优秀语言学习者的学习策略。其中包括1明显强烈的学习

优秀语言学习者的学习策略。其中包括:1. 明显、强烈的学习动机；

2. 灵活的学习策略；

3.自主学习能力;

4. 对语言的功能性和结构性的双重关注。

1.GLLs have definite and desirable motivation

As it is known, the stronger the motivation, the more quickly and better a per son will learn a language. Most of good language learners have instrumental m otivation and some are particularly interested in target culture, history or peopl e. For GLL both types of motivation are important, which stimulate them to st udy with greater efforts in order to reach their goals.

2. GLLs have flexible learning strategies

They adjust themselves to different learning situations and involve themselv es in any language learning process. In our country they not only learn Englis h in classroom but also listen to news, go to see films in the target language. And some even can learn from advertisements and other mass media. They ar e not content with their knowledge of a foreign language but always try to im prove it. Whenever they have a chance, they will try to communicate with a n ative speaker and ask the native speaker to correct them. They do not passivel y accept what is presented to them but go out to meet it.

3. GLLs usually are self-accessed and independent learners

They would like to employ metacognitive strategies (O'Mally and Chamot, 199 0). In this strategy the most important is self-management and advance prepara tion. GLLs in most cases plan their learning: they will sit in the front of the class so that they can see and hear the teacher clearly; they will preview new words and the text and try to remember as much as they can; meanwhile, th ey can find the problems that puzzle them and will settle them in class; they are also self-reinforced after class.

4. GLLs in their language learning pay much attention to structural as pects of the language as well as functional aspects of the language. The structure aspect concentrates on the grammatical system, explaining the wo rd-order rules and formation of sentences etc. Whereas the functional aspects c oncentrates on situational and social factors, In other words the sentence struct ure is stable and straightforward, while its communicative function is variable and depends on specific situational and social factors.

在教学中如何兼顾语言的功能性和结构性

1．方式上的互补策略

（1）语言情境设计的互补

语言情境是指在英语教学过程中为学生感知、操练、初步运用语言材料创设语言交际的社会语言背景。设计“结构——功能”互补的语言情境时要充分考虑到语法规则和交际原则之间的协调关系，把语言形式和功能有机地结合起来。因此，教师要将课堂设计成一个模拟真实的场景，能使学生知晓英语词汇、短语、句子或对话运用的特定场景，感受语言学习的真实性。具体而言，教师可以从两个层面来进行：第一，直感情境的设置。小学生以形象思维为主，在教学活动中，教师借助视觉辅助物设置语言情境可以帮助学生感知、操练乃至运用知识。第二，语言情境的设置。对于英语中一些非实意动词或名词的教学，教师一般可采用用英语语言设置情境的方法帮助学生了解并掌握语言材料。

（2）教学过程中学与用的互补

在教学过程中进行学与用的互补，就是教师根据教学目标和教学内容的特点，频繁地指导学生交替进行语言知识的学习与运用。具体而言，在进行以掌握语言结构为主要目标的教学中，教师要通过设置逼真的情境、游戏、角色扮演、讲故事等方法让学生灵活地、生动地运用有关知识，以巩固语言结构的学习；在进行以语言交际为主要目标的教学中，教师要根据学生在交际中存在的普遍问题，通过操练语言结构，让学生掌握扎实的语言知识。

（3）输入与输出的循环互补

英语教学中输入与输出的循环互补指教师根据教学目标和教学内容的需要，通过生动活泼的方式，即时在教师、学生提供的刺激与有关学生的反应之间多次交替进行。促进输入与输出循环互补的教学策略与方法有：全身反应法，信息——交换、互动策略，故事——语量输入策略等。

（4）课堂教学与课外活动的互补

课堂教学作为英语学习的主要途径，对学生掌握语言结构以及应用有关知识有着十分重要的意义。英语课外活动作为课堂教学的补充，在发展学生的语言交际能力方面有着独特的价值。我校利用外宾接待活动，让学生在接待外宾的活动中发展他们的语言交际能力，同时，通过开展英语角、表演课本剧等活动发展学生综合的语用能力。

（5）听、说、读、写的交叉互补

听、说、读、写作为英语教学的四项基本技能，在教学中，不应将它们机械地割裂开来，应该根据教学目标的要求和教学内容的特点，循环交替进行四项基本技能的练习。我校教师在教学中，往往把四项基本技能作为一个整体序列，循环交替进行。

2、教学方法上的互补策略

除了在方式上的互补外，我们还在教学实践中总结、提炼出了一套与相关教材相应的教学策略，包括：情境化策略、游戏化策略、媒体化策略、故事——语量输入策略、信息——交换互动策略。