Re-exploring Challenges and Strategies of English Learning for Chinese English-Learners

Chinese English-learners always face many challenges when they try to acquire English language,not only in China's Mainland,but in Chinese communities overseas.Despite the prevalent challenge,such as cultural differences,the present paper tries to re-explore and refine these challenges and strategies,analyze the specific factors,such as age,accent,and thinking difference by using cognitive perspective and sociocultural perspective.To enhance English teaching and learning,it also makes deep discussions and provides some suggestions for future use.

An Empirical Study on the Effectiveness of Language Learning Strategy Training for Chinese Adult English Learners

This paper explores how to implement effective strategy training for part-time Chinese adult English learners in a tertiary FLT （Foreign Language Teaching） classroom. Through a study of threx~ semesters during which six sessions of learner training workshops and constant, integrated task-based instruction were carried out, empirical evidence was collected via the instrument of questionnaires, interviews, learners＇ regular written reports, and the findings indicate that： （1） The students reported a statistically significant increase of the overaU average frequency of language strategy use over all SILL （The Strategy Inventory for Language Learning） items with 2.95 at the beginning and 3.61 at the end; and （2） Well-organized, explicit, and discrete leaner training workshops combined with frequent, explicit, and integrated task-based strategy instruction are an effective and helpful way to improve learners＇ awareness, selection, and frequency of strategy use, which can further foster learner autonomy.

An Investigation into the Vocabulary Learning Strategies of Chinese EFL Learners of High,Average,and Low Proficiency Levels

The current research aims to find out the different beliefs held and different vocabulary strategies employed by nonEnglish majors of different proficiency levels. The data were collected through questionnaire and vocabulary tests. Results revealed that the learners at three levels all adopted wide-ranged strategies. But the high level students had greater vocabulary size and were more believed that words should be learnt through use, and they used more extended dictionary strategies, contextual guessing and note-taking strategies. It is encouraging that teachers should integrate explicit strategy instruction into classroom to help low level students achieve better learning results.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

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.

A Comparison between Good and Poor Language Learners in Vocabulary Learning

This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

The Choice of Effective Vocabulary Learning Strategies

This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

The Application of Self-Efficiency Theory in College English Teaching

This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the college students' learning strategies; to guide the learner autonomy in their learning process; to help teachers improve their teaching efficiency.

How to Foster Learner Autonomy in English Teaching and Learning

Learner autonomy is a desirable goal in English teaching and learning. How to foster learner autonomy is of significance and of importance on pedagogy. The paper discusses the present problems in China, and then proposes four ways to promote learner autonomy.

Learning Strategies in Second Language Acquisition

The proper use of learning strategies can facilitate language learning. There are abundant studies on L2 learning strategies and the initial research is studies on good language learners, which provides information on strategy use contributing to successful language learning. Strategies used by successful learners differ from less successful learners and strategies can be learned.

Learning Strategy and the Good Language Learner

Nowadays,the research of the second language acquisition is very popular and meaningful.As a significant part of it,the study of learning strategies shows its prompting status.This paper is to discuss some basic points of learning strategies and try to give certain guide to language learning.

中国成人英语学习者的语音学习策略与语音可理解度的关系研究

语音学习策略(Pronunciation Learning Strategies,PLS)在第二语言语音(Second Language Speech)研究领域占据重要地位,关于中国成人英语学习者(English as a Foreign Language,EFL)如何运用这些策略以提升语音可理解度的研究相对缺乏。以一所公立大学本科三年级英语专业学生为样本,采用诱导性自然话语语料,辅以问卷调查手段,系统性地考察了学习者在语音学习过程中所采用的各类策略。研究结果表明,就自然话语而言,尽管语音学习策略的整体运用与语音可理解度之间并无显著相关性,但是输入/练习类策略在提升语音可理解度方面的效果尤为突出。这一发现对基于策略的英语语音课堂教学设计具有重要的指导意义。

