LanguageLearnerStrategies-外语教学与研究出.pptVIP

Language Learning Strategies Outline: Why bother about learning strategy?What is learning Strategy? Changes in paradigm:Teacher/teaching-centeredto Learner/learning-centered Stern (1983): Winstein (1986): Chamot (1987): Rubin (1987): Oxford (1990): Cohen (2006): Controversial: Controversial: No Unified Answer yet Classifications (Cohen 2006):  By goal: By function: By skill: Others By goal: Language learning strategies (e.g., translating, memorizing) or language use strategies (e.g., retrieval, communicative, and cover strategies). By function: Metacognitive, cognitive, socio-affective. By skill: listening, speaking, reading, writing, vocabulary, or translation strategies. Others: Strategies by proficiency levels, by specific cultures (i.e., learning the language of a specific culture), or by specific languages. Language use strategies rehearsal strategies – strategies for practicing target language structures (e.g., rehearsing “would you mind…” in a request to a teacher to be excused for the day). b) retrieval strategies – strategies to call up language material from storage (e.g., calling up the correct verb in its appropriate tense). communication strategies – are the verbal (or nonverbal) first aid devices used to deal with problems or break- downs in communication. Communication strategies serve to: steer conversation away from problematic areas, express meaning in creative ways (e.g., by paraphrasing a word/concept), create more time to think (e.g., by using fillers or other hesitation devices), negotiate the difficult parts of the communication until everything is clear. O’Malley Chamot (1990) 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. Metacognitive strategies – processes learners consciously use to supervise or mana