Survey of Language Learning Strategy of English Majors.doc

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1、Survey of Language Learning Strategy of English MajorsAbstractBased on the researches at home or aboard,，this thesis investigates how well the junior English majors in a science university make use of Language learning strategies automatically, whether achievement is related to using language learni

2、ng strategies properly and whether students needteachers instructions of language learning strategies. Fifty students from Wuhan Institute of Technology were intentionally chosen to attend a quantitative survey of a close-ended questionnaire, meanwhile, two learners were chosen to participate in an

3、interview- one is excellent student and the other is poor student. Findings prove that generally the learners basically have a command of language learning strategies; more than half of the students can apply management, while less than half of the students are not able to use method strategies; stu

4、dents TEM-4 score is in proportion to how well they use language learning strategies. At the end of the paper, some suggestion is put forward to help students develop learning strategies and improve learning efficiency.Key words: language learning strategies; questionnaire; conversation; learning ef

5、ficiency.摘要在国际国内对外语学习策略研究的基础之上，本文通过问卷和座谈两种形式理工科大学 英语专业学生在课外自主使用学习策略的现状，进而了解优秀生和学困生运用学习策略与学 习效果的关系以及学生是否需要老师在学习策略方面给些建议。来自武汉工程大学 50 个学生 参与了问卷调查，调查者还从问卷中选出两个学生（一个优秀生，一个学困生）进行了座谈。 通过对问卷调查结果和座谈的分析，总的来说，发现学生们基本能够运用学习策略，对于管 理策略，超过半数的人能够较好运用，但有超过半数的人不善于运用方法策略。结果表明学 生的专业四级成绩与运用学习策略的好坏成正比，座谈后鉴于学生们需要老师给些学习策略，

6、 就此种情况提出了一些建议。关键词：学习策略；问卷；座谈；学习效果Table of Contents Abstract. i 摘要. ii1. Introduction . 11.1 Research on Language Learning Strategy Definition, Development and Classification. 11.1.1Language Learning Strategies Definition . 11.1.2History of Research on Language Learning Strategies . 21.1.3Classificat

7、ion of learning strategies . 31.2 The Purpose of This Paper . 52. Methods . 62.1 Research Participant . 62.2 Research Instrument . 72.2.1 Questionnaire . 72.2.2 Objectives of the interview . 82.2.3 Interview . 83. Data Collecting and Processing . 93.1 Questionnaire Data Collection . 93.2 Interview D

8、ata Collection .9 4. Results and Discussion . 114. 1The Results of the Questionnaire and Discussion . 114.2 The Results of the Interview and Discussion . 145. Conclusion . 18Acknowledgements . 20Bibliography . 21Appendix . 221. Introduction1.1 Research on Language Learning Strategy Definition, Devel

9、opment andClassification1.1.1 Language Learning Strategies DefinitionWithin Foreign Language education, a number of definitions of Language Learning Strategies have been given by key figures in the field.Early on, Tarone(1983)defined a Learning Strategies as “an attempt to develop linguistic and soc

10、iolinguistic competence in the target language-to incorporate these into ones interlingua competence”.Weinstein and Mayer (1986) defined learning strategies broadly as “behaviors and thoughts that a learner engages in during learning “which intend to influence the learners process”.Rubin (1987) late

11、r wrote that Learning Strategies “are strategies which contribute to the development of the language system which the learner constructs and influence learning directly”.Later Mayer(1988) more specially defined Learning Strategies as “behaviors of a learner that are intended to influence how the lea

12、rner process information ”.There early definitions from the education literature reflect the roots of Learning Strategies in cognitive science, with its essential assumptions that human beings process information and that learning involves such information processing.In their seminal study, OMalley

13、and Chamot (1990) defined Learning Strategies as “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information”Finally, building on work in her book for teachers (Oxford, 1990), Oxford (1992/1993) provides special examples of Language Learning Stra

14、tegies and this helpful definition: Language learning strategies -specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their process in developing language skills. These strategies can facilitate the internalization, storage, retrieval, or use of the n

15、ew language. Strategies are tools for the self-directed involvement necessary for developing communicative ability.1.1.2History of Research on Language Learning StrategiesThe development of psycholinguistics in the 1960s has directed considerable attention to the process of language acquisition, bot

16、h mother tongue and second language. In the case of second language learning, error analysis has been used as a basis for theorizing on the strategies used by the learner that has resulted in the deviant forms in the surface structure of his utterances in the target language. The rationale behind th

17、is approach lies in the brief that a learners systematic errors provide evidence of how language is learnt and “what strategies or procedure the learner is employing in his discovery of language” (Cord, 1976)Since the 1960s, the study of learner strategy has received more and more attention in the f

