Affective Strategies
英语学习策略课件
Foreign Language Department Class Evaluation
Attendance: 20%
Class Performance:20% Homework:30% Final Test:30%
Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. ---- Chinese Proverb
A. Defining Language Learning Strategies (LLSs)
Part I: Learning Strategies and Styles
Unit 1 Introduction
Unit 2 Indirect Strategies Unit 3 Direct Strategies Unit 4 Learning Styles
Unit 1 Introduction
C. Selecting LLSs
Learning English is difficult Practice makes perfect If you learn how to learn English, then you do not have to work hard anymore How well you learn English depends mostly on how hard you work at it. You should look up every English word you find when reading The more challenging a phrase in English is, the more you can learn from it To understand what you are reading or hearing, you need to know all the words used Your biggest concern when you are speaking English should be NOT to make mistakes You should first think in your own language to know what you want to say, and then translate into English
英语教学策略
英语教学策略2. VISITING GRANNY: You are in your 30s. Three months from now youwill go to Warsaw to visit your grandmother, whom you have never met. You know from your parents that your grandmother speaks only a few words of English. You speak only a few words of Polish. You need to learn as much Polish as you can in the next three months, so you can find out all you can about your grandmother’s life, the family history, and your Polish relatives when you get to Poland. Which language learning strategies do you need to use?There are only three months for me to learn Polish. So before I set about to learn it, I need to make a general plan about my learning progress. In this course, the arranging and planning strategy of the meta-cognitive strategy will be used. Once I start to learn the language, many cognitive strategies will be employed. Firstly, In order to master some difficult language points, I must use the practicing strategy to repeat them again and again. Secondly, I also need to use the strategy of receiving and sending messages to absorb the information in the materials, and then use them out. Thirdly, the creating structure for input & output strategy is also very useful. Because I need to taking notes, summarizing and highlighting in this learning process. In addiontion, the memory strategies are essential in the whole course. I must use a variety of methods to memorize many Polish words,phrases,sentences and so on.3. Church: You are a visitor from the USA in Germany. It is Friday, andyou want to prepare yourself to go to church on Sunday to worship, participate in the service, and possibly meet some German people afterwards.You had 2 years of German study, but that was a very long time ago. Which language learning strategies do you need to use?In this case, because I had a 2-year study of Germany but have not used it for a long time, I must review what I have learned first.I should use the meta-cognitivestrategies to create mental linkage, review the old knowledge.At the same time,I also need to use the strategy of lowering anxiety and encouraging yourself,so that I have enough confident to use the target language.Besides,the ambiguity tolerance strategy,included by affective strategies, is also needed.Because I have only 2 years of German study,my knowledge of German is limited.So it is very difficult for me to have a specific understanding of German.I must have the ability to bear some ambiguity information,while only concentrating on the information I will need in the church.Additionally,the memory Strategies is also likely to be used.Because although I had a 2-year study of Germany,maybe I lack of the knowledge of worshipping.So I must memorize some sentences relating to worshipping.4. THE PLAY’S THE THING. You are an American high school student in your third year of French. Your task is to work with a small group to write and participate in a 30-minute play, all in French, about teenagers in France. You don’t know much about teenagers, and you are terrified about speaking French in the play, but you are relieved that your friends are involved in it with you. Which language learning strategies do you need to use?Because I have little knowledge about French teenagers,I need to use some social strategies. At first, I need to solve the culture shock and then learn to cooperate with others. It is also a kind of team-work, so the student should work with other students and practice the French that will occur in the play and memorize these words. Affective strategies are also needed. I am afraid of speaking, so I should lower my anxiety and encourage myself to speak. Besides ,the memory strategy is essential,too.I need to manage to memorize many words, phrases and sentences that might be occured in the play.I.Answer the following questions. Y ou may choose any two of thefirst five questions. And you must answer Question No. 6. Each answer will be no more than 200 words and no less than 150 words long. (30%)1.What are the functions of language learning strategies?2.How do you understand the strategy of guessing intelligently?Guessing intelligently strategy, belonging to Compensation Strategies, is a special way that people typically process new information through inferencing or making educated guess. Generally speaking, the use of this strategy includes the following means:1)using linguistic clues/language-based clues(L1, L2, L3) affixes, stress, or word orders to guess the meaning of some words.2)Through reading between the lines, guessing the purpose of the author and having a better understand of some sentences.3)Through analyzing the formation of words( for example, Derivation, Compounding, Conversion, Blending and Acronym),guessing the meaning of some difficult words.4)Analyzing the style of language use to guess and understand the underlying purpose of communication.5)Using other clues to guess. These clues are not language-based, such as forms of address, non verbal behaviors, text structures, decription of