A STUDY OF METACOGNITIVE STRATEGIES IN COMPUTER-ASSISTED COOPERATIVE LEARNING ENVIRONMENT

本研究旨在如何利用网络的资源优势和个性化学习优势以及合作学习的交互、交际优势创造一个以学生为中心、开放合作的学习环境,培养来自经济落后地区英语专业学生的学习自主性,帮助他们形成正确的学习和个人成长观念。本研究采取定性定量相结合的实证性研究方法进行,实验研究收集数据的主要工具是观察、调查问卷和访谈。对于通过调查问卷非开放性问题所得到的数据,研究者利用SPSS软件进行了整理和因子分析。分析结果表明,和传统的课堂教学环境相比,网络辅助合作学习环境确实有利于学生学习自主性的培养。

试析非英语专业本科生词汇学习策略

对非英语专业未通过CET 4本科生的英语词汇学习策略的调查表明,这些英语学习不成功者在英语词汇学习中认知策略的使用频率并不明显低于成功学习者,他们甚至常常使用一些被认为是善学者常用的策略;其词汇学习认知策略使用质量不高的关键在于管理策略即元认知策略的缺乏。

背诵策略应用于大学英语教学实证研究

根据外语教学研究的科学方法,对背诵在英语学习中的效应进行实证研究。经一年的实验后,实验班比非实验班平均成绩高出3.36分,T检验说明该差异具有显著性。此外,实验班学生的背书成绩与其后测考试成绩呈正相关: r = .63, 证明强化背诵与学生的英语成绩具有相辅相成的关系。将实验班学生的后测成绩按提高率排名,发现提高率高的学生大多是原来语法基础较差的学生,说明背诵策略对基础较差档次学生尤为重要。问卷调查显示多数学生认为背诵有利于他们的语法和写作能力的提高。

策略型学习者的情感策略及其在英语学习中的运用

在新课程的教学中,情感不仅作为一种教学手段,更是教学目标之一;情感在英语学习中具有准备、调节、协调和创新功能。情感策略作为学习策略的基本因素之一,对学习策略的其他成分有着重要的影响。策略型学习者在英语学习过程中善于运用情感策略,化消极情感为积极情感,创造一个有利于学习的愉悦、向上的心境,促进高效率地学习。

大学生英语自主学习及其能力培养策略

在大学英语教学中,教师不仅要传授知识,更重要的是要激发学生的学习动机,向学生灌输学习策略的意识,培养他们的自主学习能力。通过对外语自主学习理论的研究,分析了大学英语自主学习的必要性和可行性,并探讨了如何培养自主学习策略。

大学英语不善学者词汇记忆策略培训的实验研究

研究采用专题讲座与课堂渗透相结合、显性培训与隐性培养相结合、课内培训与课外实践相结合的方式,以化整为零法、谐音记忆法、词根记忆法、字母调整法、情境记忆法等五种词汇记忆方法为主要培训内容,对89名大学英语不善学者实施了为期16周的词汇记忆策略培训的实验研究。结果表明:1.策略培训有效地提高了实验班学生词汇记忆策略的使用水平;2.策略培训使实验班学生的词汇记忆策略使用水平及词汇记忆能力都远高于对照班学生。

中国英语学习者英语词汇磨蚀影响因素的实证研究

为调查影响中国英语学习者英语词汇磨蚀的关键因素,以160名2010级非英语专业本科生为研究对象,探讨了词汇的语言学特征及词汇学习策略对被试英语词汇磨蚀的影响。研究结果表明:词频、词长等语言学特征以及《大学英语课程教学要求》的不同要求级别对词汇磨蚀影响明显,所使用的词汇学习策略与学习者的英语词汇磨蚀之间也有密切联系。分析外语词汇磨蚀规律和特征对于研究可行的大学英语教学模式、提高英语学习者的抗磨蚀能力有着重要的意义。

大学生英语听力策略差异分析

分析大学生的听力策略,得出以下结论:(1)接受调查的大学生听力策略使用频率不高。其中,使用频率最高的是社交/情感策略,其次是元认知策略,使用频率最低的是认知策略。(2)高分组学生和低分组学生在元认知策略、认知策略和社交/情感策略三个方面的差异都具有统计意义。在社交/情感策略方面的差异最大,其次为元认知策略和认知策略。