外語學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究

出版社:南京師范大學(xué)出版社  作者:朱曄 著  頁數(shù):142  

前言

  語言學(xué)習(xí)策略,指的是“學(xué)習(xí)者用來掌握語言的技巧和方法”(Rubin,1975),是“學(xué)習(xí)者采取的特別行為,其目的是為了讓學(xué)習(xí)變得更為簡便、快捷、有趣,讓學(xué)習(xí)者更好地管理自己的學(xué)習(xí),使學(xué)習(xí)更有效且更容易在新環(huán)境下發(fā)生遷移”(Oxford,1989),是“指為有效學(xué)習(xí)(某種語言)所采取的措施”(文秋芳,2003)。對(duì)于外語學(xué)習(xí)者而言,語言學(xué)習(xí)策略即外語學(xué)習(xí)策略。隨著人們對(duì)外語學(xué)習(xí)者在外語學(xué)習(xí)中重要性的認(rèn)識(shí),外語學(xué)習(xí)策略研究已成為二語習(xí)得研究的重要研究領(lǐng)域之一,正日益受到外語教學(xué)、研究人員的關(guān)注?! ∑駷橹梗瑖鴥?nèi)外大量語言學(xué)習(xí)策略研究已經(jīng)表明:正確運(yùn)用語言學(xué)習(xí)策略有助于學(xué)習(xí)者成功開展語言學(xué)習(xí)。但是,如何把語言學(xué)習(xí)策略研究的成果運(yùn)用到學(xué)習(xí)者的語言學(xué)習(xí)實(shí)際之中,真正發(fā)揮其作用,卻有待于我們進(jìn)一步開展深入研究。如何科學(xué)、有效地實(shí)施語言學(xué)習(xí)策略培訓(xùn),就是這樣一個(gè)值得外語教學(xué)、科研人員進(jìn)一步研究的課題。本書針對(duì)我國高校英語專業(yè)學(xué)生,開展外語學(xué)習(xí)策略培訓(xùn)的實(shí)證研究,探求是否有必要對(duì)這群特定的外語學(xué)習(xí)者開展外語學(xué)習(xí)策略培訓(xùn),如果有必要的話又該如何開展外語學(xué)習(xí)策略培訓(xùn)?! ”狙芯堪藘蓚€(gè)部分:第一部分研究著眼于我國英語專業(yè)學(xué)生在學(xué)習(xí)英語時(shí)是否存在語言學(xué)習(xí)策略運(yùn)用方面的困難和問題,從而為是否有必要在此類學(xué)生中開展外語學(xué)習(xí)策略培訓(xùn)提供依據(jù);第二部分研究以英語專業(yè)四級(jí)考試(Test for English Majors,Grade Four)為參照,探究考試高分組和低分組兩組學(xué)生在外語學(xué)習(xí)策略運(yùn)用方面的差異,從而尋找對(duì)于高分組學(xué)生成功的英語學(xué)習(xí)起關(guān)鍵作用的外語學(xué)習(xí)策略?! ”緯卜制哒隆5谝徽陆榻B了本項(xiàng)研究的背景,包括我國高校英語專業(yè)教育的概況和英語專業(yè)四級(jí)考試的基本情況,在此基礎(chǔ)上提出了研究目的和預(yù)期的研究成果。第二章回顧和評(píng)述了國外語言學(xué)習(xí)策略和語言學(xué)習(xí)策略培訓(xùn)領(lǐng)域的相關(guān)文獻(xiàn),綜合介紹并分析了其中主要的十二個(gè)語言學(xué)習(xí)策略定義和五種語言學(xué)習(xí)策略分類法,從而為本項(xiàng)研究定位。第三章介紹了目前最常用的語言學(xué)習(xí)策略研究方法,并提出了研究問題、確定了研究方法。第四章介紹了第一部分研究的具體內(nèi)容。