people, general background knowledge and so on.What’s more, there are also some ways to promote the guessing ability.Firstly,the learners can start from global comprehension by asking preview questions; interrupt a story in the middle to ask for predictions; or giving the ending and ask for a guesses about the beginning. Secondly, the learners should learn to give themselves immediate feedback. Thirdly, the learners should realize the source of the guesses and take their best to use them.3.What strategies can be used to reduce anxiety in language learning?4.How can you evaluate your own learning performance?5.What are the possible effects of cooperation?Cooperation is one of the most important learning strategies. But there are both positive and negative effects of cooperation.Cooperation can produce positive effects. Competition makes students feel stressful and anxiety, but under the cooperative environment, students can communicate with others freely and get help from peers, which can let students feel relaxed and comfortable to acquire language. Besides, students’group spirit can be build under the cooperation, which is benefit for students’further study. When students cooperate with others to finish some tasks, they will get mutual support and positive interdependence, which can increase students’ confidence and motivate their potential.Cooperation can produce negative effects. If students badly rely on others in cooperation, they will lose the chance to develop their ability of thinking and solving problems independently, which is negative interdependence. Besides, in the period of cooperation, if there are some students who are more conversable, active or capable, the others will feel self-contemptuous and maybe they will be afraid to express their views for fear of making mistakes or being laugh at by others.6.What do you benefit from this course?The most important thing I got from the course is that I know there are many language learning strategies to help students learn well and help teachers teach well. As an English learner, it is necessary for me to master English skillfully. The New Curriculum Standard asks to build students’ synthetic ability to use language in which language knowledge, language skill, cultural awareness, affection and language strategies are equally important. Therefore, as English learners not only need to expend our English knowledge but to use language strategies flexibly to master language.Students are the learning center. As an English teacher, i should make clear that I not only need to teach students English knowledge, such as vocabularies, phrases, sentence structures and grammars, but teaching students language learning strategies is more important. As the saying goes, “Give a man a fish, feed him for a day; teach him to fish, feed him for life.” By teaching students some language learning strategies,such as memory strategies, compensation strategies, affective strategies and cognitive strategies, they will master English more quickly and accuracy. As long as the learners find the suitable strategies to learn English can they be successful in learning a language.IV. Design a STRATEGY-BASED teaching planning concerning any of the language skill or knowledge. (30 %)Note: 1) The focus of the teaching plan is strategy training, but you’d better integrate it with the teaching content.2) You might as well follow some strategy training model.In the following teaching plan, I mainly use communication and memory strategies to design this class. For instance,a)Use tables and key words to help students recall major information.b)Pair work is designed in the teaching plan in order to let students learn tocooperate with others.c)By skimming and scanning, students will get some main ideas quickly.d)Using mental linkage to compare the differences among the teachers.Unit 2 My New Teacher (reading)Teaching aims:knowledge goalsAt the end of the class, students will be able to learn adjectives about describing people, such as nervous, patient , serious, amusing. And students will master the target language: 1. ....but Mrs. Li just smiles, so th at you don’t feel completely stupid! 2. I’ll do well in the exam with Mrs. Chen teaching me. And absolute construction : with…Ability goalsTalk about how is the new teacher; make sentence by “with absolute construction”.Moral goalsLearn to appreciate your teachers and love and respect them.Teaching important points:1. New words.2. Target languageTeaching difficult points:1. Descriptive adjectives2. “With +V-ing”Teaching proceduresStep 1 Revision (1-3minutes)Help students to revise words that are learnt in Period One of this module by answering questions:1 .Who was your favorite teacher in Junior High?2 .What adjectives will you use to describe your favorite teacher in Junior High school?Step 2 Pre-reading activities (4-10 minutes)Lead in the study of the text by carrying out the following activities.1.What adjectives will you use to describe me --your new English teacher? What about other teachers?2. Look at the pictures .What are your first impressions of the three teachers? (prediction)(Ask students to write down the adjectives and check with their partners)Step 3 Fast reading: reading for main idea (11-15 minutes)1. Read the text fast and check your prediction.Mrs. LiMrs.ChenMr. Wu2. Answer the following questions.1) Who is the most popular teacher?2) Who is the kindest teacher?3) Which teacher are students most afraid of ?Step 4 Careful reading: reading for detailed information (16-25 minutes)1.Read the text again and fill in the table.2. Read the text again. Ask and answer the questions in pairs:1) What first impression did Miss. Li give to the writer? Why?2) Why don’t you feel completely stupid in her class?3) What is Mr. Wu’s teaching style?4) Why is he very popular among his students?Step 5 Dealing with expressions (26-34 minutes)1. Read the text again and underline all the verbs followed by V-ing. Make sure students understand the meaning of each sentence.2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)3. Pay