language learning strategies概要1.pptVIP

OMalleyChamots classification of language learning strategies Based on the information-processing theoretical model and their research findings obtained from several studies with the students learning ESL/EFL by retrospective interviews and thinking aloud data collection, O’Malley Chamot (2001) divide language learning strategies into three main categories : meta cognitive strategies, cognitive strategies, and social /affective strategies. More details about meta-cognitive strategies, cognitive strategies, and social /affective strategies Meta-cognitive strategies – processes learners consciously use to supervise or manage their language learning. allow learners to control their own cognition by planning what they will do, checking how it is going, and then evaluating how it went. Cognitive strategies – the learning strategies of identification, grouping, retention, and storage of language material, as well as the language use strategies of retrieval, rehearsal, and comprehension or production of words, phrases, etc. Cognitive repetition translation grouping note-taking key word ?contextualization elaboration ?transfer Affective strategies – strategies for regulating emotions, motivation, and attitudes; strategies for reduction of anxiety and for self-encouragement. Social strategies – strategies for interacting with other learners and with native speakers for practice. Oxfords classification of language learning strategies Oxford (1990) bases her classification scheme on the precious studies. She makes a distinction between strategies contributing directly to learning and those contributing indirectly to learning, and hence, there are two categories in Oxford’s system: direct and indirect strategies. The first major strategy class, direct strategies, “directly” involve the target language, require mental processing of the language, and are used to develop the four language skills: reading, speaking, listening and writing.