Learning Strategies for Open-Domain Natural Language Question Answering

Utilize internet resources to participate in online English courses or watch grammar explanation videos.
Application in Real Context
Applying grammar knowledge to practical contexts through communication with native English speakers, watching English movies and TV dramas, and other means.
(helping verbs, like "am," "is," "are")
03
Adjectives
Adjectives are the words that describe nouns or pronouns They
can describe qualities, appearance, or other characteristics, like
Pronouns
Pronouns are the words that replace nouns They can replace specific nouns (like "she" for a specific woman) or general categories (like "it" for a non-specific thing)
Grammatical knowledge helps learners to express themselves more clearly and precisely, avoiding fusion or misinterpretation

指南小班数学领域目标解读As we interpret the goals of the mathematics domain in the small class guide, it is important to recognize the significance of laying a strong foundation for young learners. 小班指南中对数学领域目标的解读，我们要意识到为年幼学习者打下坚实基础的重要性。

Mathematics at this stage should not only focus on numerical skills, but also emphasize the development of critical thinking, problem-solving abilities, and a positive attitude towards learning. 这个阶段的数学不仅应该注重数字技能，还应该强调批判性思维、问题解决能力以及积极的学习态度的培养。

First and foremost, the goal of mathematics instruction in the small class guide should be to cultivate a love for the subject. 首先，小班指南中数学教育的目标应该是培养对这门学科的热爱。

This can be achieved through engaging and interactive activities that make learning fun and enjoyable. 这可以通过有趣互动的活动来实现，让学习变得有趣和令人愉快。

By creating a positive and supportive learning environment, children will be more inclined to participate actively in mathematical tasks and develop a positive attitude towards the subject. 通过营造积极支持的学习环境，孩子们更倾向于积极参与数学任务，并对这门学科产生积极的态度。

介绍学习策略英语作文Learning Strategies。

Learning a new language can be a challenging and rewarding experience. When it comes to learning English, having effective learning strategies is essential. In this essay, I will discuss some effective learning strategies for studying English.First and foremost, it is important to set clear and achievable goals for learning English. Whether it is to improve speaking, listening, reading, or writing skills, having a clear goal will help you stay focused and motivated. Setting short-term and long-term goals can also help you track your progress and stay on track.Another important learning strategy is to practice English as much as possible. This can be done through various activities such as watching English movies, listening to English songs, reading English books, andspeaking with native English speakers. The more you practice, the more confident and proficient you will become in using the language.In addition to practicing, it is also important tobuild a strong foundation in English grammar and vocabulary. This can be achieved through regular study and review of grammar rules and vocabulary words. Flashcards, word games, and language learning apps can be helpful tools for expanding your vocabulary and improving your grammar skills.Furthermore, finding a study method that works best for you is crucial. Some people learn best through visual aids, such as videos and pictures, while others may preferauditory learning through listening to lectures and conversations. Experimenting with different study methods and finding what works best for you can greatly enhanceyour learning experience.Moreover, seeking feedback from teachers, tutors, or language exchange partners can be beneficial for improving your English skills. Constructive feedback can help youidentify areas for improvement and provide you withvaluable insights on how to progress further.Lastly, staying motivated and persistent is key to successful language learning. It is important to stay positive and not be discouraged by setbacks or challenges. Surrounding yourself with a supportive and motivating environment can also help keep you on track and motivatedto continue learning.In conclusion, learning English requires dedication, practice, and effective learning strategies. By settingclear goals, practicing regularly, building a strong foundation in grammar and vocabulary, finding a study method that works for you, seeking feedback, and staying motivated, you can make significant progress in yourEnglish language skills. With the right learning strategies, you can achieve fluency and proficiency in English.。

Attempt to Enter Analysis into AreaIntroductionIn today’s rapidly changing world, the ability to analyze and interpret data has become a crucial skill. The field of analysis encompasses a wide range of disciplines, from business and finance to healthcare and social sciences. The ability to effectively analyze data allows us to gain valuable insights, make informed decisions, and drive innovation. In this article, we will explore the importance of analysis and discuss various approaches to entering this area.The Importance of AnalysisAnalysis plays a pivotal role in many aspects of our lives. It allows us to understand complex phenomena, identify patterns, and make predictions based on available data. Whether it is analyzing financial markets to inform investment decisions or studying consumer behavior to develop effective marketing strategies, analysis provides us with the tools necessary for success.In the business world, analysis helps organizations optimize their operations by identifying inefficiencies and areas for improvement. By analyzing sales data, companies can identify trends and adjust their marketing strategies accordingly. Analysis also enables businesses to forecast demand, manage inventory effectively, and optimize pricing strategies.In healthcare, analysis is crucial for understanding disease patterns, identifying risk factors, and developing effective treatment plans. By analyzing patient data and medical records, healthcare professionals can detect early warning signs of diseases and intervene before they become serious. Analysis also plays a vital role in drug discovery and development by identifying potential therapeutic targets.In the social sciences, analysis helps us understand human behavior and societal trends. Through surveys, interviews, and statistical analysis, researchers can gain insights into various aspects of society such as education levels, income distribution, or voting patterns. This information is invaluable for policymakers in designing effective public policies.Approaches to Entering the Field of AnalysisEntering the field of analysis requires a combination of technicalskills and domain knowledge. Here are some approaches that can help you get started:1. Acquire Technical SkillsTo excel in analysis, it is essential to have a strong foundation in mathematics and statistics. Courses in data analysis, machine learning, and programming languages such as Python or R can provide you with the necessary technical skills. Online platforms like Coursera, edX, or DataCamp offer a wide range of courses on these topics.2. Gain Domain KnowledgeWhile technical skills are important, having domain knowledge in a specific field can give you a competitive edge. Whether it is finance, healthcare, or marketing, understanding the nuances of the industry you wish to analyze will help you ask relevant questions and derive meaningful insights from the data.3. Practice on Real-World DataTheory alone is not enough to become proficient in analysis. To truly understand the challenges and complexities of real-world data analysis, it is crucial to practice on real datasets. Many organizations provide open datasets for analysis purposes, such as Kaggle or UCI Machine Learning Repository. By working on these datasets, you can hone your skills and gain practical experience.4. Collaborate and NetworkCollaborating with others who share your passion for analysis can be immensely beneficial. Joining online communities or attending industry conferences allows you to learn from experts in the field, exchange ideas, and gain exposure to different perspectives. Networking with professionals already established in the field can also open doors to new opportunities.5. Stay Updated with Latest TrendsThe field of analysis is constantly evolving due to advancements in technology and new methodologies. It is crucial to stay updated with the latest trends by reading research papers, following influential blogs orpodcasts, and participating in online forums. This continuous learning will ensure that your skills remain relevant and up-to-date.ConclusionAnalysis is an essential skill that empowers individuals and organizations to make informed decisions based on data-driven insights. Whether it is in business, healthcare, or social sciences, effective analysis enables us to understand complex phenomena, identify patterns, and drive innovation. By acquiring the necessary technical skills, gaining domain knowledge, and staying updated with the latest trends, anyone can enter the field of analysis and contribute to its growth. So, let us embrace the power of analysis and unlock its potential in our lives.Note: This article is for educational purposes only and does not constitute professional advice.。