attention to these sentences.A:....but Mrs. Li just smiles , so that you don’t feel completely stupid! (Line 8, Para .1)1) All the people laughed at me , so that I felt embarrassed.2) The girl practiced playing the violin very hard, so that she did a very good job at the concert.3) The next morning my uncle got up early, so that he was able to catch the first bus. Discussion: What does so that + clause show? Time, reason, purpose or result?B: I’ll do well in the exam with Mrs.Chen teaching me. (the last sentence of Para2)1) I’ll make more progress in my English study with you helping me.2) He really couldn’t work with a baby crying in the next room.3) They walked on with the white snow shining under the sun.Questions :1) Do you understand these sentences?2) Can you rewrite each sentence?Step 6 Language use (35-44 minutes)1. Retell the text according to the key words in the table.2. Discuss the following questions in pairs :1) Of the three teachers which one do you like best? Why?2) Would you like Mrs. Chen to be your physics teacher? Why or why not?3. Guessing Game: Describe your favorite teacher that you you're your classmates know and ask your classmates to guess who he or she is.Step 7 Homework (44-45 minutes)1 .Exercises2 and 4 (Textbook P13)2 .Exercise 5 (Workbook P74)。
第二语言习得 考试复习题
第二语言习得期中考试复习题1. acquisition& learning➢The term “acquisition” is used to refer to picking up a second language through exposure, whereas the term “learning” is used to refer to the conscious study of a second language. Now most of the researchers use them interchangeably, irrespective of whether conscious or unconscious processes are involved2. incidental learning & intentional learning➢While reading for pleasure a reader does not bother to look up a new word in a dictionary, but a few pages later realizes what that word means, then incidental learning is said to have taken place.➢If a student is instructed to read a text and find out the meanings of unknown words, then it becomes an intentional learning activity. ngauage➢Language is a system of arbitrary vocal symbols used for human communication .That is to say , language is systematic (rule-governed ), symbolic and social.nguage Acquisition Device➢The capacity to acquire one’s FIRST LANGUAGE , when this capacity is pictured as a sort of mech anism or apparatus.5.Contrastive analysis❖Under the influence of behaviorism, researchers of language teaching developed the method of contrastive analysis (CA) to study learner errors. Its original aim is to serve foreign language teaching.6.Error analysis❖Error analysis aims to 1) find out how well the learner knows a second language, 2) find out how the learner learns a second language, 3) obtain information on common difficulties in second language learning, and to 4) serve as an aid in teaching or in the preparation and compilation of teaching materials (Corder, 1981).It is a methodology of describing Second Language Learners’ language system s.7.interlanguage❖It refers to the language that the L2 learner produced .❖The language produced by the learner is a system in its own right.❖The language is a dynamic system, evolving over time.8.Krashen and His Monitor Model❖ 1. The Acquisition-Learning Hypothesis❖ 2. The Monitor Hypothesis❖ 3. The Natural Hypothesis❖ 4. The Input Hypothesis❖ 5. The Affective Filter Hypothsis9. input hypothesis❖Its claims : The learner improves and progresses along the “natural order” when s/he receives second language “input” that is one step beyond his or her current stage of linguistic competence. For example, if a learner is at a stage “i”, then acquisition takes place when s/he is exposed to “Comprehensible Input” that belongs to level “i+1”.10. affective filter hypothesis❖The hypothesis is based on the theory of an affective filter, which states that successful second language acquisition depends on the learner’s feelings. Negative attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as a filter, preventing the learner from making use of INPUT, and thus hindering success in language learning.11.Shumann’s Acculturation Model❖This model of second language acquisition was formulated by John.H.Schumann(1978), and applies to the natural context of second language acquisition where a second language is acquired without any instruction in the environment. Schumann defines acculturation as the process of becoming adapted to a new culture or rather , the social and psychological integration of the learner with the target language group.12.Universal Grammar⏹The language faculty built into the human mind consisting of principles and parameters.⏹This is the universal grammar theory associated with Noam Chomsky.⏹Universal Grammar sees the knowledge of grammar in the mind as having two components: “principles＂that all languages have incommon and “parameters” on which they vary.13.M acLaughlin’s Information processing model☐SLA is the acquisition of a complex cognitive skill that must progress from controlled processing to automatic processing.14.Anderson’s ACT☐This is another general theory of cognitive learning that has been applied to SLA☐Also emphasizes the automatization process.☐Conceptualizing three types of memory:1. Working memory2. Declarative long term memory3. Procedural long-term memory15.fossilization☐It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence. The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input.munication strategies⏹Communication strategies, known as CSs, consist of attempts to deal with problems of communication that have arisen in interaction.They are characterized by the negotiation of an agreement on meaning between the two parties.1.What it is that needs to be learnt in language acquisition?➢Phonetics and Phonology➢Syntax➢Morphology➢Semantics➢Pragmatics2.How experts study the children’s acquisition➢Observe young children’s learning to talk.➢Record the speech of their children➢Create a database➢Have a single hypothesis3.What are learning strategies? Give examples ?