我国英语教学环境中学习策略训练矩阵的构建

论文摘要

研究结果表明语言学习策略是可以教授的,策略训练能提高学习者策略意识,促进语言学习,帮助学习者形成个性化学习方法和发展自主学习能力。 通过研究我国英语学习者的学习策略,研究人员发现我国英语学习者在学习过程中普遍存在策略知识贫乏,策略意识不强,策略选择范围狭窄,自主学习能力较差等问题。策略因素已成为制约我国英语教学成效的主要因素之一。 策略运用和学习成效的相关性,策略的可教授性,我国英语学习者策略运用的现状使我国外语界逐步认识到学习策略在学习过程中的作用以及策略训练的重要意义,普遍认为加强策略训练,将策略训练纳入英语课程及教学中已势在必行。近几年来,针对我国英语学习者的策略训练愈来愈受到关注和重视,由国家教育部颁布实施的《英语课程标准》和《大学英语课程教学要求》均明确指出发展学习者策略能力,促进学习者自主是英语教学的主要目标之一。然而,在我国英语教学中,尽管正在进行种种策略训练的尝试,但是由于缺乏一个构建在语言教学环境中实施策略训练的系统框架,大多数策略训练的实践都是零星,不成系统的,训练效果不尽人意,策略训练在实际英语教学中没有得到真正有效地实施。 本文指出策略训练不是单一的策略教授本身,而是一个多维的系统工程,涉及语言教学环境中的诸多因素,包括:语言教学理论,尤其是学习策略理论;课程设计,涉及课程设计的各个层面,如课程目标,教学材料,教学方法,评价体系;教师观念和学习者因素等。这些因素相互作用共同构成策略训练矩阵,策略训练的有效性取决于这些因素相互作用的结果。只有在相互关联,相互作用的语言教学诸环节上构建出一个策略训练矩阵,才能确保策略训练系统有效地实施,从根本上解决我国英语教学中策略训练和语言教学脱节的问题。

论文目录

• Acknowledgments
• Abstract in Chinese
• Abstract in English
• 1. Introduction
• 2. Studies on Language Learning Strategies
• 2.1 Definition of learning strategies
• 2.2 Taxonomy of learning strategies
• 2.3 Characteristics of learning strategies
• 2.4 Strategy training
• 2.4.1 Goals of strategy training
• 2.4.2 Frameworks for strategy training
• 2.4.3 Discrepancies in approaches to strategy training
• 2.5 Researches into learning strategies of Chinese EFL learners
• 2.5.1 A survey of the researches
• 2.5.2 Research findings and their pedagogical implications
• 3. The Rationale for Establishing the Strategy Training Matrix
• 3.1 Necessity of strategy training to Chinese EFL learners
• 3.1.1 Strategy factors confining learning efficiency
• 3.1.2 Strategy training for learner autonomy
• 3.2 Necessity of establishing the strategy training matrix
• 3.2.1 Current endeavors of strategy training
• 3.2.2 Problems and obstacles
• 3.2.3 A way to effective and systematic strategy training
• 3.3 An interactive and multidimensional view of strategy training
• 4. The Establishment of the Strategy Training Matrix
• 4.1 Theory building: towards a comprehensive and nativized strategy theory
• 4.1.1 Clarification of terminological and conceptual issues
• 4.1.2 Nativization of research findings in ESLcontexts
• 4.1.3 Comprehensive theory of Chinese EFL learners' learning strategies
• 4.2 Curriculum developing: towards a strategies-based curriculum
• 4.2.1 Setting strategic goals
• 4.2.2 Devising strategies-embedded instructional materials
• 4.2.3 Adapting methodology to strategic goals
• 4.2.4 Formulating strategies-oriented assessment and evaluation
• 4.2.5 Summary: a strategies-based curriculum
• 4.3 Teacher training: towards a facilitator and strategy trainer
• 4.3.1 Reorientation of teacher beliefs and roles
• 4.3.2 Objectives of strategic teacher training
• 4.3.3 Options for strategic teacher training methods
• 4.3.4 Suggested strategic teacher training options
• 4.4 Summary
• 5. Suggestions for Strategy Training to Chinese Tertiary-Level EFL Learners
• 5.1 Conducting explicit and integrated instruction
• 5.2 Stressing on metacognitive strategies training
• 5.3 Reflecting and encouraging learner reflection
• 5.4 Creating a multidimensional learning environment
• 5.4.1 Variety and flexibility of lesson planning
• 5.4.2 Computer-based multimedia teaching
• 5.4.3 Self-access language learning center
• 6. Summary and Conclusions
• Bibliography