自主學(xué)習(xí)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(xué)生靈活應(yīng)用自主學(xué)習(xí)策略，找到最適合自己的學(xué)習(xí)方法。培養(yǎng)學(xué)生們自主學(xué)習(xí)能力的重要組成部分就是培養(yǎng)他們學(xué)會(huì)使用語(yǔ)言學(xué)

3、習(xí)策略。對(duì)語(yǔ)言學(xué)習(xí)策略的研究始于二十世紀(jì)六十年代，尤其是認(rèn)知心理學(xué)的發(fā)展對(duì)語(yǔ)言 學(xué)習(xí)策略的研究產(chǎn)生了較大的影響(Williams and Burden, 1997)。在大部分語(yǔ)言學(xué)習(xí) 策略的研究中，關(guān)注的中心都是“找出好的語(yǔ)言學(xué)習(xí)者報(bào)告，或者，在某些情況下被 觀察到，他們?cè)趯W(xué)習(xí)第二語(yǔ)言或外語(yǔ)時(shí)都做了些什么”(Wenden and Rubin, 1987)。 許多專家學(xué)者對(duì)學(xué)習(xí)策略都有定義，OMalley和Chamot (1990)認(rèn)為，學(xué)習(xí)策略是“個(gè) 人運(yùn)用的特別的思想或行為來(lái)幫助他們理解，學(xué)習(xí)，或者記住新信息”。Wenden (1998) 指出，“學(xué)習(xí)策略是學(xué)習(xí)者運(yùn)用的心理步驟或心理活動(dòng)來(lái)學(xué)

4、習(xí)一種新的語(yǔ)言和在此過(guò) 程中調(diào)控他們的精力”。Faerch和Kasper(1983)則強(qiáng)調(diào)學(xué)習(xí)策略是“一種試圖培 養(yǎng)有關(guān)目的語(yǔ)的語(yǔ)言能力和社會(huì)語(yǔ)言能力”?？偠灾?，語(yǔ)言學(xué)習(xí)策略基本涵蓋認(rèn)知學(xué)習(xí)策略，元認(rèn)知學(xué)習(xí)策略，交際策略， 社交策略，以及情感策略。認(rèn)知學(xué)習(xí)策略“更局限于具體的學(xué)習(xí)任務(wù)，它們涉及到對(duì)學(xué)習(xí)材料本身更直接的 操縱。其中最重要的認(rèn)知策略有：重復(fù)，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(tīng)覺(jué)表現(xiàn)，關(guān)鍵詞語(yǔ)，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(rèn)為“元認(rèn)知的知識(shí)包括學(xué)習(xí)者獲得的有關(guān)他們自

5、己的認(rèn)知過(guò)程 的一切事實(shí)，當(dāng)這些知識(shí)在不同的情形之下被應(yīng)用來(lái)獲取知識(shí)和獲得技能”。換句話說(shuō)， 元認(rèn)知策略就是用來(lái)計(jì)劃，監(jiān)督，和評(píng)估學(xué)習(xí)活動(dòng)的技能?！八鼈兪顷P(guān)于學(xué)習(xí)的策略而 不是學(xué)習(xí)策略本身”(Cook，1993)。元認(rèn)知策略包括當(dāng)預(yù)先決定要關(guān)注某項(xiàng)任務(wù)的總 體方面時(shí)，應(yīng)用注意力；選擇性的關(guān)注，注意某項(xiàng)任務(wù)的具體方面；自我監(jiān)督，即講 話時(shí)檢查自己的表現(xiàn)；自我評(píng)估，即參照個(gè)人的標(biāo)準(zhǔn)評(píng)估自己的表現(xiàn)；自我強(qiáng)化，獎(jiǎng) 勵(lì)自己獲得成功。交際策略與語(yǔ)言學(xué)習(xí)的關(guān)系不那么直接，因?yàn)樗鼈冴P(guān)注的焦點(diǎn)在于參加會(huì)話和表達(dá) 意義的過(guò)程，或者是弄清楚說(shuō)話者所要表達(dá)的意義的過(guò)程。當(dāng)說(shuō)話者由于他們的交際 手段達(dá)不到交際目的而遭遇

