英語(yǔ)學(xué)習(xí)策略

內(nèi)容概要

　　在我國(guó)，英語(yǔ)學(xué)習(xí)是作為第二語(yǔ)言學(xué)習(xí)的。在語(yǔ)言學(xué)習(xí)策略理論的指引下，英語(yǔ)學(xué)習(xí)策略的研究與實(shí)踐也越來(lái)越受到葦視，相應(yīng)地產(chǎn)生了大批的研究與實(shí)踐成果。英語(yǔ)教師在教學(xué)中不僅要教英語(yǔ)這門語(yǔ)言，還要指導(dǎo)學(xué)生如何學(xué)會(huì)學(xué)習(xí)英語(yǔ)，也得到了英語(yǔ)教育理論界和英語(yǔ)教師的廣泛認(rèn)同。但是，很多時(shí)候認(rèn)識(shí)與實(shí)踐往往是脫離的，正確的認(rèn)識(shí)不一定就被轉(zhuǎn)化為切實(shí)的行動(dòng)。由于受到“應(yīng)試教育”的影響，在我國(guó)英語(yǔ)教學(xué)實(shí)踐中，無(wú)論是中學(xué)還是大學(xué)，仍有相當(dāng)數(shù)量的英語(yǔ)教師并沒(méi)有把教會(huì)學(xué)生學(xué)習(xí)、讓學(xué)生掌握英語(yǔ)學(xué)習(xí)策略作為自己的教學(xué)內(nèi)容和目標(biāo)，仍然是純粹地把英語(yǔ)作為一門外語(yǔ)來(lái)教，忽視學(xué)生英語(yǔ)學(xué)習(xí)策略的培訓(xùn)。

書籍目錄

Chapter One Theoretical Foundation for English Learning StrategiesChapter Two Defintion of Learning StrategiesChapter Three Empirical Studies of Learning Strategies and Language ProficiencyChapter Four Classification of Learning StrategiesChapter Five Factors Affecting the Choice of StrategiesChapter Six Good Language Learning StrategiesChapter Seven Cognitive StrategiesChapter Eight Metacognitive StrategiesChapter Nine Affective Strategies and Social StrategiesChapter Ten Vocabulary Strategies in English LearningChapter Eleven Listening Strategies in English LearningChapter Twelve Reading Strategies in English LearningChapter Thirteen Speaking Strategies in English LearningChapter Fourteen Writing Strategies in English LearningChapter Fifteen Autonomous Language LearningChapter Sixteen Learning Strategy TrainingChaptr Seventeen An Analysis of Correlation Between English Learner Autonomy of Non-English Major UndergraduatesChapter Eighteen An Analysis of the Correlation Between English Learning Motivation and Learner Autonomy of Non-English Major Liberal Arts UndergraduatesChapter Nineteen A Study of English Learning Anxiety Oriented to Non-English Major FreshmenChapter Twenty An Experimental Study of Cognitive and Metacoguitive Strategies Training Related to English Listening Instruction for Non-English Majors at Their Undergraduate LevelChapter Twenty-One A Survey of English Learner Autonomy Oriented to Non-English Major FreshmenBibliography 

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