18、ield of English learning and teaching, and a great deal has been discovered about the learning process and learner strategies.In most of the research on language learning strategies, the primary concern has been on “identifying what good language learners report they do to learn a second or foreign

19、language, or, in some cases, are observed doing while learning a second or foreign language.”(Rubin and Wenden1987).Arson Carton (1996) published his study entitled The Method of Inference in Foreign Language Study, which was the first attempt on learner strategies .In his study, he notes that learn

20、ers vary in their propensity to make inferences and in their ability to make valid, and reasonable inferences. After Carton, Rubin initiates research focusing on the strategies of successful learners and stated that such strategies could be made available to less successful learners (Rubin, 1971). H

21、e classifies strategies in the terms of processes contributing directly and indirectly to language learning (Rubin, 1981).Wong-Fillmore (1982, 1985) identifies social strategies used by successful language learners. Tarone(1980)studies the communication strategies of language learners. Research cond

22、ucted by Naiman, etal (1978) focuses on personality traits, cognitive styles and strategies that are critical to successful language learning. Bialystoks report (1979) shows the effects of the use of two functional strategies inference and functional practicing and two formal strategiesstudy will gi

23、ve English teachers valuable information on how their students process information, plan and select the most suitable strategies to understand or solve a problem. As a result teachers will be able to help their students become better language learners by training them in using the appropriate strate

24、gies .The results of the study will contribute to this field by giving information on the strategies that Chinese learner use and how they use them to understand informationIn China researches in language learning strategies have been increasing in recent years. Among them, the following are worth m

25、entioning: Huang xiaohua first investigated learning strategies for oral communication in 1984; Wu Yi an and Liu Runqing, etal(1993)investigate the psychological and social- psychological factors of English learning; Wen Qiufang(1995)compares different learning strategiesemployedbysuccessfullearnera

26、ndunsuccessfullearnersand (1996) systematically studied English learning strategies in a book entitled English Learning Strategies.1.1.3Classification of learning strategiesDifferent scholars lay their own stress on defining learning strategies; therefore, there are a variety of classifications of l

27、earning strategies. Cohen divides the learning strategies into two groups; one is language learning strategies and the other is language using strategies (Cohen, 1987).The former includes strategies for identifying the material that needs to be learner, distinguishing it from other material, groupin

28、g it for easier learning memorizing it when natural acquisition is impossible and so on. The latter, more specially, includes four subsets of strategies: retrieval strategies, rehearsal strategies, cover strategies and communication strategies.Rubin (1987)prefers to use term “learner strategies” to

29、mean “learning strategies” .She recognize three major types of learner strategies based to reception-production model， learning strategies refer to the strategies that may directly affect learning, which can be further divided into “cognitive strategies are concerned with language production, enabli

30、ng learner to keep the communication going despite their limitation in knowledge and competence. Social strategies concern about the ways in which learners select interact with other learners and native speakers.Based on the information-processing model, OMally and Chamot(1985)recognize three major

31、types of strategies. They are met-cognitive strategies, cognitive strategies and social-affective strategies.Oxford(1990),emphasizing on the effect that learning strategies have on learning process, groups learning strategies into two major categories: direct strategies and indirect strategies. Lang

32、uage learning strategies that directly involve the target language learning through focusing, planning, evaluating, controlling anxiety, increasing cooperation and other means are called indirect strategies.Sterns (1992) classification of language learning strategies is composed of five parts: manag

33、ement and planning strategies, cognitive strategies, communicative-experimental strategies, interpersonal strategies, affective strategies.Wen Qiufang(1993) ,a Chinese doctor in Foreign Language laying stress on two aspects :one is the relationship between learning strategies and Learning Process ,t

34、he other is the relationship between learning strategies and learning material ,divided learning strategies system into three parts: concepts of language learning strategies, management strategies and language learning strategies.Their definitions are as follows:Concepts of language learning strateg

35、ies: students recognition of how to study English well. Management strategies: in order to arrange and organize their language learning, they make a series of measures, such as making a plan, estimating progress and moderate emotion. These strategies usually have nothing to do with language learning

36、 materials.Method strategies: these strategies are directly related to English language learning materials. The ways to practice listening, speaking, reading, writing and studying grammar and intonations are included.Wen Qiufangs classification is based on and absorbed in western classification of l

37、earning strategies. Moreover, her classification mainly concern about learning settings of China. Therefore, with the classification provided by Wen Qiufang, Chinese learners may perceive the learning aspects and learning strategies in a more direct way and they are likely to select the strategies t

38、hey need with greater assurance and confidence. Therefore, the present writer will choose this classification to serve as the further investigation1.2 The Purpose of This PaperThis study, with the intention of surveying the situation of third-year English majors applying language learning strategies to their study, will focus on three res