高中课件=Self-directedLearning（英语暑假培训系列）.pptVIP

Self-directed Learning As language teaching has become more learner-focused and interactive, there has also been an emphasis on helping students take more responsibility for meeting their own language learning needs. Students are asked to self-direct the language learning process and become less dependent on the classroom teacher. SSBI (Styles- and Strategies-Based Instruction) helps learners to become more aware of different learning strategies, to understand how to organize and use strategies systematically and effectively (given their learning style preferences), and to learn when and how to transfer the strategies to new language learning. SSBI has a series of components that develop the students’s relationship with learning strategy: 1) Strategy Preparation There is no sense in assuming that students are a blank slate when it comes to strategy use. They most likely have developed some strategies, but may not use them systematically or well. The goal here is to find out how much students know consciously about strategies and if they are able to use them. 2) Strategy Awareness-Raising SSBI tasks explicitly raise the students’ general awareness about: a) what the learning process may consist of, b) their style preferences or general approaches to learning, d) the amount of responsibility that they take on for their learning, or e) approaches that can be used to evaluate the students’ strategy use. 3) Strategy Instruction Students are explicitly taught how, when, and why certain strategies (whether alone, in sequence, or in clusters) can be used to facilitate language learning. Teachers describe, model, and give examples of strategies. 4) Strategy Practice Knowing about a given strategy is not enough. Learners must have the opportunity to try them out. These activities reinforce strategies that have already been discussed and allow students time to practice the strategies at the same time they are learning the course content. These activities