，聽覺表現(xiàn)，關鍵詞語，將單詞置于上下文中理解， 詳盡討論，遷移，和推斷”(OMalley等,1985)。Wenden (1998)認為“元認知的知識包括學習者獲得的有關他們自

5、己的認知過程 的一切事實，當這些知識在不同的情形之下被應用來獲取知識和獲得技能”。換句話說， 元認知策略就是用來計劃，監(jiān)督，和評估學習活動的技能?！八鼈兪顷P于學習的策略而 不是學習策略本身”(Cook，1993)。元認知策略包括當預先決定要關注某項任務的總 體方面時，應用注意力；選擇性的關注，注意某項任務的具體方面；自我監(jiān)督，即講 話時檢查自己的表現(xiàn)；自我評估，即參照個人的標準評估自己的表現(xiàn)；自我強化，獎 勵自己獲得成功。交際策略與語言學習的關系不那么直接，因為它們關注的焦點在于參加會話和表達 意義的過程，或者是弄清楚說話者所要表達的意義的過程。當說話者由于他們的交際 手段達不到交際目的而遭遇

6、困難時，或者受到與之會話者的誤解時，在這種情況下， 說話者就要使用交際策略。社交策略是學習者參加的一些活動，這些活動為他們提供接受并練習他們知識的機 會。雖然這些策略使他們能接觸目的語，它們對于學習所起的作用還是間接的，因為 它們不能直接導致獲得，儲存，檢索，和應用語言(Wenden and Rubin, 1987)0社交 策略包括提問題以及與他人合作等等。在某些情況下，語言學習可能是令人沮喪的。在一些情況下，外語可能會引起學習 者的陌生感；在另外一些情況下，第二語言學習者對說此種語言的本族人可能會產(chǎn)生 負面的情感。好的語言學習者或多或少地意識到這些情感問題，他們力圖創(chuàng)造對外語 和說這種語言的

7、人們以及所涉及的學習活動的正面情感聯(lián)想。學習培訓可以幫助學生 們勇于正視這種情感問題，可以引導他們注意潛在的挫折，或者這些負面情感一旦出 現(xiàn)，就指出來，以此來達到克服這種情感問題的目的。(Stern, 1992)情感策略還包括 減少你的焦慮，鼓勵你自己，和掌控你的情感溫度。我們把這些最基本常用的語言學習策略都介紹給學生，讓他們根據(jù)自己的實際情況選擇 性地靈活運用，并在實踐中摸索出最適合自己的學習策略和方法，老師也經(jīng)常在課堂上 不失時機地強調(diào)和鼓勵同學們有意識地運用這些語言學習策略，不斷培養(yǎng)和提高同學們 的自主學習能力，英語聽說能力以及英語交際能力。自主學習者主要有七種特質(zhì)：Omaggio (1

8、978，cited in Wenden, 1998)總結(jié)了在教育的環(huán)境中，自主學習者主 要有七種特質(zhì)：自主學習者對于他們的學習風格和學習策略有著深刻的了解；對于他們手頭的學習任務，自主學習者采取積極的態(tài)度；自主學習者愿意冒險，即不惜任何代價用目的語交際；自主學習者是很好的猜測者；自主學習者關注形式也關注內(nèi)容，即他們強調(diào)準確也強調(diào)得體；自主學習者使目的語發(fā)展為一種不同的參考系統(tǒng)，并且愿意修改和擯棄不適用的 假設和規(guī)則；自主學習者對于目的語具有寬容和外向的態(tài)度。The English version of the learning strategies:Cognitive Strategies 認

9、知學習策略Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elabor

10、ation, transfer, inferencing are among the most important cognitive strategies.Metacognitive Strategies 元認知學習策略According to Wenden (1998: 34), metacognitive knowledge includes all facts learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire sk

11、ills in varied situations. In a sense, metacognitive strategies are skills used for planning, monitoring, and evaluating the learning activity; they are strategies about learning rather than learning strategies themselves (Cook, 1993: 114). Let us see some of these strategies:directed attention, whe

12、n deciding in advance to concentrate on general aspects of a task;selective attention, paying attention to specific aspects of a task;self-monitoring, i.e., checking ones performance as one speaks;self-evaluation, i.e., appraising ones performance in relation to ones own standards;self-reinforcement

13、, rewarding oneself for success.Communication Strategies 交際策略They are less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning across or clarifying what the speaker intended. Communication strategies are used by speakers wh

14、en faced with some difficulty due to the fact that their communication ends outrun their communication means or when confronted with misunderstanding by a co-speaker.Social Strategies 社交策略Social strategies are those activities learners engage in which afford them opportunities to be exposed to and p

15、ractice their knowledge. Although these strategies provide exposure to the target language, they contribute indirectly to learning since they do not lead directly to the obtaining, storing, retrieving, and using of language (Rubin and Wenden 1987:23-27). Cooperation and question for clarification ar

16、e the main social strategies.Affective Strategies 情感策略It is evident that good language learners employ distinct affective strategies. Language learning can be frustrating in some cases. In some cases, the feeling of strangeness can be evoked by the foreign language. In some other cases, L2 learners

17、may have negative feelings about native speakers of L2. Good language learners are more or less conscious of these emotional problems. Good language learners try to create associations of positive affect towards the foreign language and its speakers as well as towards the learning activities involve

18、d. Learning training can help students to face up to the emotional difficulties and to overcome them by drawing attention to the potential frustrations or pointing them out as they arise (Stern 1992:266). They include lowering your anxiety, encouraging yourself and taking your emotional temperature.

19、自主學習者主要有七種特質(zhì)Within the context of education, though, there seem to be seven main attributes characterising autonomous learners (see Omaggio, 1978, cited in Wenden, 1998: 41-42):Autonomous learners have insights into their learning styles and strategies;take an active approach to the learning task at hand;are willing to take risks, i.e., to communicate in the target language at all