內(nèi)容概要

  《外語學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究》針對(duì)我國高校英語專業(yè)學(xué)生,開展外語學(xué)習(xí)策略培訓(xùn)的實(shí)證研究,探求是否有必要對(duì)這群特定的外語學(xué)習(xí)者開展外語學(xué)習(xí)策略培訓(xùn),如果有必要的話又該如何開展外語學(xué)習(xí)策略培訓(xùn)。

書籍目錄

序前言Chapter 1 BACKGROUND1.1 Introduction1.2 English Education for Chinese English Majors1.3 The Test for English Majors,Grade Four1.4 The Present Study1.5 Study Objectives and Expected Outcome1.6 ConclusionChapter 2 LITERATURE REVIEW2.1 Introduction2.2 Language Learning Strategies Definition and Characteristics2.3 Taxonomies of Language Learning Strategies2.3.1 Rubin(1975,1981)’s Language Learning Strategy Classification System2.3.2Stern(1975,1983)’s Language Learning Strategy Classification System2.3.3 Oxford(1990)’S Language Learning Strategy Classification System2.3.4 O’Malley and Chamot(1990)’s Language Learning Strategy Classification System2.3.5 Cohen and Dornyei(2002)’s Language Learning Strategy Classification System2.4 Research on Language Learning Strategy Instruction2.5 ConclusionChapter 3 RESEARCH METHODOLOGY3.1 Introduction3.2 Methods in Language Learning Strategy Research3.2.1 Classroom Observations3.2.2 Interviews3.2.3 Questionnaires3.2.4 Think Aloud3.2.5 Diary Studies3.3 Research Questions and Methods of the Present Study3.4 ConclusionChapter 4 ENGLISH MAJORS AND LANGUAGE LEARNING STRATEGY INSTRUCTION:NEEDS ANALYSIS4.1 Introduction4.2 Purpose of the Research4.3 Research Questions4.4 Methods4.4.1 Subject Selection4.4.2 Questionnaire Design4.4.3 Data Collecting and Processing4.5 Findings and Discussion4.6 ConclusionChapter 5 GOOD AND POOR ENGLISH MAJORS AND THEIR DIFFERENCES IN STRATEGY USE5.1 Introduction5.2 Purpose of the Research5.3 Research Questions5.4 Methods5.4.1 Subiect Selection5.4.2 Application of Oxford’S SILL(1990)5.4.3 Data Collecting and Processing5.5 Findings and Discussion5.6 ConclusionChapter 6 LANGUAGE LEARNING STRATEGY INSTRUCTION WITH ENGLISH MAJORS:A PROPOSAL6.1Introduction6.2 Langnage Learning Strategy Instruction with English Majors:A Proposal6.2.1Objectives6.2.2 Principles6.2.3A Pedagogical Plan6.3 Possible Problems and Suggested Solutions6.4 ConclusionChapter 7 SUMMARY7.1 Introduction7.2 Findings of the Present Study7.2.1 Findings of the First Research7.2.2 Findings of the Second Research7.3 Contributions of the Present Study7.4 Limitations of the Present Study7.5 Proposals for Future Studies7.6 ConclusionREFERENCESAPPENDIX 1QUESTIoNNAIREAPPENDIX 2TEST PAPER OF TEM.4(2004)APPENDIX 3OXFORDS SILL(1990)APPENDIX 4A TALK WITH PROF.ROD ELLIS 0N SECONDLANGUAGE ACQUISITION RESEARCH