关于学习策略的报告英语作文Title: Exploring Effective Learning Strategies.In the ever-evolving academic landscape, the importance of effective learning strategies cannot be overstated. These strategies not only enhance academic performance but also foster a life-long passion for learning. In this article, we delve into the intricacies of learning strategies, discussing their significance, types, and practical applications.Firstly, let's delve into the significance of learning strategies. In today's fast-paced world, the traditional rote learning method is becoming increasingly outdated. Instead, students need to adopt innovative strategies that promote critical thinking, problem-solving, and adaptability. Effective learning strategies help students retain information better, improve their comprehension skills, and enhance their motivation to learn. Furthermore, they empower students to become independent learners, ableto navigate new concepts and challenges with confidence.Next, let's explore the various types of learning strategies.1. Active Learning: This strategy involves actively engaging with the material, rather than passively absorbing it. Techniques such as taking notes, summarizing, and discussing concepts with peers foster active learning. By actively participating in the learning process, students are more likely to retain and understand the information.2. Distributed Learning: This strategy advocates spacing out learning over time, rather than cramming all the information in one sitting. By spacing out learning sessions, students give their brains time to process and consolidate information, leading to better retention and comprehension.3. Elaboration: This strategy encourages students to connect new information with what they already know. By making connections and building upon existing knowledge,students are able to understand and remember new concepts more easily.4. Interleaved Practice: This strategy involves mixing up different types of problems or skills during practice sessions. By alternating between different tasks, students are able to generalize their learning and apply it to a wider range of situations.5. Retrieval Practice: This strategy involves retrieving information from memory through quizzes, tests, or self-quizzing. By retrieving information, students are able to巩固 their understanding and identify areas where they need to focus their learning efforts.Now, let's discuss the practical applications of these learning strategies.In the classroom, teachers can incorporate active learning techniques such as group discussions, role-plays, and project-based learning. These techniques encourage students to actively engage with the material, improvingtheir comprehension and motivation to learn. Additionally, teachers can utilize distributed learning by spacing out assignments and assessments over the course of the semester, giving students time to process and consolidate information.Outside the classroom, students can utilize elaboration by connecting new information to their existing knowledge. For example, when learning about a new scientific concept, students can try to connect it to real-world examples or their previous experiences. This will help them understand and remember the concept better.Interleaved practice can be applied when studying for exams or learning new skills. Instead of focusing on one topic or skill at a time, students can alternate between different topics or skills during their practice sessions. This will help them generalize their learning and apply itto a wider range of situations.Finally, retrieval practice can be used on a daily basis. Students can quiz themselves on the material they have learned, identifying areas where they need to focustheir attention. This will help them consolidate their understanding and improve their retention of information.In conclusion, effective learning strategies are crucial for academic success and personal growth. By adopting strategies such as active learning, distributed learning, elaboration, interleaved practice, and retrieval practice, students can enhance their comprehension, retention, and motivation to learn. Teachers and students alike should experiment with different strategies to find the ones that work best for them, fostering a life-long passion for learning.。

写一篇大学学习策略的英语作文Strategies for Effective University LearningIntroductionAttending university is a significant milestone in an individual's academic and personal journey. It presents a unique opportunity to expand one's knowledge, develop critical thinking skills, and prepare for a successful career. However, the transition from high school to university can be challenging, as students are often faced with increased academic demands, a more independent learning environment, and the need to manage their time and resources effectively. In this essay, we will explore various strategies that can help university students maximize their learning potential and achieve academic success.Time ManagementOne of the most crucial aspects of effective university learning is time management. With a multitude of classes, assignments, extracurricular activities, and social engagements, it can be easy for students to feeloverwhelmed and struggle to keep up with their workload. To address this, it is essential for students to develop a well-structured schedule that prioritizes their academic responsibilities. This may involve creating a daily or weekly planner, setting aside dedicated study time, and learning to balance their commitments effectively.Additionally, students should be mindful of their own productivity patterns and learn to manage their time accordingly. For instance, some individuals may be more productive in the morning, while others thrive in the evening. By understanding their personal rhythms, students can optimize their study sessions and ensure that they are making the most of their available time.Active Engagement in the ClassroomPassive listening during lectures is often anineffective learning strategy. Instead, students should strive to actively engage with the course material and participate in class discussions. This can involve asking questions, offering insights, and actively taking notes. By actively engaging with the content, students can deepentheir understanding, retain information more effectively, and develop critical thinking skills.Furthermore, students should take advantage of office hours and seek out opportunities to interact with their professors. These one-on-one interactions can provide valuable feedback, clarification on course concepts, and even guidance on research or career-related matters.Effective Note-taking StrategiesEffective note-taking is a crucial skill for university students. It not only helps them capture and organize important information but also facilitates active engagement with the course material. Students should experiment with different note-taking methods, such as the Cornell method, the outline method, or the mind-mapping technique, to find the approach that works best for their learning style.Moreover, students should review their notes regularly, either immediately after a lecture or during dedicated study sessions. This practice helps to reinforce the information and identify any gaps in their understanding,allowing them to seek clarification or further research the topic.Collaborative LearningUniversity education often involves group projects, discussions, and team-based activities. While these can be challenging, they also present valuable opportunities for collaborative learning. By working with their peers, students can learn from different perspectives, engage in constructive dialogue, and develop essential teamwork and communication skills.Students should actively participate in group discussions, share their ideas, and be open to constructive feedback. They should also be willing to contribute their fair share to group assignments and projects, fostering a sense of shared responsibility and accountability.Self-Reflection and Continuous ImprovementUltimately, the key to effective university learninglies in a student's ability to reflect on their own progress, identify areas for improvement, and implement strategies for continuous growth. This may involveregularly reviewing their academic performance, seeking feedback from professors or peers, and adjusting their study habits or learning approaches as needed.By engaging in self-reflection, students can develop a growth mindset, which enables them to view challenges as opportunities for learning and development. This mindset can help students stay motivated, resilient, and committed to their academic pursuits, ultimately leading to greater success and personal fulfillment.ConclusionNavigating the complexities of university education can be daunting, but with the right strategies and a proactive approach, students can unlock their full potential and achieve academic success. By prioritizing time management, active engagement in the classroom, effective note-taking, collaborative learning, and self-reflection, students can develop the skills and habits necessary to thrive in the university environment and beyond.大学学习策略引言参加大学学习是个人学业和个人发展的重要里程碑。

