大学英语精读教学中学习策略的培养

论文摘要

本文从大学英语教师的角度出发,试图探索学习策略训练对英语教学的作用。其目的在于找出英语教学中新的突破点,培养学生有效的学习方法与策略,从而提高英语学习与教学效果。研究表明,策略训练可促进学生英语学习、提高学习动力、改进学习方法、增强自信心。本文仅仅是对语言学习策略对中国公外大学生在英语学习方面的作用在理论上进行了初步探讨。另外,对于以后的课堂教学,仅仅就目前的公共英语的教学现状,提出“以学生为中心、以学习策略为基础”来教授英语语言知识的原则。本研究的一个重要启示是,外语教师应对培养学生的学习策略的重要性有一个非常清楚的认识,这样才能让学生不仅有效地学习外语,而且还能把恰当的学习策略迁移到其他学科的学习上,最终获得良好的终生学习的能力。教师在教学活动中,除了向学生传输知识以外,也要加强学生有利于外语学习的观念的培养和基于此的语言学习策略的训练,有效地发挥学习策略的作用,使学生在各种环境和条件下都能自主地学习。这篇论文共分七个章节。第一章是总体介绍.第二章是全文的理论基础,系统介绍了学习策略的基本理论,包括其定义、分类及其研究的重要性等。第三章列举了对学习策略机制建立产生影响的几个因素。第四章是全文的重点,分析了中国大学生的英语学习策略,对非英语专业学生使用英语学习策略的情况进行了调查。第五章讨论策略训练的目标、方法和主要步骤以及哪些策略更加适合大学英语精读教学,如何帮助学生培养适当的学习策略。第六章讨论了对教学的启示以及与策略运用相关的一些问题。第七章是对全文的总结。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two Brief Review of Learning Strategy Studies
• 2.1 Brief History of Learning Strategy Studies
• 2.1.1 Studies on language learning strategies in the late 1960s and early 1970s
• 2.1.2 Studies on language learning strategies in the 1980s
• 2.1.3 Studies on language learning strategies in the 1990s
• 2.1.4 Studies on language learning strategies in china in the 1980s and 1990s
• 2.1.5 Studies on language learning strategies since the turn of this century
• 2.2 Definition of Learning Strategies
• 2.3 Classification of Learning Strategies
• 2.3.1 O'Malley's classification
• 2.3.2 Oxford's classification
• 2.3.3 Wen Qiufang's classification
• 2.4 Significance of the Study of Learning Strategies
• Chapter Three Factors Influencing Learning Strategies Establishment
• 3.1 The Learner Factors
• 3.1.1 Age
• 3.1.2 Personality
• 3.1.3 Aptitude
• 3.1.4 Motivation
• 3.2 Situational Factors
• 3.3 Social Factors
• Chapter Four A Case Study of Learning Strategies Employed by Chinese EFL Learners
• 4.1 Research Design
• 4.1.1 Objective
• 4.1.2 Subject
• 4.1.3 Instrument
• 4.1.4 Procedure and data collection
• 4.2 Results
• 4.3 Discussion
• Chapter Five The Training of Learning Strategies in Intensive Reading of ELT
• 5.1 Goals of Strategy Training for Foreign Language and Ways of Cultivating Learning Strategies
• 5.1.1 Goals of strategy training
• 5.1.2 Ways of cultivating learning strategy
• 5.2 Approaches to Providing Strategy Training
• 5.2.1 General study-skills courses
• 5.2.2 Awareness training: lectures and discussion
• 5.2.3 Awareness training: strategy workshops
• 5.2.4 Peer tutoring
• 5.2.5 Strategy inserted into language textbooks
• 5.2.6 Videotaped mini-courses
• 5.2.7 Strategy-based instruction
• 5.3 Steps of Strategy Training in Intensive Reading of ELT
• 5.3.1 Determining the learners' needs and the resources available for training in Intensive Reading of ELT
• 5.3.2 Making goals of strategy training clear in ELT
• 5.3.3 Cultivating learners' strategy awareness in ELT
• 5.3.4 Identifying learners' current learning strategies in Intensive Reading of ELT
• 5.3.5 Presenting learning strategy in Intensive Reading of ELT
• 5.3.6 Practicing learning strategy in Intensive Reading of ELT
• 5.4 The Role of Teachers in Strategies-based Instruction
• 5.4.1 Teachers as diagnosticians
• 5.4.2 Teachers as trainers
• 5.4.3 Teachers as coaches
• 5.4.4 Teachers as coordinators
• 5.4.5 Teachers as language learners
• 5.4.6 Teachers as researchers
• Chapter Six Pedagogical Implications
• 6.1 Problems of Current Foreign Language Teaching
• 6.2 The Necessity of ELT Innovation in China
• 6.3 Advice for Classroom Teachers
• Chapter Seven Conclusion
• Bibliography
• Appendix
• Acknowledgements