章節(jié)摘錄

  Few people will deny that it is both time-consuming and painstaking to learn a foreign language,not to mention that the learner is required to have a successful attainment of the Ianguage. Therefore,it is normal that Chinese EFL(English as a Foreign Language)learners will encounter Iearning difficulties or problems when learning English in the Chinese context. Take myself as an example,I have been working as a college English teacher since1995 and had learned English from primary school to college for 12 years before 1 995.In the past two and a half decades,I have both experienced and observed various En8I is learning difficulties or problems not only from myself but also from my classmates and students.It was such difficultie sand problems that have more or less been hindering a more efficientim provement of En8I is h proficienty among many foreign Ianguage learners.  Shanghai International Studies University(SISU),one of the key universities in China。has won a nationwide a Cknowledgement for Its high。qualified foreign language education over 60 years .Before entering SlSU,most,if not a11,English majors have proved themselves to be good En81IshIearners due to the fact that only those who have done we I in the National College Entrance Examinations,especially in its English Examination,will be admitted to the undergraduate English major program at SISU. More importantly. English majors in general are more interested in learning English and therefore have stronger motivations than other English learners in China. But do they have English learning difficulties or problems?From my own teaching experience.I find the answer is“yes”.

編輯推薦

  《外語學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究》以外語學(xué)習(xí)策略培訓(xùn)為研究內(nèi)容,觀點(diǎn)創(chuàng)新、方法務(wù)實(shí),有助于開闊我國外語學(xué)習(xí)策略研究的視角。據(jù)我所知?!锻庹Z學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究》可能是國內(nèi)外語學(xué)習(xí)策略培訓(xùn)研究領(lǐng)域的第一部專著。  ——戴煒棟(上海外國語大學(xué)原校長,教授、博士生導(dǎo)師,教育部高校外語專業(yè)教學(xué)指導(dǎo)委員會(huì)主任委員,國務(wù)院學(xué)位委員會(huì)外語學(xué)科評(píng)議組組長,教育部社科委員會(huì)委員暨語言文學(xué)學(xué)部召集人)  《外語學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究》通過理論闡述和實(shí)證研究,探討在課堂教學(xué)中強(qiáng)化外語學(xué)習(xí)策略培訓(xùn)的必要性,作者對(duì)國內(nèi)外語言學(xué)習(xí)策略和語言學(xué)習(xí)策略培訓(xùn)領(lǐng)域的回顧和綜述比較全面。評(píng)價(jià)亦比較客觀。在此基礎(chǔ)上提出的兩個(gè)研究問題既有理論價(jià)值,又有實(shí)踐意義?!  ?鄒申(上海外國語大學(xué)教授、博士生導(dǎo)師。教育部高校外語專業(yè)教學(xué)指導(dǎo)委員會(huì)委員、英語組副組長)  《外語學(xué)習(xí)策略培訓(xùn)研究:一項(xiàng)針對(duì)英語專業(yè)學(xué)生的實(shí)證研究》運(yùn)用應(yīng)用語言學(xué)理論探討外語學(xué)習(xí)策略。經(jīng)過調(diào)查研究。以大量的數(shù)據(jù)論證了外語學(xué)習(xí)策略培訓(xùn)研究的必要性。立論創(chuàng)新,論點(diǎn)頗有見地。方法上不乏獨(dú)創(chuàng)性。資料翔實(shí),數(shù)據(jù)充分。論證具有說服力。提出了多種外語學(xué)習(xí)策略培訓(xùn)研究方法,具有理論價(jià)值和實(shí)踐意義。對(duì)英語教學(xué)和研究具有一定的指導(dǎo)性?!  憞鴱?qiáng)(復(fù)旦大學(xué)教授,博士生導(dǎo)師)  作者在回顧和評(píng)述有關(guān),語言學(xué)習(xí)策略理論和語言學(xué)習(xí)策略培訓(xùn)的相關(guān)文獻(xiàn)的基礎(chǔ)上,對(duì)語言學(xué)習(xí)策略的定義和分類、對(duì)開展語言學(xué)習(xí)策略研究最常使用的研究方法。作了深入的分析。理論結(jié)合實(shí)際,提出了開展語言學(xué)習(xí)策略培訓(xùn)的原則。對(duì)在中國高校英語專業(yè)學(xué)生中開展語言學(xué)習(xí)策略的培訓(xùn)具有啟示作用,對(duì)英語教學(xué)質(zhì)量的提高有實(shí)用價(jià)值?!  鳠樔A(上海理工大學(xué)外語學(xué)院教授)

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