Analyze the structure of complex sentences and understand the relationships between different components.
Error Correction
Self checking and correcting one's English composition or oral practice to cultivate correct grammar habits.
• Incremented self-regulation: Learners who are skilled in using metacognitive strategies are better able to manage their learning processes, set goals, monitor progress, and adjust their learning behaviors accordingly
• Metacognitive strategies: These are higher order thinking skills that learners use to manage their learning processes, including planning, monitoring, and evaluating their learning
• Effective strategies: These are techniques learners use to regulate their emotions during learning, such as self-motivation and self-regulation of anxiety

Why you can’t do well in English?
• 1 I have been studying hard for two months, but my English doesn’t improve.
• 2 I study harder than my desk mate, but I got a lower score in the final exams.
English and Your Life Goal
• I study harder than other classmates, but I get a lower score than them. I am not good at learning English, so I give it up.
How to practice speaking • • • • Practice listening and imitate Reciting to speak standard English Talk to oneself to practice English Talk to your classmates and friends
English and Your Life Goal
• I don’t want to get a master or doctor’s degree, so I needn’t learn English well. • I just want to become a nurse, it’s no use to learn English well, it’s useful to take part in all kinds of social activities and medical practice to achieve my life goal.

有关学习策略的英语作文Title: Effective Learning Strategies。

Learning is a journey that requires not only dedication but also effective strategies to maximize comprehension and retention. In this essay, we will explore variousstrategies that can enhance the learning process.Firstly, it is essential to establish clear objectives before embarking on any learning endeavor. Setting specific, achievable goals provides direction and motivation. Whether it's mastering a new language, understanding complex mathematical concepts, or acquiring practical skills,clearly defined objectives serve as roadmaps for success.Secondly, active engagement is crucial for effective learning. Passive methods, such as rote memorization, often yield temporary results. Instead, active learning techniques, such as participating in discussions, solving problems, and teaching others, promote deeper understandingand long-term retention of information.Furthermore, creating a conducive learning environment is paramount. Minimizing distractions and finding a comfortable, well-lit space can significantly enhance concentration and focus. Additionally, utilizing technology wisely, such as educational apps and online resources, can supplement traditional learning methods and cater to diverse learning styles.Moreover, adopting a systematic approach to learning can yield significant benefits. Breaking down complex topics into manageable chunks, creating study schedules, and utilizing mnemonic devices are effective techniques to enhance comprehension and memory retention. Furthermore, regularly reviewing and revising previously learned material reinforces understanding and prevents forgetting.Collaborative learning can also be highly beneficial. Engaging in group discussions, study sessions, or peer teaching allows for the exchange of ideas, perspectives, and feedback. Moreover, explaining concepts to others notonly reinforces one's understanding but also fosters communication and teamwork skills.Additionally, incorporating varied learning modalities can cater to individual preferences and optimize learning outcomes. Visual learners may benefit from diagrams, charts, and videos, while auditory learners may prefer lectures, podcasts, or recorded lectures. Kinesthetic learners, onthe other hand, may benefit from hands-on activities and interactive simulations.Furthermore, embracing a growth mindset is essentialfor continuous improvement. Viewing challenges as opportunities for growth rather than obstacles fosters resilience and perseverance. Embracing mistakes as valuable learning experiences promotes a positive attitude towards learning and encourages experimentation and exploration.In conclusion, effective learning strategies are indispensable for maximizing comprehension, retention, and application of knowledge. By setting clear objectives, actively engaging with the material, creating conducivelearning environments, adopting systematic approaches, fostering collaboration, incorporating varied modalities, and embracing a growth mindset, learners can unlock their full potential and achieve academic and personal success.。

