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1
Topic TwoTopic Two
Strategy training and L2
learning
2
Encouraging NoteEncouraging Note
“English course guidelines for primary
and secondary school students”(2001)
English Course Requirements for Non-
English Majors (2004)
“English teaching syllabus for English
majors” (2000)
3
The language curriculumThe language curriculum
Syllabus design: What?
Methodology: How?
Evaluation: How well?
– (Nunan, 2004)
4
Difficulties in implementing the new Difficulties in implementing the new curriculumcurriculum
No specifications in the curriculum
– How to incorporate the strategy
component into a daily lesson ?
– How to incorporate it into a web-based
course ?
5
The question that arises in this
context
– How to integrate strategy training
with university-level foreign language
programs?
6
What am I going to talk about?What am I going to talk about?
Reviewing the progress in strategy
training in mainland China
Critically examining common
assumptions underlying strategy
training programs and research on
strategies
Strategy training principles and their
justifications
7
Topic OneTopic One
Reviewing progress in language strategy training in China
8
Pioneering efforts in Mainland ChinaPioneering efforts in Mainland China
For students
–General training
– Specific training
For teachers
– The summer institute
9
Examples For general Examples For general trainingtraining
Zhu Weifang & Cao Wen (1999)
Ma Xiaomei & Gao Yanjie et al. (2003)
10
Examples for specific Examples for specific trainingtraining
Lü Changhong, (2001): Listening
Wang Lifei (2002): Speaking
Fan Lin & Wang Qinghua(2002):
Vocabulary learning
11
General training(1)General training(1) Zhu Weifang & Cao Wen (1999)
–Beijing University of Foreign Studies
– 57 first-year students enrolled in 1997
– The English Orientation Camp three weeks
help freshmen adjust themselves to
university life and study
12
L2 learning strategy trainingL2 learning strategy training
Textbook “Learning matters” by David
Nunan
15 strategies were introduced to the
students
Each cycle consists of three activities
13
L2 learning strategy trainingL2 learning strategy training
Reflecting on and sharing the learning
strategies used before
Discussing 15 introduced strategies in
relation to different teaching situations
Accomplishing different tasks by a variety
of strategies
14
ResultsResults
31% students: benefit from strategy training
12% students: too abstract and not useful
Conclusion: strategies teachable and somewhat effective, but not as effective as was expected
15
General training (2)General training (2)
Ma Xiaomei & Gao Yanjie et al. (2003) Xi’an Jiaotong University– 260 students enrolled in 2001– One year (Sept., 2001- July, 2002)– Phase One: awareness raising
Students’ contracts Lectures
– Phase Two: strategy-based instruction Pre-, during and post-activities
16
Time Awareness-raising SBI
Week 1 Research; lecture
Week 2 Sign contracts
Week 3 Memory strategies
Week 4 Listening strategies Practice
Week 6 Reading strategies Practice
Week 8 Speaking strategies
17
ResultsResults
The three experimental classes all outperformed the three control classes in the post-test. (Questionable)
The frequency of the use of strategies decreased in both experimental and control classes.
18
Topic TwoTopic Two
Critically examining common
assumptions underlying the previous
strategy training and research on
strategies
19
Common AssumptionsCommon Assumptions
Students do not know what are good
strategies.
Some strategies are good while
others are bad.
The belief “The more, the better”
20
Assumption One: lack of Assumption One: lack of strategiesstrategies
6 years of learning English
12 years of learning Chinese
Experience in learning physics,
mathematics, chemistry, history,
geography
Experience in learning every day
living skills
21
Have abundant resources for learning
strategies
Need to learn how to activate and
implement the strategies they have
already had before
Abandon the informing-practice
pattern
22
Assumption Two: Good or badAssumption Two: Good or bad
Some strategies are good while others
bad. Poorer learners do not learn a
foreign language successfully because
they use bad strategies while good
learners use good strategies.
Huang (1987)
Vann & Abraham (1990)
23
Assumption Two: Good or badAssumption Two: Good or bad
Ellis (1994), Cohen (1998),
Strategies are not inherently good or bad.
There are no good or bad strategies but
there is only good or bad use of strategies.
Who, When, How
24
Assumption Three: the belief Assumption Three: the belief “the more the better”“the more the better”
Underlying quite a number of studies
–Nunan suggests: encourage poorer
learners to use a greater range of
strategies
25
Strategies are problem-oriented.
Some strategies are double
edged.
Strategies do not function well
individually.
26
Topic ThreeTopic Three
Strategy training principles
and their justifications
27
Strategy training principlesStrategy training principles
Theoretical justification
Cognitive Skill learning objective
Declarative-procedural
Educational Instruction unit
MCA as one cluster
Constructivist Procedures Trying-sharing- performing-monitoring
28
Theoretical justificationTheoretical justification
The cognitive perspective
– Skill development
The educational perspective
– the whole person development
The social constructivist perspective
– Knowledge accumulation
29
Principle OnePrinciple One
Learn strategies as
developing skills
30
The cognitive perspectiveThe cognitive perspective
Anderson (1993, 1995)– A three-stage model of the skill-learning
process– Declarative stage, procedural stage,
automatized stageThe nature of strategy: problem-
oriented, intentional
31
DefinitionsDefinitions
Strategies are learners’ deliberate actions
to make learning easier, faster, more
enjoyable, more self-directed, more
effective, and more transferable to new
situations” (Oxford, 1990: 8)
Ellis, (1994); Cohen (1998)
32
Learning strategies as skillsLearning strategies as skills
Two stages
–Declarative stage
–Procedural stage
33
Principle TwoPrinciple Two
Instruction unit
–MCA as a cluster
34
MCA as a clusterMCA as a cluster
MManagement
(Meta-cognitive/ Meta-affective)
CCognitive strategies
AAffective strategies
Meta-level
Non-meta
level
Strategy= belief+action
35
Oxford’s classification (1990)Oxford’s classification (1990) Memory (Direct)
Meta-cognitive (indirect)
Compen-sation
(Direct)
Cognitive
(Direct)
Affective
(Indirect)
Social
(Indirect)
36
O’Malley & Chamot (1990)O’Malley & Chamot (1990)
Metacognitive
CognitiveCognitive Social Social
37
Principle TwoPrinciple Two
Strategies training is a kind of
skill learning.
38
The educational perspectiveThe educational perspective
Intellectual, affective and social
competence
Proficient L2 learners and
contributing members of a
community
The structure of language
strategies
39
Principle ThreePrinciple Three
The procedure of strategy
training is trying-sharing-
performing-monitoring instead
of informing-practice
40
The role of the teacher(1)The role of the teacher(1)
Find out students’ strategies
used before and the strategies
proved to be successful or less
successful
41
The role of the teacher (2)The role of the teacher (2)
Help expand the students’
repertoire of strategies
42
The role of the teacher (3)The role of the teacher (3)
Provide the students with
opportunities to practice
43
The role of the teacher (4)The role of the teacher (4)
Encourage the students to
monitor and evaluate their
strategy use
44
The constructivist perspectiveThe constructivist perspective
Knowledge is constructed by an individual
through interaction with his environment.
– The learner: a contributor as well as a
constructor
– The learner’s own initiative
– The procedures: trying, discussing,
performing and evaluating instead of
informing and practicing
45
Why?Why?
Strategy training: a means but not an end
Immediate goal
– Facilitate L2 learning
Ultimate goal
– Produce autonomous learners
Part of quality education
Multiple functions
46
Thank you !