➢Intentional behaviour and thoughts that learners make use of during learning in order to better help them understand, learn or remember new information .➢Learning strategies are classified into :1. meta-cognitive strategies2. cognitive strategies3. socio-affective strategies4.What are the factors influencing the success of SLA ?●Cognitive factors :1. Intelligence2. Language aptitudenguage learning strategies●Affective factors:nguage attitudes2.Motivation5.What are the differences between the Behaviorist learning model and that of Mentalist?➢Behaviorist learning model claims that children acquired the L1 by trying to imitate utterances produced by people around them and by receiving negative or positive reinforcement of their attempts to do so. Language acquisition, therefore, was considered to be environmentally determined.6.What are the beneficial views obtained from the studies on children’s L1 acquisition?1. Children’s language acquisition goes through several stages2. These stages are very similar across children for a given language, although the rate at which individual children progress through them ishighly variable;3. These stages are similar across languages;4. Child language is rule-governed and systematic, and the rules created by the child do not necessarily correspond to adult ones;5. Children are resistant to correction;6. Children’s mental capacity limits the n umber of rules they can apply at any one time, and they will revert to earlier hypotheses when two ormore rules compete.7.What are the differences of error analysis from contrastive analysisContrastive analysis stresses the interfering effects of a first language on second language learning and claims that most errors come from interference of the first language. (Corder ,1967). However, such a narrow view of interference ignores the intralingual effects of language learning among other factors. Error an alysis is the method to deal with intralingual factors in learners’ language (Corder, 1981).it is a methodology of describing Second Language Learners’ language systems .Error analysis is a type of bilingual comparison, a comparison between learners’ inte rlanguage and a target language, while contrastive analysis between languages. (native language and target language)8.What are UG principles and parameters?➢The universal principle is the principle of structure-dependency, which states that language is organized in such a way that it crucially depends on the structural relationships between elements in a sentence.➢Parameters are prnciples that differ in the way they work or function from language to language. That is to say there are certain linguistic features that vary across languages.9.What role does UG play in SLA？➢Three possibilities :1. UG operates in the same way for L2 as it does for L1.2. The learner’s Core grammar is fixed and UG is no longer available to the L2 learner, particularly not to th e adult learner.3. UG is partly available but it is only one factor in the acquisition of L2. There are other factors and they may interfere with the UGinfluence.10.What are classifications of communication strategies?Faerch and Kasper characterizes CSs in the light of learners’ attempts at governing two different behaviors and their taxonomies are achievement and reduction strategies , and they are based on the psycholinguistics.➢Achievement Strategies:⏹Paraphrase⏹Approximation⏹Word coinage⏹Circumlocution⏹Conscious Transfer⏹Literal translation⏹Language switch (borrowing)⏹Mime⏹Use body language and gestures to make communication open⏹Appeal for assistance➢Reduction Strategies⏹Message abandonment（topic shift）:Ask a student to answer the question :How old are you ? She must utter two orthree sentences to answer the question, but she mustn’t tell her age.⏹Topic avoidance(Silence)。
善学者特征
善学者特征在这一部份里，我们组加入了一些自己的思考，如果大家有异议，欢迎讨论或指正。
Rubin(1975)首先，我们看到的是Rubin 1975年对善学者特征所作的总结：• 1. is a willing and accurate guesser.主动、精确的猜测者2. has a strong drive to communicate, or learn from communication.具有强烈的交际欲望3. is often not inhibited.不受拘束4. is prepared to attend to form.注意语言形式• 5. practices.操练，寻求交谈机会• 6. monitors his own speech and the speech of others.监控自身及他人的言语•7. attends to meaning.注重意义一会儿我们还会看到Rubin与Thompson一起在1983年做的对善学者特征做的归纳总结，呆会我们在对这前后两次总结做一个简单的比较。
Naiman下面我们再来看看Naiman做的对善学者特征的总结：• 1. An Active Task Approach.•Good language learners actively involve themselves in the language learning task.• 2. Realization of Language as a System.•Good language learners develop or exploit an awareness of language as a system.• 3. Realization of Language as a Means of Communication.•Good language learners develop or exploit an awareness of language as a means of communication (i.e. conveying and receiving messages) and interaction (i.e. behaving in a culturally appropriate manner).• 4. Management of Affective Demands••Good language learners realize initially or with time that they must cope with affective demands made upon them by language learning and succeed in doing so.• 5. Monitoring of L2 Performance.•Good language learners constantly revise their L2 systems. They monitor the language they are acquiring by testing their inferences (guesses): by looking for needed adjustments as they learn new material or by asking native informants when they think corrections are needed.•••通过查看参考文献，本小组认为：早期的对善学者特征的归纳总结主要是针对教师，目的是为了方便教师提升自己的教学。
学习策略分类(顾永琦)
Frequently asked questions
What is a language learner strategy (LLS)? What common types of strategies have been identified? How do strategies work? Are language learner strategies useful? Are strategies changeable?
Language Learner strategies: Definition, classification, and current understanding
GU Yongqi Victoria University of Wellington New Zealand peter.gu@ Incorporating ideas and materials from GU Yongqi WEN Qiufang WANG Lifei
Metacognitive cognitive socio-affective
By skill: listening, speaking, reading, writing, vocabulary, or translation strategies. Others: Strategies by Others proficiency levels, by specific cultures (i.e., learning the language of a specific culture), or by specific languages.