Strategies for English Vocabulary Learning1.Introduction1.1 Research background and purposeWith the openness to the world after decades of isolation and an explosion in commercial, technological, and cultural exchanges with Western countries, China is experiencing transition. Moreover, with China’s joining the market-based global economy, its fast-moving world financial markets appeal to many foreign companies. This financial growth has given rise to a pressing demand for large numbers of competent users of English in a wide range of professions and businesses. Such recent political, economic, and social factors will have a great impact on English language teaching and learning in China. Hence, how to improve learners’ ability of learning English in order to meet new demands seems imperative.In the past 25 years, the field of second language acquisition has seen the reemergence of interest in one area of language study, i.e. vocabulary, and the appearance of a newly recognized aspect learning strategies. V ocabulary is a fundamentally important aspect of language learning. Learning a language is just like constructing a building, in which vocabulary, the building materials, is essential. V ocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, and knowledge of the world enables the increase of vocabulary knowledge and language use and so on. Rubin& Thompson once said, “One can’t speak, understand, read or write a foreign language without knowing a lot of words.” Therefore, vocabulary is at the heart of mastering a foreign language. In China, the importance of vocabulary in second language acquisition has been greatly recognized. However, teachers put great emphasis on explaining grammar and developing students’reading skill, leaving vocabulary to students themselves. To students, they believe, learning a word means knowing its pronunciation, spelling, and meanings, which can be memorize absolutely by themselves if they want to.However, students cannot achieve a high level after several years of endeavor, and vocabulary is the most challenge and the biggest headache for them. Hence, vocabulary is becoming the neck of a bottle in learning English. According to NewCriteria for English Courses for General High School, students’ English ability after high school should pass Grade 8 with the demand of vocabulary is 3,500~4,000 words, which is similar to that of a college student. Facing to the contradiction between low-efficiency of vocabulary learning and higher requirement on vocabulary size, teachers should realize the necessity of vocabulary learning strategies and help students employ more effective strategies, which will empower students to continue to acquire vocabulary on their own. Students understand the advantages and disadvantages of various vocabulary learning strategies and master the effective vocabulary learning strategies to improve their study efficiency.Previous research has typically associated higher proficiency in the second language with more frequent, appropriate and successful use of language learning strategies, choosing adults or college learners as main participants. Nowadays, however, few studies have been concerned specifically with middle school students’handling of new second language vocabulary and how this relates to vocabulary knowledge. Students in senior middle schools are different from those adults in cognitive processes and English proficiency, which implies they may have their own characteristics in vocabulary learning strategies use. The present paper extends existing research by focusing on the strategies used by high school students who study English as their foreign language. It is expected to draw a clear picture of vocabulary learning strategy use in order to improve their learning efficiency and English proficiency.1.2 The structure of the thesisThe investigation of vocabulary learning strategies have implications for improving vocabulary learning in junior middle school and creating instructional designs that are student-centered and foster self-directed learning. The paper will help students have awareness of their own vocabulary learning strategies which they use. In addition, students will learn more about their strength and weakness in vocabulary learning. This article exposes to more strategies and develops more effective appropriate strategies. The whole paper consists of five parts. First part is a brief introduction which states the background and the purpose of the present paper. Parttwo reviews the key terms on vocabulary learning strategies, and also reviews studies on fields at home. It also gives some representative classification of vocabulary learning strategies. The third part tells us five vocabulary learning strategies which are mainly suggested in the article. And the next part shows some other vocabulary learning strategies. The last part discusses the results of the study, concludes the major findings and suggesting English vocabulary learning strategies.2. Research on vocabulary learning strategies2.1 Definition of vocabulary learning strategiesThe definition of vocabulary learning strategies derives from language learning strategies. Schmit adopts Rubin’s definition of learning as “the process by which information is obtained, stored, retrieved, and used and extended to vocabulary learning strategies in the following way”. V ocabulary learning strategies could be any which affect this rather broadly-defined process. Rosa Maria and Jimenez Catalan describe an elaborate working definition for vocabulary learning strategy: knowledge about the mechanisms (processes, strategies) used in order to learn vocabulary as well as steps or actions taken by students (a) to retain them in long-term memory, (b) to find out the meaning of unknown words, (c) to recall them at will, and (d) to use them in oral or written mode. It can be inferred that vocabulary learning strategies concerns techniques, approaches of discovery, consolidation and production of words.2.2 Classification of vocabulary learning strategiesA number of attempts have been made to classify learning strategies. Rubin (1981) classified the strategies into two primary groups: direct and indirect learning strategies. The former refers to those directly affecting learning and the latter consisting of those contributing indirectly to learn. Meanwhile, Naiman (1978) proposed five broad categories of learning strategies with numerous secondary categories. Influenced strongly by the findings of cognitive psychology, O’Malley and Chamot (2001) considered learning strategies as cognitive skills. Learning strategies have been differentiated into three categories depending on the level or type of processing involved. They are meta-cognitive strategies, cognitive strategies, and social/affective strategies. Meta-cognitive strategies are higher order executive skillsthat may entail planning for, monitoring, or evaluating the success of a learning activity. Cognitive strategies operate directly on incoming information, manipulating it in ways that enhance learning. Social/affective strategies represent a broad grouping that involves either interaction with another person or ideational control over affect. Gu and Johnson (1996)established two main dimensions of vocabulary learning strategies for their study, met-cognitive regulation and cognitive strategies, which covered six subcategories: guessing, using a dictionary, note-taking, rehearsal, encoding, and activating, all of which were further subcategorized. The total number of strategies in their study was 74.Cohen used second language learner strategies to encompass both second language learning strategies and use strategies. He defined learning strategies as “learning processes which are consciously selected by the learners”. Language use strategies are those used in producing the language. It includes four subsets: retrieval strategies, rehearsal strategies, cover strategies, and communication strategies.2.3 Studies on vocabulary learning strategies in ChinaWestern-based research does not in principle tell us anything about the learning of English vocabulary by Chinese learners.This paper needs research in a Chinese cultural context. And some researchers engage in generalizing vocabulary learning strategies such as Zhang ye, Xing min and Zhou Dajun. Some researchers specialize in some particular strategies like Fan Lin, Wang qinghua and Wu Lilin. Most studies on vocabulary learning strategies investigated the vocabulary learning strategies used by English or non-English major university students such as those researchers: Fan&Wang, 2002; Gu, 1994; Gu &Hu, 2003; Gu&Johnson, 1996; Wang, 1998; Wu& Wang, 1998; Zhang, 2001. There are few studies investigating vocabulary learning strategies used by children or high school students.A study by Yao, Wu and Pang investigated the English vocabulary memorizing strategies of junior middle school students. 