The Effects of Integrating Language Learning Strategy into EFL Instruction for Non-English Major Students in Vocational Technical Colleges

Language learning strategies play an important role in language learning. Students in vocational technical colleges have been regarded as low English proficiency learners due to their weak foundation in learning English. To explore the solution, the present study employed a specific survey of language learning strategy use and tried to conduct a one-semester language learning strategy training, aiming to investigate the effects of integrating language learning strategy into EFL instruction for non-English major students in vocational technical colleges. We found after the instruction, the difference in the frequency of overall strategy use between the experimental group and the control group was significant indicating that the students could be trained with language learning strategies to enhance the frequency of their strategy use. After language learning strategy instruction, the experimental group didn＇t perform significantly better than the control group in terms of their English language proficiency. However, the results of this present study still supported this viewpoint that the strategy instruction had positive impacts to some extent if properly conducted, for it had positive effects on enhancing students＇ language learning strategy use.

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Overseas research has shown that achievement emotions have direct relationships with ＂achievement outcome＂ and＂achievement activities＂. The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 （16 males, 58 females） TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

Teachers' Perspective on Language Learning Strategies in Second Language Acquisition

"Teaching how to learn"has become very popular nowadays,and it is also very important to explore language learn ing strategies(LLS) in second language acquisition(SLA). Teachers' perspective will greatly affect the result of strategy instruction and training and how to help students acquire second language effectively is worthy researching.

The Effectiveness of Self-regulated Learning Strategies on Chinese College Students' English Learning

The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).

On the College English Learning Strategies and Their Usages

English language learning strategy is an important part in the process of learning,and the selection and use of it has a direct impact on the effect of English learning.Now there are some problems in the use of college English learning strategy,which have many factors,such as:learning environment,learning concepts,learning motivation and so on.Therefore,some corresponding strategies must been taken so as to improve the quality of teachers’teaching and the efficiency of students’learning.

Analysis of Good Language Learner Strategies

This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner （GLL） strategies. As is shown, many different factors affect language learning and the important one of them is individual differences — different motivation, different aptitude and different learning strategies, etc.— which can lead to various achievements in language learning. Therefore, learners should try to employ the most appropriate learning strategies in order to get desired achievements.

视觉学习研究进展

随着图像化技术和电子媒体的发展,视觉学习也逐步发展为学习科学的一个研究分支,得到研究人员和教育工作者的广泛关注。基于此,作者试图对视觉学习的相关研究进行梳理和总结。文章首先对视觉学习的内涵及其研究的发展和目标进行概述;接着梳理了视觉学习研究的主要内容,包括视觉学习的基本过程、视觉学习的符号系统、基于视觉学习的教学研究、视觉化技术的教育应用等四个方面,并对其研究成果以及相关典型案例进行了介绍;最后,文章还评析了视觉学习研究的特点及其对我国视觉学习研究的启示。

二语动机理论研究及其对大学英语教学的启示

在第二语言学习过程中,学习动机是影响语言学习者学习效果的重要因素之一。D·rnyei以心理学派、社会文化学派等动机研究成果为基础,将动机理论研究推进和深化,提出一种新的动机概念框架——二语动机自我系统和指向性动机流,对大学英语教学产生了积极的指导作用。在大学英语教学中,教师要采取有效的动机教学策略,注重激发和维持学生的学习动机,引导学生形成良好的自主学习策略。

外语学习动机及策略研究

学习动机在学习活动中起着至关重要的作用。本文阐述了学习动机在外语教学中的作用 ,并对如何激发和培养学生外语的学习动机提出了几点建议 :一是创造轻松的课堂环境 ;二是采用灵活多样的教学方法 ;三是正确发挥考试的导向作用 ;四是增强学生自信心 。

融入型学习策略教学与二语成绩实证研究

本研究以140名非英语专业学生为对象,经过三个学期的融入型语言学习策略教学后,对其入学时的高考英语成绩、英语学习策略及大学英语四级成绩的相关性进行问卷调查,结果发现:这些学生不管入学成绩高低,经过策略教学后在学习策略的使用上并无显著差异;学习策略和四级成绩不相关,而入学英语成绩对四级成绩有预测力。但是,我们不能因此否认学习策略教学的有效性,策略教学是一个复杂的过程,其影响是长期的。