Wenden (1987, pp.6-7) O'Malley & Chamot (1990, p.1) Oxford (1990, p.8)
Language learning styles and strategies
Desired degree of generality 全局认知度
• 按照学习者接受信息的方式分类 • Global/Holistic 整体型：喜欢抓住重点或者 大意，全面看待问题，即使遇到不认识的词汇 或概念也能与别人交流 • Analytic 细节型：关注具体的规则和细节，善 于记住具体的信息，喜欢分析语法规则差异， 对新的词组和单词比较敏感。
中国地图 美国地图 江西省地图 赣州市地图 中国地图
Thinking vs. Feeling 理性 型与感性型
• Thinking • Feeling
Closure-oriented/Judging vs. Open/Perceiving 封闭型与开放型
• 按照接受信息的方式分类 • Closure-oriented/Judging：善于制定计划并 按规定的期限完成任务。对歧义容忍度低，难 以忍受模糊，希望得到详尽的讲解和明确的指 令。 • Open-oriented/Perceiving: 善于收集信息， 不急于下结论，有很大的灵活性和可变性，对 歧义的容忍程度高，不关心规则也不喜欢被规 定时间期限来完成指令。
英语学习策略(38)
学习策略的分类
O’Malley & Chamt (1990)cognitive strategies
（认知策略）
resourcing, keyword method, inferencing, note-taking, recombination, translation
metacognitive strategies
(d) Using dictionaries or other reference materials.
(e) Writing down the main idea, important points or outline of the information presented orally or in writing. (f) Putting together smaller meaningful elements into new wholes.
Meta-cognitive Strategies In the 1970s, American psychologist Flavell (1979) first put forward the concept of metacognitive strategy which enriched the theoretical research and training instruction of learning strategy. He thinks metacognitive strategy is the cognition of cognition, the awareness and controlling of a person’s process and result of his own cognition. Metacognition includes three aspects: metacognitive knowledge, metacognitive experience, metacognitive supervision and adjustment, with the last one as the most important. In the learning activities, the cognitive strategy is the indispensable specific knowledge which can improve learning efficiency, but the metacognitive strategy is the supervision and adjustment of the whole learning activities. The use of the cognitive strategy aims to make progress whereas the use of the metacognitive strategy aims to supervise this progress.
英语学习策略
(4)Rubin(1987) thinks that learning strategies help learners to build the systematical construction of language development. These strategies can derectly influence the development of language. (5)Oxford (1990)defines learning strategies as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, more transferable to new sutuations. " (6)Cohen(1998) regards learning strategies as the learner's conscious or subconscious behavior and mental activity. These internal and external activities have specific goals. One goal is to make the learning of language and skills more easier, the other is for the employment of language or to make up the shortage of knowledge.
(1)Whether the strategy means the visual behavior that can be seen or the mental activity which can not be seen, or both？ (2)What does the strategy really refer to ? Individual's overall characteristics of learning or the specific technique to finish a task？ (3)Is strategy conscious or unconscious (4)Whether strategies can have a direct influence on the development of language？ —— the essence of the divergence about all definitions put forward by Ellis in 1994
《普通高中英语课程标准》(2017年版)重点内容双语解读
《普通高中英语课程标准》（2017年版）重点内容双语解读（二）19. 课程内容：是发展学生英语学科核心素养的基础，包括六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。
19. Course contents: They’re the basis for developing students’ core competencies ofthe English subject, including six elements: thematic context, language type, language knowledge, cultural knowledge, language skills and learning strategies.20. 主题语境：包括人与自我、人与社会、人与自然，涉及人文社会科学和自然科学领域，为育人提供话题和语境。
20. Thematic context: Including human and self, human and society, man and nature,involving humanities, social sciences and natural sciences and providing topics and language environment for educating people.21. 人与自我：是三大主题语境之一，涉及“生活与学习”“做人与做事”等两个主题群下的9项子主题。
21. Human and self: One of the three main theme contexts, including the ninesub-themes of “life and study”, “life and work” and so on.22. 人与社会：是三大主题语境之一，涉及“社会服务与人际沟通”“文学、艺术与体育”“历史、社会与文化”“科学与技术”等四个主群下的16项子主题。
二语习得(L7正)
Types of learner strategy
Learning strategy 学习策略 Production strategy 表达策略 Communication strategy 交际策略
Learning strategy
Learning strategies in formulaic speech learning
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语言学习策略
Test Paper for “Language Learning Strategies”I.Explain the following terms. (20%)nguage learning strategyAccording to Oxford, learning strategy(LLS) is a plan, step, or conscious action toward achievement of an objective. O’Malley thinks that learning strategies are plans, actions, procedures, etc which the students adopt to effectively acquire, store, search and employ information. Moreover, LLS refer to Specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills. Its features mainly contain communicative competence as the main goal, greater self-direction for learners, new roles for teachers. Oxford divided LLS into two major classes: direct and indirect strategies.2. strategy of practicing naturallyStrategy of practicing naturally refers to using language for actual communication, this strategy involves practicing the new language in naturalistic setting. It can be applied to listening, speaking, reading and writing.3. affective strategiesAffective strategies are learning strategies concerned with managing emotions, attitudes, motivation, and values.4. tolerance of ambiguityTolerance of ambiguity refers to the ability to perceive ambiguity in information and behavior in a neutral and open way.II.I dentify the strategies embedded in the situations given.In each situation you must find at least FIVE strategies (20%)1.N EWSPAPER: You are a foreign language student in your second year ofstudy. With your classmates, you are writing and publishing a newspaper in the target language. Your task is to use written pieces of target information given to you and then to transform that information into articles—news,editorials, features—and format them into a readable newspaper. Which language learning strategies do you need to use?Grouping strategy；Using resources for receiving message；Practicing naturally；Recombining strategy；Cooperating with peers.2.VISITING GRANNY: You are in your 30s. Three months from now you willgo to Warsaw to visit your grandmother, whom you have never met. You know from your parents that your grandmother speaks only a few words of English.You speak only a few words of Polish. You need to learn as much Polish as you can in the next three months, so you can find out all you can about your grandmother’s life, the family history, and your Polish relatives