134 junior middle school students in Grade Three were given Questionnaire of English V ocabulary Memorizing strategies and vocabulary tests with different degrees of difficulty. The results showed that rote and general memorizing strategies were used primarily and the good students were better than the poor in choosing specific strategies for vocabulary memorizingproperly. The frequency and the number of students were increasing in using more kinds of strategies when facing difficult vocabulary.The previous studies profiles vocabulary learning strategies used by non-English major university learners throws a comprehensive insight in vocabulary teaching and learns especially in universities. However, few people concern with vocabulary learning strategies used by high school students, so more empirical studies in high schools are needed.3.The main vocabulary learning strategies3.1 Meta-cognitive strategiesMeta-cognitive strategies are used by students to control and evaluate their own learning by having an overview of the learning process in general. It is a kind of strategies that facilitate learning by actively involving the learner in conscious efforts to remember new words. The pervasiveness of English-medium books, magazines, newspapers and movies offer an almost endless resource. Besides, the strategy of interacting with native speakers and self-testing also increase input. In practice, one can maximize the effectiv eness of one’s practice time if it is scheduled and organized rather than random. However, learners need to realize that they will never learn all the words and so they should concentrate their limited resources on learning the most useful ones and pass over some unknown words particularly when the main goal is to improve reading speed rather than vocabulary growth. Usually, meta-cognitive strategies divide into plan strategies, control strategies and adjust strategies.Planning strategies include setting learning objectives, browsing the reading materials, producing the questions to answer, and analyzing how to fulfill the tasks. According to the actual process of evaluation and feedback in cognitive goal of cognitive deficiencies, control strategy is the cognitive activities which correct estimation results and the degree of goals. And adjust strategy is based on cognitive activities, such as finding problems, adopting corresponding remedial measures.According to the inspection of the cognitive strategies, adjust strategy modify and adjust timely.Due to the English vocabulary learning is a system of engineering; therefore, it needs to actively adopt meta-cognitive strategies, especially for high school students. Meanwhile it’s important to arrange the reasonable vocabulary learning plans, control the vocabulary learning process constantly, and adjust methods of vocabulary learning. Students are suggested to use the suitable vocabulary learning strategies for themselves.3.2 Semantic field strategiesV ocab ulary is not isolated in people’s memory, but store in human’s memory according to the different kinds. Some words can associate with other words once remember one of the words. On this ground, semantic strategy can be used in vocabulary learning. Semantic paradigmatic relations have known as polymerization (accept-receive; sad-depressed), antonym (long-short; clever-stupid); hyponymy (animal-lion; elephant), etc. For instance, clock, washbasin, stove, mirror, TV, sofa, video, slipper, toothpaste, cupboard shower, towel; overcoat, gloves, raincoat, trousers, suit, T-shirt, sweater can be used in the study.Zhang wen peng used to research and confirm that vocabulary learning strategies (Word list strategy, Context strategy, Semantic field strategy) have an influence on remembering vocabularies. According to the results: From the memory capacitance, context strategy is more than semantic field strategy in short-term memory. As a result, if you want to remember more vocabularies in a short period of time (1-2 weeks) and it’s appropriate to memory though semantic strategy.3.3 Context strategiesContext strategy is a strategy that learners guess the new word through the information which is provided in the context language environment. Context strategy is a popular strategy of vocabulary learning strategies right now. It not only can expand your vocabulary, and can let students understand the cultural knowledge aboutlanguage. In order to understand and learn new vocabulary better, the methods make learners internalize and absorb new words accurately: namely, to learn the phonetic pronunciation, understand a single syllable count and master stress position.3.4 Determination strategiesIf students do not know a word, they have to decide which strategy to choose for the problem. There are four possible opinions for them to solve their problems.1) Guessing the meaning from word part formation such as, derivation, compounding, conversion, abbreviation, backformation, etc;2) Guessing the meaning from a L1 or L2 word similar in sound or meaning (e.g. loaned words from Chinese like kungfu, Confucius, Taoist, etc.);3) Guessing the meaning from context (It is necessary to note that context here should be taken to mean more than just textual context, context clues can also come from a variety of other sources such as pictures, cards, gestures, intonations and so on );4) Guessing the meaning from reference materials (primarily dictionaries).For our high school students, this vocabulary learning strategy is also important.3.5 Social strategiesA second way to discover a new word meaning employs the social strategies of asking someone who knows. Teachers are often in this position, and they can be asked to give help in a variety of ways: giving the L1 translation, giving a synonym, giving an antonym, giving a definition by paraphrase, using the word in sentence, or any combination of these. Of course, classmates and friends also can be asked for meaning in all of ways above. Besides the initial discovery of a word, group work can be used to learn or practice vocabulary. Cooperative learning can prepare the participants for “team activities”. Another social strategy involves students enlisting teachers to check their work for accuracy. Of course, if possible, interacting with native speakers would be an excellent way to gain vocabulary.4.Other vocabulary learning strategiesThere are some other vocabulary learning strategies which used by people in daily life. For instance, Categorization, Memory strategies, Related words, Rhyme and imagery.At first, Categorization (also known as grouping) is an important way to recall, and people often organize words into group naturally according to the meaning, part of speech, formal or informal language forms, alphabetical order, or types of clothing, food, and so on. However, Memory strategy is different from Categorization. Most Memory strategies (traditionally called mnemonics) involve relating the word to be retained with some previously learned knowledge, using some form of imagery, grouping, or actions (Coady and Huckin, 2001: 203 - 20). Four options are proposed here.1). Using the keyword methods: finding a L1 word or phrase with similar sound or spelling, and constructing a visual image that ties the word or phrase to the target word, e.g. while learning the word “deny”in English, a similar sound word in Chinese “dina” will occur to the learner.2). Studying a word’s affixes, root and word class.3). Learning the individual word meanings in more meaningful context such as a phrase, an idiom or a proverb.4). Using semantic feature grids.Students always make use of this kind of vocabulary learning strategies, just like Related words, Rhyme / rhythm, Pictures / imagery.New words can be linked to other words which the students already know, such as coordination (apples- other kinds of fruits like pears, bananas, peaches etc.), synonym (pleased - glad / happy / joyful), or antonym (quick - slow). Some words, particularly gradable adjectives, have meanings relative to the other words in their set. For example, a helpful way to remember the words big, huge, medium-size, etc. is to set them in a scale(huge > big > medium-sized > small > tinny). And making upsongs or short ditties with the words to learn is of great interest and a high efficiency way of gaining new words. For example, one is a pen, two is a duck, three is an ear, four is a flag etc. What’s more, new words can be learned by studying them with pictures of their meanings or creating their own mental images of a w ord’s meaning. They can also be associated with a particular vivid personal experience, for example, a learner mentally connects the word snow to a memory of playing in the snow while he /she was a child.5. ConclusionAbove all, students need to know how to learn vocabularies. In this sense, students learn various kinds of learning strategies and the instruction of vocabulary in classroom. Moreover, students are encouraged to seek the ways they find most helpful since their vocabulary possession is very personal. And their abilities to exploit its elasticity are very individual. Some of them make lists and memorize vocabularies; some of them make associations with words that sound or look similar in Chinese; some students read a large number of materials; some students write down words in short time and some students read dictionaries. In short, it’s important for high students to study more English vocabulary learning strategies. After doing this research, the paper suggests students to choose their own strategies for learning. Learning vocabulary well is the key to learning English and adopting right English vocabulary learning strategies is also the key to learning vocabulary well.ReferencesCoady, J. and Huckin T. 2001. Second Language Vocabulary Acquisition [M].Shanghai: Shanghai Foreign Language Education Press.Cohen, A. 1990. Language Learning: Insights for Learners, Teachers and Researchers [M]. New York: Newbury House∕Harper Row.Gu, Yongqi. & Johnson, R. 1996. V ocabulary learning strategies and language learning outcomes [J]. Language Learning 46(4): 643-679.Nation, I. 2001. Learning vocabulary in another language[M]. Cambridge: Cambridge University Press.O’Malley, J. M. & Chamot. 2001.Learning Strategies in Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press. Rosa, M. and Jimenez, C. 2003. Six differences in L2 vocabulary learning strategies [J].International Journal of Applied Linguistics 13 (1): 54–77.Schmitt, N. 1997. Vocabulary learning strategies[M]. Cambridge: Cambridge University Press.姚梅林、吴建民、庞晖，2000 ,初中生英语词汇记忆策略的研究[J], 《心理科学》。