学习策略与英语学习成绩多维关系研究——基于高职英语专业数据的实证分析

采用英语学习策略问卷调查与结构化访谈方法,结合广东某高职院校英语专业学生的学习策略使用水平和大学英语四级成绩,探讨了学习策略与英语学习成绩的多维关系。实证结果表明:学生整体策略使用频率为3.01;学习策略与成绩显著高度正相关;记忆策略与元认知策略对四级成绩有显著正预测力;高分组策略使用频率,特别是元认知策略使用频率,显著高于低分组。此研究成果可为全国高校英语教学加强学习策略教学提供理论支撑与经验依据。

网络自主学习环境下听力策略培训研究

以O'Malley与Chamot的学习策略理论为基础,参照Oxford的策略训练模式,对网络自主学习环境下非英语专业学生进行听力策略使用调查和听力策略培训研究,结果表明,策略培训能够提高学生的策略使用频率,增强其策略意识;策略培训有助于学生听力理解水平的显著提高,对网络环境下学生听力自主学习有积极作用;元认知学习策略使用与听力理解水平显著相关,显示出元认知策略培训对学生听力自主学习的重要性。

语文教学目标陈述的学理与策略

在实际语文教学中,教学目标的陈述普遍存在一定程度的含糊性和随意性。导致这一问题的原因较为复杂,语文教师陈述教学目标缺乏科学理论的指导无疑是其中一个重要原因,因此,从理论上探讨语文教学目标陈述问题十分必要。现代科学心理学有关教学目标陈述的理论主要包括分类分层陈述理论、行为目标理论和行为样品理论。依据这些理论,语文教师在设计教学目标时应该针对学生的语文学习结果分类陈述,针对学生的语文学习过程分层陈述,针对学生的言语行为规范陈述。

大学英语课堂教学对学生自主学习能力的培养

学生英语自主学习能力的培养越来越受到广大英语教育工作者的重视。本文探讨自主学习的概念与理论基础,进一步分析影响学生自主学习的主要因素,提出在大学英语课堂教学中培养学生自主学习能力的建议。

基于渗透式学习策略的大学英语教材回顾性评估实证研究

本研究以第四代大学英语教材中的学习策略内容、使用教材的指导者和学习者为研究对象,通过定量与定性的研究方法来研究其特质以及其与学习者自主学习能力培养之间的关系。研究表明,基于学习策略的大学英语教材能有效地指导学生自主学习;教师应加强对学生策略指导及应用;教材编写者应增加精细设计的练习以达到更有效地提高自主学习的效能。

支架式教育理论及其语言学习策略培训研究

文章通过解释支架式教育理论的起源和定义,分析支架式教育策略的步骤及其特点,以及分析语言学习策略培训的特点和模型,讨论了支架式教育理论对语言学习策略培训的影响,用英语语言学习过程中支架教育策略的实际运用论证支架式教育理论的重要性和影响力。

对外汉语教学策略探究——以越南留学生为例

随着中国和越南在经济、文化领域合作的加强,来中国学习汉语的越南留学生也不断地增加,针对越南留学生的汉语教学研究也具有了重要的意义。文章以语言学理论和对外汉语教学理论为理论支撑,以160名越南留学生为调查对象,通过调查研究的方式,从汉语的学习主体———越南留学生本身的特点(学生对汉语语言的态度、学习动机、学习目的、学习策略等)来对越南留学生的学习特点及针对越南留学生的教学策略进行研究。

语言学习策略训练与英语阅读教学

语言学习策略在英语教学中越来越重要。为了提高学生的阅读能力,在阅读教学中教师要尽量强化学生对学习策略的意识,利用课堂活动进行学习策略的教学和训练,使学生真正了解和掌握一些学习策略,并成为他们学习技能的一部分。

CBI对英语学习者的学习动机和学习水平影响的实证研究

内容教学法(Content-based Instruction,简称CBI)主要强调语言的教学应围绕着学生将要学习的内容和将要获取的信息来展开。采用定性和定量相结合的研究范式,通过课堂观察、半结构化访谈、问卷调查及学生日志等研究方法,采集相关数据,在认知及教育心理学理论框架内探讨内容教学法对中国高职高专学生英语学习动机和学习水平的影响,指出对我国外语教学和外语教师自身专业发展的启示。

促进大学生自主学习英语的教学策略探讨

随着当前形势的发展变化,社会对大学生的英语水平提出了更高的要求。本文指出,为了切实提高大学生的英语实用能力,应当改变长期以来过于注重教师的主体作用的传统英语教学模式,确立以学生为主体的教学理念,实施促进大学生自主学习英语的教学策略。