英语学习策略模式培训及有效性文秋芳

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1、PartTwoStrategytraining:Trainingeffects,misconceptionsandsuggestions1EncouragingNote“Englishcoursestandardsforprimaryandsecondaryschools”(2001)EnglishCourseRequirementsforNon-EnglishMajors(2004)“EnglishteachingsyllabusforEnglishmajors”(2000)2ThelanguagecurriculumSyllabusdesign:What?Methodo

2、logy:How?Evaluation:Howwell?(Nunan,2004)3DifficultiesinimplementingthenewcurriculumNospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？4ThequestionthatarisesinthiscontextHowtointegratestrategytrainingwithuniversity-leve

3、lforeignlanguageprograms?5WhatamIgoingtotalkabout?ReviewingtheprogressinstrategytraininginmainlandChinaCriticallyexaminingcommonassumptionsunderlyingstrategytrainingprogramsandresearchonstrategiesStrategytrainingprinciplesandtheirjustifications6TopicOneReviewingprogressinlanguagestrategytr

4、aininginChina7PioneeringeffortsinMainlandChinaForstudentsGeneraltrainingSpecifictrainingForteachersThesummerinstitute(2003,2004)WorkshoponSB!(April,2006)8ExamplesForgeneraltrainingZhuWeifang&CaoWen(1999)MaXiaomei&GaoYanjieetal.(2003)9ExamplesforspecifictrainingLüChanghong,(2001):ListeningW

5、angLifei(2002):SpeakingFanLin&WangQinghua(2002):Vocabularylearning10Generaltraining(1)ZhuWeifang&CaoWen(1999)BeijingUniversityofForeignStudies57first-yearstudentsenrolledin1997TheEnglishOrientationCampthreeweekshelpfreshmenadjustthemselvestouniversitylifeandstudy11L2learningstrategytrainin

6、gTextbook“Learningmatters”byDavidNunan15strategieswereintroducedtothestudentsEachcycleconsistsofthreeactivities12L2learningstrategytrainingReflectingonandsharingthelearningstrategiesusedbeforeDiscussing15introducedstrategiesinrelationtodifferentteachingsituationsAccomplishingdifferenttasks

7、byavarietyofstrategies13Results31%students:benefitfromstrategytraining12%students:tooabstractandnotusefulConclusion:strategiesteachableandsomewhateffective,butnotaseffectiveaswasexpected14Generaltraining(2)MaXiaomei&GaoYanjieetal.(2003)Xi’anJiaotongUniversity2