when you get to Poland. Which language learning strategies do you need to use?Overviewing & linking with already known material;Organizing: time management;Practicing (Repeating) ;Planning for a language task;Reviewing well;3.Church: You are a visitor from the USA in Germany. It is Friday, and you wantto prepare yourself to go to church on Sunday to worship, participate in the service, and possibly meet some German people afterwards. You had 2 years of German study, but that was a very long time ago. Which language learning strategies do you need to use?Developing cultural understanding;Lowering your anxiety;Encouraging yourself;Overviewing;Guessing intelligently using other clues.4.THE PLAY’S THE THING. You are an American high school student in yourthird year of French. Your task is to work with a small group to write and participate in a 30-minute play, all in French, about teenagers in France. You don’t know much about teenagers , and you are terrified about speaking French in the play, but you are relieved that your friends are involved in it with you. Which language learning strategies do you need to use?Cooperating with others;Using physical response or sensations;Lowing your anxiety;Encouraging yourself;Semantic mapping (to remember the words and expressions in the play)III.Answer the following questions. You may choose any two of the first five questions. And you must answer Question No. 6. Each answer will be no more than 200 words and no less than 150 words long. (30%)1.What are the features of language learning strategies?The language learning regards communicative competence as the main goal; it provides greater self-direction for learners. Also, it expands the roles of teachers. Other important features are problem orientation, action basis, involvement beyond cognition, direct &indirect support of learning, degree of observability, level of consciousness, teachability and flexibility. Besides, the features also include purpose or goal orientation, sequence of actions, focus of attention , degree of monitoring, level of observability, deliberateness, extent of evaluation, self-initiation.2.What are the possible effects of cooperation?Cooperation is one of the most important leaning strategies. It has positive and negative effects on the language learning.Cooperation can produce positive effects. While cooperating with other students in a group, the students can communicate with others and learn other’s opinion. Also , in cooperation the students don’t feel anxious. It helps the students in their future career. In cooperating d they have no burden. Besides, the group spirit can be built in the cooperation with others to finish some tasks, the students can get positive interdependence and mutual support.However, cooperation also has some negative effects. Some students may be reluctant to show their opinions and keep silent. Some students may rely on others to do all the tasks, and they lose the chance to think. Also, some student get this opportunity to talk with others. All of these possibilities will lead to the ineffectiveness of cooperative tasks. For both of the teachers and the students, cooperation is useless.3.What do you benefit from this course?I benefit a lot from this course. I learn that there are so many language learningstrategies and they are of great help to both the teachers and the students. As an English teacher, it is necessary for me to understand those language learning strategies and integrate them with the English teaching. As for the students, if they can learn and use the strategies, their English learning will become easier and more effective.Before this course, I taught English in the same way with my teachers or in the way the reference book tells the teachers. I never thought out why some kinds of teaching ways are used. So my teaching goes without the guidance of theory. And in the teaching, I pay more attention to the basic language points and so-called way of getting higher marks in the exams. I gave little help on the students’learning method.Now, I think the students should learn not only the vocabularies, phrases and grammars, but some learning strategies, which can also be used in their study ofother languages. So the students need to learn “how to fish”. In this way can the students develop a useful and effective way of learning a language.IV. Design a STRATEGY-BASED teaching planning concerning any of the language skill or knowledge. (30 %)My First Ride on a TrainBOOK 1 for Senior High StudentsIntroductionI. Teaching objectives1. Knowledge and skillsa. help the students learn the useful words and expressions.Motorbike, ferry, tram, train, plane, bus, helicopter, taxiGet on/off, get into/out of , ride, drive, take off, landb. help the students talk about their travelling experiences.2. process and methoda. using the group work to talk about their travelling.b. develop the students’ speaking ability.3. attitude and valuehelp the students realize the meaning of travelling. It is a great way to broaden their horizon.II. Teaching key and difficult points1. help the students learn to use the words and expressions.2. help the students describe the experience in English.3. how to improve the students’ speaking ability.III. Teaching methodsCommunicative approach, group discussion, brain-storming, task-based approach.IV. Teaching aidsPPT, multi-media, blackboard V. Teaching proceduresIn the teaching plan, I mainly train the memory strategy, cognitive strategy, meta-cognitive strategy , social strategy and the affective strategy.。
学与教的心理学智慧Oxford的分类
A. Centering your learning
B. Arranging and planning your learning
C. Evaluating your learning
5. 情感策略（affective strategies） （包括降低焦虑程度、鼓励自己、了解自己
的情感状态。）
A. Lowering your anxiety B. Encouraging yourself C. Taking your emotional temperature
（二）Oxford的分类（1990）
1. 直接策略
• 记忆策略 • 认知策略 • 补偿策略
2. 间接策略
• 元认知策略 • 情感策略 • 社会策略
1. 记忆策略（memory strategies）：包括建立 联系网络、运用形象和声音、认真复习、 运用动作。
A. Creating mental linkages B. Applying images and sounds C. Reviewing well D. Employing action
2. 认知策略（Cognitive strategies） （包括练习、接受和传送信息。分析和推理、
为输人输出信息建立规则。）
A. Practising B. Receiving and sending messages strategies C. Analysing and reasoning D. Creating structure for input and output
3. 补偿策略（Compensation strategies） （包 括聪明的猜测、克服说写中语言知识的不 足。）
A. Guessing intelligentБайду номын сангаасy
The Importance of Learning Strategies in ELT(外语学习策略的重要性)
Learning strategies are steps taken by students to enhance their own learning.
Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
• Understanding how to train your students to use them
III. Definition
Oxford, Rebecca. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle
Jun Liu Example Learning ategies
• Memorize. •Take risks. •Learn from your mistakes.
National English Speaking Competition Example Learning Strategies
•Set up goals and objectives.
•Evaluate how you are doing.
Social/Affective Strategies
When you use social/affective strategies, you are thinking about how you feel about your language learning and you are working with other people to learn.
Language Learning Strategies 2-3
Recombination: Constructing a meaningful sentence or larger language sequence by combining known elements in a new way. 重新组织 Imagery: Using visual images (either mental or actual) to understand or remember new information. 利用视觉形象 Auditory representation: Planning back in one’s mind the sound of a word, phrase, or longer language sequence. 听觉再现
Self-evaluation: Checking the outcomes of one’s own language learning against a standard after it has been completed. 自我评价
认知策略( 认知策略(Cognitive Strategies) 重复（repetition） 重复（repetition） 利用目标语资源（resourcing） 利用目标语资源（resourcing） 翻译（translation） 翻译（translation） 归类（grouping） 归类（grouping） 记笔记（note-taking） 记笔记（note-taking） 演绎（deduction） 演绎（deduction） 重新组织（recombination） 重新组织（recombination） 利用视觉形象（imagery） 利用视觉形象（imagery） 利用声音表象（ representation） 利用声音表象（auditory representation） 利用关键词（ word） 利用关键词（key word） 联想（Elaboration） 联想（Elaboration） 迁移（transfer） 迁移（transfer） 推测（inferencing） 推测（inferencing） L 小结 （Summarising ） Summarising
七下五三英语unit4作文
七下五三英语unit4作文英文回答：When it comes to learning a foreign language, there are many factors that can influence our progress, such as the learning environment, the teaching methods, the motivation of the learner, and the learner's own language learning strategies. Among these factors, I believe that thelearner's language learning strategies play a crucial role in determining their success in language acquisition.Language learning strategies refer to the techniques and methods that learners consciously or unconsciously employ to facilitate their language learning. These strategies can vary greatly depending on the individual learner's learning style, cognitive abilities, and language learning goals. However, research has identified several key language learning strategies that have been found to be effective for many learners. These strategies include:Cognitive strategies: These strategies involve mental processes that help learners understand and process the target language. They include techniques such as summarizing, paraphrasing, and making connections to prior knowledge.Metacognitive strategies: These strategies involve thinking about and regulating one's own learning process. They include techniques such as setting goals, monitoring progress, and adjusting learning strategies as needed.Affective strategies: These strategies involve emotional and motivational factors that influence language learning. They include techniques such as setting realistic goals, maintaining positive self-talk, and seeking support from others.In addition to these general strategies, there are also specific strategies that can be tailored to different aspects of language learning, such as vocabulary acquisition, grammar learning, and listening comprehension. For example, to improve vocabulary acquisition, learnerscan use strategies such as flashcards, spaced repetition systems, and word mapping. To improve grammar learning, learners can use strategies such as grammar drills, error analysis, and inductive reasoning. To improve listening comprehension, learners can use strategies such as previewing the listening text, identifying key words, and making predictions.By using a variety of language learning strategies, learners can become more active and effective in their language learning. These strategies can help learners to better understand and remember the target language, to improve their fluency and accuracy, and to develop apositive attitude towards language learning.中文回答：在学习外语时，有很多因素会影响我们的进步，例如学习环境、教学方法、学习者的动机，以及学习者自己的语言学习策略。
英语特差生作文模板
英语特差生作文模板英文回答：The Struggles of an English Learner: A Comprehensive Guide for Improvement。
Introduction。
English language learning can be a challenging endeavor, especially for those designated as "special needs" students. These individuals often face unique obstacles in acquiring proficiency in the English language, requiring tailored support strategies to facilitate their success. This comprehensive guide aims to provide a thoroughunderstanding of the specific challenges faced by English language learners and offers practical solutions to empower them in their pursuit of English language mastery.Section 1: Understanding the Challenges。