2. How to teach learning strategies in the class. 2.2 Presentation of learning strategies In teaching, teachers should present and teach students learning strategies with the declarative knowledge, so that students can form a complete, conceptual, adequate knowledge of learning strategies, and ready to do a good job for the further study. (Reid&Borkorski,1985 )
2
The teaching of learning strategies
1.How to choose learning strategies
1.1 Analysis of learning strategies
Cognitive strategies
Learning strategies
Metacognitive strategies
2. How to teach learning strategies in the class. 2.3 Transformation of learning strategies Teachers must also deepen their teaching and contribute to transformation of learning strategies from declarative knowledge to productive knowledge, that is to say, changing from "what it is" to "how to do it". In order to make the learning strategies become a longterm skills.

全英交流无障碍学习计划English has become a global lingua franca, and it plays a crucial role in international communication, trade, education, and technology. In today's interconnected world, mastering English is essential for individuals to thrive in various professional and social settings. However, many non-native speakers still face challenges in achieving fluency and proficiency in English, often due to limited access to resources and support. As a result, it is important to develop a comprehensive study plan to break down language barriers and facilitate effective English communication.This study plan is designed for non-native English speakers who are committed to improving their English communication skills. It encompasses various aspects of language learning, including vocabulary building, grammar improvement, speaking and listening practice, reading comprehension, and writing proficiency. The goal of this plan is to provide a structured and accessible framework for learners to enhance their English language abilities and gain confidence in communicating with native speakers and fellow non-native English speakers.I. Vocabulary BuildingA. Daily vocabulary exercises:1. Start each day with a vocabulary exercise to enhance word recognition and retention.2. Use flashcards or mobile apps to memorize new words and their meanings.3. Create a personal dictionary to record and review new vocabulary regularly.B. Reading comprehension with emphasis on vocabulary:1. Read English newspapers, magazines, and online articles to encounter diverse vocabulary in context.2. Make a habit of highlighting or underlining unfamiliar words and looking up their definitions.3. Use the newfound vocabulary in sentences or conversations to solidify understanding and usage.II. Grammar ImprovementA. Mastering basic grammar rules and structures:1. Begin with a review of basic grammar concepts such as tenses, articles, prepositions, and sentence structure.2. Practice grammar exercises and quizzes to reinforce understanding and application of rules.3. Seek assistance from grammar books, online tutorials, or language learning platforms to clarify any doubts or confusion.B. Immersive language exposure:1. Watch English-language movies, TV shows, and documentaries to observe grammar patterns and usage in natural contexts.2. Engage in English conversations, discussions, or language exchange sessions to put grammar knowledge into practice.3. Stay updated with English grammar rules and trends through reputable language learning websites and resources.III. Speaking and Listening PracticeA. Regular speaking exercises:1. Speak in English as much as possible, even in everyday situations and casual conversations.2. Practice speaking fluently and confidently through role-playing, interactive games, or public speaking exercises.3. Seek feedback and correction from fluent English speakers or language instructors to improve pronunciation and intonation.B. Active listening and comprehension:1. Listen to English podcasts, audio books, or radio programs to train the ear for different accents and speech patterns.2. Engage in active listening during English language interactions by focusing on context, keywords, and non-verbal cues.3. Engage in discussions or debates with fellow learners to improve listening comprehension and critical thinking skills.IV. Reading ComprehensionA. Diverse reading materials:1. Read a variety of English texts, including literature, essays, academic papers, and online blogs, to expand comprehension abilities.2. Dedicate time to read and analyze challenging texts, identifying main ideas, supporting details, and underlying themes.3. Discuss reading materials with peers or mentors to gain multiple perspectives and deeper insights.B. Enhancing reading speed and comprehension:1. Practice speed reading techniques to increase reading fluency and efficiency.2. Take regular reading comprehension tests to monitor progress and identify areas for improvement.3. Incorporate reading into daily routines, such as before bedtime or during breaks, to cultivate a habit of sustained reading.V. Writing ProficiencyA. Structured writing exercises:1. Devote time to daily writing practice, focusing on different genres such as essays, letters, reports, and creative writing.2. Set specific writing goals and challenges to expand writing skills and creativity.3. Seek feedback from peers, teachers, or professional editors to identify strengths and areas for improvement in writing.B. Developing a personal writing style:1. Experiment with different writing styles, tones, and voices to find a personal writing style that resonates with the learner.2. Study accomplished English writers and emulate their techniques and strategies to enhance writing proficiency.3. Reflect on past writing pieces and identify recurring errors or weaknesses for targeted improvement.VI. Enhanced Communication SkillsA. Engaging in meaningful conversations:1. Participate in debates, group discussions, or language exchange activities to engage in meaningful and challenging conversations.2. Seek out opportunities to interact with native English speakers through social events, professional networks, or online communities.3. Embrace diversity in language use by interacting with speakers from different English-speaking regions and cultures.B. Overcoming language barriers:1. Embrace mistakes and learn from them by approaching language barriers as opportunities for growth and improvement.2. Consistently expand vocabulary and grammar knowledge to confidently navigate linguistic challenges.3. Demonstrate patience and empathy when communicating with other non-native English speakers to foster a supportive language learning environment.Conclusion:By diligently following this comprehensive study plan, non-native English speakers can confidently break down language barriers and achieve effective communication in English. It is important to approach language learning with dedication, curiosity, and a growth mindset to overcome challenges and reach proficiency. With continuous practice and exposure to various language components, learners can gradually build confidence, expand their linguistic abilities, and thrive in the global English-speaking community. The key to success lies in a consistent commitment to learning, an open-minded approach to language acquisition, and a willingness to adapt to new linguistic challenges and opportunities.。

Ⅱ. Classification
1. O'Malley's classification(1985)
metacognitive strategies
Learning strategies
cognitive strategies
socioaffective strategies
a) Metacognitive strategies
2. Rubin's classification(1987)
cognitive learning strategies
learning strategies metacognitive learning strategies communication strategies
social strategies
Cognitive Learning Strategies
They refer to the steps or operations used in learnig or problem-solving that require direct analysis, transformation, or synthesis of learning materials: *Clarification/Verification *Guessing/ Inductive Inferencing *Deductive Reasoning *Practice *Memorization *Monitoring
c) Socioaffective strategies • They are related with social-mediating activity and interacting with others. Cooperation and question for clarification are main socioaffective strategies.