6、困難時(shí)，或者受到與之會(huì)話者的誤解時(shí)，在這種情況下， 說(shuō)話者就要使用交際策略。社交策略是學(xué)習(xí)者參加的一些活動(dòng)，這些活動(dòng)為他們提供接受并練習(xí)他們知識(shí)的機(jī) 會(huì)。雖然這些策略使他們能接觸目的語(yǔ)，它們對(duì)于學(xué)習(xí)所起的作用還是間接的，因?yàn)?它們不能直接導(dǎo)致獲得，儲(chǔ)存，檢索，和應(yīng)用語(yǔ)言(Wenden and Rubin, 1987)0社交 策略包括提問(wèn)題以及與他人合作等等。在某些情況下，語(yǔ)言學(xué)習(xí)可能是令人沮喪的。在一些情況下，外語(yǔ)可能會(huì)引起學(xué)習(xí) 者的陌生感；在另外一些情況下，第二語(yǔ)言學(xué)習(xí)者對(duì)說(shuō)此種語(yǔ)言的本族人可能會(huì)產(chǎn)生 負(fù)面的情感。好的語(yǔ)言學(xué)習(xí)者或多或少地意識(shí)到這些情感問(wèn)題，他們力圖創(chuàng)造對(duì)外語(yǔ) 和說(shuō)這種語(yǔ)言的

7、人們以及所涉及的學(xué)習(xí)活動(dòng)的正面情感聯(lián)想。學(xué)習(xí)培訓(xùn)可以幫助學(xué)生 們勇于正視這種情感問(wèn)題，可以引導(dǎo)他們注意潛在的挫折，或者這些負(fù)面情感一旦出 現(xiàn)，就指出來(lái)，以此來(lái)達(dá)到克服這種情感問(wèn)題的目的。(Stern, 1992)情感策略還包括 減少你的焦慮，鼓勵(lì)你自己，和掌控你的情感溫度。我們把這些最基本常用的語(yǔ)言學(xué)習(xí)策略都介紹給學(xué)生，讓他們根據(jù)自己的實(shí)際情況選擇 性地靈活運(yùn)用，并在實(shí)踐中摸索出最適合自己的學(xué)習(xí)策略和方法，老師也經(jīng)常在課堂上 不失時(shí)機(jī)地強(qiáng)調(diào)和鼓勵(lì)同學(xué)們有意識(shí)地運(yùn)用這些語(yǔ)言學(xué)習(xí)策略，不斷培養(yǎng)和提高同學(xué)們 的自主學(xué)習(xí)能力，英語(yǔ)聽(tīng)說(shuō)能力以及英語(yǔ)交際能力。自主學(xué)習(xí)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(xué)習(xí)者主 要有七種特質(zhì)：自主學(xué)習(xí)者對(duì)于他們的學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略有著深刻的了解；對(duì)于他們手頭的學(xué)習(xí)任務(wù)，自主學(xué)習(xí)者采取積極的態(tài)度；自主學(xué)習(xí)者愿意冒險(xiǎn)，即不惜任何代價(jià)用目的語(yǔ)交際；自主學(xué)習(xí)者是很好的猜測(cè)者；自主學(xué)習(xí)者關(guān)注形式也關(guān)注內(nèi)容，即他們強(qiáng)調(diào)準(zhǔn)確也強(qiáng)調(diào)得體；自主學(xué)習(xí)者使目的語(yǔ)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(shè)和規(guī)則；自主學(xué)習(xí)者對(duì)于目的語(yǔ)具有寬容和外向的態(tài)度。The English version of the learning strategies:Cognitive Strategies 認(rèn)

9、知學(xué)習(xí)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(rèn)知學(xué)習(xí)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(xué)習(xí)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