Working memory limitations: Difficulty retaining and manipulating information for comprehension.Phonological processing deficits: Challenges in recognizing and distinguishing sounds in English.Semantic difficulties: Reduced vocabulary anddifficulty understanding the meaning of words.Linguistic Barriers:Grammatical complexities: Struggles with intricate English grammar rules and sentence structures.Idiomatic expressions: Incomprehension of figurative language and colloquialisms.Pronunciation challenges: Differences in pronunciation between native and non-native speakers.Anxiety and lack of confidence: Fear of making mistakes and feeling inadequate.Cultural differences: Background influences that can shape perspectives and learning styles.Lack of motivation: Disinterest or negative experiences that hinder motivation for learning.Environmental Barriers:Limited exposure to English: Insufficient opportunities for interaction with native speakers.Inadequate instructional support: Lack of access to effective teaching methods and resources.Socioeconomic factors: Poverty, housing instability, or cultural isolation that can impact learning.Section 2: Strategies for Success。
英语学习策略报告英语作文
英语学习策略报告英语作文English Response:Executive Summary:Effective English language learning strategies are crucial for language acquisition. By employing a comprehensive approach that encompasses cognitive, metacognitive, and social-affective techniques, learners can enhance their proficiency in all four language skills: listening, speaking, reading, and writing. This report outlines a range of evidence-based strategies that cater to different learning styles and individual needs.Cognitive Strategies:Cognitive Skills: These encompass memory, attention, problem-solving, and critical thinking abilities. Learners can improve these skills by using memory tricks, practicing concentration, and engaging in problem-based learningactivities.Rehearsal Strategies: These involve repeating new vocabulary and grammatical structures to aid memory retention. Techniques such as spaced repetition, flashcards, and self-testing are common rehearsal methods.Elaboration Strategies: These entail connecting new information to existing knowledge. Summarizing, paraphrasing, and generating questions are effective elaboration strategies.Metacognitive Strategies:Metacognitive Awareness: Learners develop self-awareness about their own learning processes. Regular self-assessment, reflection on strengths and weaknesses, and monitoring of progress contribute to metacognitive awareness.Metacognitive Planning: This involves setting learning goals, breaking down tasks into smaller steps, andselecting appropriate learning strategies.Metacognitive Evaluation: Learners assess their own understanding and identify areas for improvement. Questioning, self-correction, and seeking feedback are common metacognitive evaluation techniques.Social-Affective Strategies:Social Interaction: Engaging with native speakers or other learners through conversation, group work, and peer learning provides valuable opportunities for language practice and feedback.Motivation: Maintaining a positive attitude, setting realistic goals, and seeking support from others are essential for sustaining motivation.Affective Strategies: Managing anxiety, building confidence, and developing a growth mindset are crucial for overcoming language barriers and promoting language acquisition.Effective Implementation:The effectiveness of these strategies depends on the learner's individual learning style, language proficiency level, and available resources. Learners should tailortheir learning plan to suit their specific needs and engage in regular practice. Feedback from teachers, tutors, or language exchange partners can provide valuable insightsfor improving learning outcomes.Conclusion:By utilizing a combination of cognitive, metacognitive, and social-affective strategies, English language learners can optimize their learning experience and achieve greater proficiency. Embracing evidence-based techniques, adapting to individual needs, and engaging in regular practice are essential for successful language acquisition.中文回答：执行摘要：有效的英语学习策略对于语言习得至关重要。
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Review of the summary writing
• The purpose of the summary is to
convey to others an undstanding of a text you have read while others have’ have’t.
Remember the following key features:
•
Questions :
• Would you like to write English better ?
If yes ,what’s your motivation ? ,what’ Can you shIntroduction to the Affective Srategies:
language learning far more effective and enjoyable,while negative feelings can stunt progress. A wide rang of individual differences have been identified as factors that influence the development and use of affective strategies. Writing is a means of expression of one’s emtion one’ in communication .A positive attitude and establish the confidence gradually in the learning process.
Affective Strategies
Made by ShanYaoyao
Goal :
• 1.Be familiar with affective strategies • 2.Know when you can depend on solve
your problems • 3.Get to know how to control your affective strategies in your writing practice
Ok ! that all !
• Thank you !
The contents:
• Lowing your anxiety • Encouraging yourself • Taking your emotional temperature
The reasons
• Positive emotion and attitudes can make • •
• The difinition:Affectve strategies are
strategies for regulation emotion, motivation,and attitudes; and they are also strategies for reduction of anxiety and for self-encouragement. self-
• Be shorter than the original source • Include major details in your own words • Include the main idea of the original
source in your own words • Be faithful to the original passage • Should not include trivial(没有价值的） trivial(没有价值的） information or unimportant details • Should not repeat information