learningstrategyAnother source of individual difference is learning strategies. Learning strategies are the particular approaches or techniques that learners employ o try to learn a second language. Different linguists and psychologists hold different opinions about learning strategies. Chamot and Kupper (1989) gave the following definition to learning strategies: Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area. Language learning strategies are behaviors or action which learners use to make language learning more successful, self-directed and enjoyable. (Oxford, 1989)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 language, or, in some cases, are observed doing while earning a second or foreign language" (Rubin and Wenden, 1987: 19). According to Rubin, there are three types of strategies used by learners that contribute directly or indirectly to language learning. These are learning strategies, communication strategies and social strategies.There have been various attempts to discover which strategies are important for SLA. One way is to investigate how "good language learners”try to learn. Rubin had discovered that successful language learners have the same characteristics (1975). She suggested that good second language learners generally have such five general strategies: (a) an active learning approach; (b) realization of language as a system; (c) realization of language as a means of communication; (d) handling of affective demands; (e) monitoring of progress. Other studies have sought to relate learners' reported use of different strategies to their second language proficiency to try to find out which strategies are important for language development. Such studies have shown, not surprisingly, that successful learners use more strategies than unsuccessful learners. Learners of different learning styles consequently take different techniques and devices to learn a second language. That is, learning strategies are quite different from person to person.。

Willing’s Learning Style Inventory
• Willing identified four different learner types of learners across a range of cultural backgrounds：
• (i) Concrete learning style - use active and direct means, are interested in information of immediate value, like variety, dislike routine.
Propensities
2. Propensities (cognitive and affective qualities involving preparedness or orientation to language learning)
(a) Learning style (b) Motivation (c) Anxiety (d) Personality (e) Willingness to communicate
Propensities: (a)Learning Styles
• Styles . . . characterize the consistent and enduring traits, tendencies, or preferences that may differentiate you from another person (Brown, 2001:210). Learning styles are therefore more difficult to change than strategies because they relate to propensities we have which make us favour certain ways of processes information in our environment or dealing with people.

Language learning strategyLearning strategy has been one of the research focuses of psychologists and educators. Despite the current interest in learning strategies, investigations into the effect of strategy training are relatively uncommon, and results are rather mixed.1.1 Defining learning strategies:Many researchers who focus their attention on learning strategies try to define learning strategies in different ways. Here are some definitions from several researchers in the field.Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planed designs for controlling and manipulating certain information. (Brown)In our view, strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learners, leaving techniques as the term to refer to particular forms of observable learning. (Stern 1983) Learning strategies are the behaviors and thoughts that a learner is engaged in during learning that are intended to influence the learner’s encoding process. (Weinstein and Mayer 1986)Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recalling of both linguistic and content area information. (Chamot 1987)Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affects learning directly. (Rubin 1987)Language learning strategies are specific action or techiques taken by the learner to make learning easier, faster, more enjoyable, more self-directed and more transferable to new situation. (Oxford 1990)Learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. (Cohen 2000)Learning strategies are the mental and communicative procedures or techniques learners use to learn and use language effectively. (Nunan 2001) Despite there are uncertainties in these definition, anyway, all the definition recognize that they are used efforts to learning something about the target language. Hence I believe learning strategies consists mental and physical behaviors that a learner deploy to make their leaning more effective in the process of language acquisition.1.2 Types of learning strategiesAs there are varies ways of defining strategies, there are also different ways of categorizing strategies. Different researchers offered different categories because using different standard.1.2.1 Rubin’s framework(1981):Language learning strategiesDirect language Indirect language1.2.2Naimen’s classification:An active task approachLearning Realization of language as a systemstrategies Realization of language as a means of communicationand interactionManagement of affective demandsMonitoring of L2 performance1.2.3Bialystok identified four strategies as:Learning strategiesInferecing monitoring formal practicing functional practicing1.2.4O’Mally and Chamot’s framework:Three major types of strategies are distinguished. They are matecognitive strategy, cognitive strategy, and social/affective strategy.Matecognitive strategies: Advance Organizers, Direct Attention, Selected Attention, Self-Management, Functional-planning, Self-Monitoring, Delayed Production, Self-Evaluation.Cognitive strategies: Reputation, Resourcing, Translation, Grouping, Note-taking, Deduction, Recombination, Imagery, Auditory Representation, Keyword, Contextualization, Elaboration, Transfer, InferencingSocial/Affective strategies: Cooperation, Question for clarification1.2.5Oxford contributes a great deal of learning strategies, perhaps themost comprehensive classification of learning strategies to datewas provided by Oxford. The following is her framework:Learning strategiesDirect strategies Indirect strategiesMemory strategies Metacognitive strategiesCognitive strategies Affective strategiesCompensation strategies Social strategies1.2.6 David Nunan developed the following typology of stategies:Learning strategiesCognitive Interpersonal Linguistic Affective Creative Classifying Cooperating Conversational patterns Personalizing Brainstrming Predicting Role-Playing Practicing Self-EvaluatingIndicating Using context ReflectingTaking Notes SummarizingConcept Mapping Selective ListeningInferencing SkimmingDiscriminatingDiagramming1.3 Previous studies about learning strategiesResearch on language learning strategies started at the 1970s. For the most part, the progress in cognitive psychology had a great effect on the research studies on language learning strategies. In most of the research studies done on language learning strategies, identifying what good learners do to learn a second or foreign language has been the main issue. In 1971 Rubin conducted a study in which the main focus was on the strategies of successful language learners. In her study she argues that, once identified, such strategies could be offered to less successful learners.In 1980 Cohen and Aphek looked at the effect of strategy training on vocabulary acquisition. They found that certain techniques, such as the paired associates techniques, did successful in language learning. At about the same time, Carroll(1981) looked at inductive learning. In this study, it was found that the ability to study samples of language and induct the rules governing that particular aspect of language was an aspect of language aptitude. O'Malley et al. set out to identify the type, range and frequency of the learning strategies used by 70 ESL students at beginning and intermedíate levéis in three high schools in Northern Virginia. The results obtained also indicated that the number of strategies used by the learners correlated with the degree of difficulty of the learning task and, on the whole, students tended to use more cognitive than metacognitive strategies. Furthermore, it was also found that teachers in general were not very aware of their students' strategy use.By means of a questionnaire, Bialystok surveyed the strategies used by high school students in their learning of French. The data collected showed as before that the use of strategies was governed by the nature of the task, and it also seemed to be directly related to the learners' attitude and not to language learning aptitude. Ramírez also administered questionnaires to adolescents who were studying French in several New York schools. The information collected revealed that years of language study was an important variable affecting the use of learning strategies.The results of previous research studies have demonstrated that many factors affect the choice learning strategies. Those factors might include degree of awareness,age, sex, nationality, learning style, personality traits, motivation, learning context, and language proficiency (Zare& Nooreen, 2011; Khamkhien, 2010; Rahimi, et al. 2008; Chamot, 2004; Griffiths, 2003; Hong-Nam and Leavell, 2007; Green and Oxford, 1995; Ehrman and Oxford, 1989).A Study of Language Learning Strategies Used by College EFL Learners in Taiwan shows that (1) There was not a great difference among the frequency of each strategy that Taiwanese college EFL learners report using, all in medium-use level. (2) Statistically significant differences were found in the use of cognitive strategies, metacognitive strategies, social strategies and overall strategies with regard to gender.(3) Statistically significant differences were found in the use of six subcategories of language learning strategies and overall strategies with regard to major. In the end of this study, the pedagogical implications were provided.The findings of research studies in the area of language learning strategies provide a greater understanding of strategy use among EFL/ESL learners and support language instructors and curriculum developers to improve their approaches toward teaching and learning goals. These findings also strengthen the fact that strategy use is a complex phenomenon that interacts with a number of variables. These variables have influences on the use of overall strategies, strategy categories, and individual strategies in different ways. So, as an interactive language teacher is to equip your students with a sense of what successful language learners do to achieve success and to aid them in developing their own unique individual pathways to success. (Brown).。

