中国英语课堂上学习策略理论的探论.docVIP

中国英语课堂上学习策略理论的探论 　　摘要: 本文对“学习策略”进行了系统的理论阐述,旨在帮助英语教师对学习者在学习中运用的学习策略获得更清晰深入的了解。文章首先介绍了国际上对学习策略的研究现状,展示了学者们对“学习策略”的定义和分类,然后解释了认知理论与学习策略的联系;最后讨论了学习策略理论在中国英语课堂上的应用。 　　Abstract: This paper aims to formulate a theoretical discussion concerning the relevance of learning strategies as well as help Chinese EFL teachers to acquire a clear understanding of these strategies. It provides the background of language learning strategies and critically presents a variety of definitions and taxonomies of language learning strategies offered by researchers. It also explains the relation of cognitive theory to the use of learning strategies. In the last section, the implications for the EFL classroom are discussed. 　　关键词: 英语作为外国语(EFL);认知理论;二语认知(SLA);语言能力 　　Key words: English as a Foreign Language (EFL);Cognitive; Second Language Acquisition (SLA);language proficiency 　　中图分类号:G622 文献标识码:A文章编号:1006-4311(2010)23-0190-02 　　 　　1Background 　　There has been an increasing concern about learning strategies and their influence on acquiring a second language in the past three decades. The notion of ‘learning strategies’ was introduced in L2 research in the late 1970s (Dornyei and Skehan, p2003) and the early studies focused on learners characteristics: that is, what strategies a good learner uses make his/her language learning more effective than a poor learner (see McDonough 1999). The studies indicated that language processing strategies actually influenced second language acquisition; a number of factors including motivation, language aptitude and sex of the learner were associated with learner strategic behavior (see Wenden Rubin, 1987). 　　Following this, researchers further studied learning strategies from various perspectives including psychology, culture and also their performance in different skills areas like listening, writing, speaking and reading. Researchers have developed a number of methods of doing research on learning strategies in SLA, including oral interviews and writt