Learning strategies1.1Definition of learning strategyLearning strategy specifically about language learning strategy in L2/FL learning. It refers to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals.1.2 Classifications of learning strategiesLearning strategies for planning how to learn, thinking, listening, speaking, reading, writing and translating and etc.What I conclude about learning strategies consists of several domains: thinking, listening, speaking, reading, writing and translating and etc.1. Strategies for Planning How to Learn(1) Advance OrganizationDoing a preview of what you are going to learn. For example, if you want to improve your pronunciation, you can read the introduction to different pronunciation books, and find out that you need to study the sounds of consonants, vowels, intonation, stress and linking.(2) Directing AttentionThis means paying attention to studying something, and not doing other things like surfing the Internet.(3) Selective AttentionThis means studying things that you can remember more easily, for example, because they are useful for your university course or for your job. If you need to do a presentation for your course you can study presentations, if you need to write a report at work, you can learn how to write a report.(4) Self-managementThis can help you learn, and organize them. For example, if you like music, you will learn it in a place . You will also need materials like books and maybe a computer. CILL has good learning conditions (but no coffee!).(5)Advance PreparationPlanning and learning English that you will need for something, for example learning the correct pronunciation of important words ina presentation.(6) Self-monitoringCorrecting yourself if you make a mistake when you are using English. This is good for accuracy, but not for fluency.(7) Delayed ProductionWhen you first start to learn a new language you may decide not to try speaking until you have learned some vocabulary, grammar and pronunciation. You may just want to try to listen first, before speaking.(8) Self-evaluation (Self-assessment or testing)Deciding if you have finished learning a topic because your English is good enough to do the things you need. Click here for more details on how to test yourself.(9) Self-reinforcementThis means giving yourself a present when you have successfully learned something. For example, chocolate or 10 minutes playing computer games.2. Thinking Strategies(1) GroupingPutting things in groups and in order helps you to build a framework for learning. Grouping also reflects the way your brain organizes information. For example, you can group vocabulary words together according to categories like furniture, animals, office equipment, etc. Using mind-maps is one type of grouping.(2) ImageryThis means making pictures in your mind to help you remember things.3. Speaking Strategies(1) Questions for ClarificationThis means talking to English-speakers and asking for them to repeat, paraphrase (summarize in different words), explain or give examples. You can say:Repeat: "I'm sorry, I didn't catch that, can you say that again?" Paraphrase: "I'm sorry, I'm not sure what you mean. Can you tell me again?"Explain: "Could you explain that for me?"Examples: "Could you give me an example?"(2) Recording yourselfRecord yourself speaking, either on your own, or with other people. Later you can review the recording, listen for problems such as saying "Um" too much, and research anything that you didn't know how to say.(3) Form a group of people to practice speaking EnglishIn CILL you can join the SAP to do this with a teacher. The English Club also runs the Big Mouth Corner for speakingpractice.(4) Sing:You can sing English songs that you like, either alone, or with friends; e.g. karaoke.(5) ActYou can join a drama club or group that puts on English plays. The ELC has a Drama Club.(6) ImagineImaging that you are in a situation where you need to speak English; e.g. as a character you like in a movie. Try to imagine what you would say.4. Pronunciation Strategies(1) RepetitionYou can repeat a word out loud or silently to practice pronunciation. Be careful to listen to a model to make sure that you pronunciation is correct.(2)SoundThis means remembering English sounds by using sounds in your own language. For example, the English sound / i: /is very similar to the Chinese (Putonghua) sound of the word that means'one'.5. Writing Strategies(1) Note-takingIt’s a good idea to write down the main ideas, important points, an outline or a summary of a topic.(2) OrganizationYou can use a mind-map, organisation tool or pros and cons calculator to help you organize the information.(3) Proof-readingYou can use this program to automatically check for some common mistakes.(4) Peer-reviewAsk a friend to read your text and comment on it. Do they understand it? Can they suggest any improvements?(5) To-do listWrite a list of 10 specific problems you have with your writing. Put them in order of seriousness or solvability. Work on the highest priority problems until you solve them. When you have solved them, cross them out, and add new problems to the bottom of the list.6. Reading Strategies(1) TransferThis means using ideas that you already have to make learning easier. For example, if you know that a paragraph (like ahamburger) usually has an introduction, a middle containing supporting detail, and a conclusion, you can use this knowledge to skim(read very quickly, by missing out non-important information, to understand the general topic) a text because you know that you only have to read the introduction and conclusion of both the whole text and the paragraphs.(2) TranslationYou can read a story in a newspaper in your own language first, then read the same story in an English newspaper. Most of the story will probably be the same, so the story in your own language will help you to prepare for reading in English. For example, it will give you vocabulary, and when you read the English story and there is some vocabulary that you don't know, then you can use your knowledge of the story to guess what the new vocabulary is.(3) InferencingYou can also use the strategy of reading a newspaper story in your own language first for prediction. You can predict the contentsof the same story in an English newspaper. Reading to confirm your predictions is easier than reading with no background information. Click here for more information on reading newspapers.(4) PredictionAs well as predicting from newspaper stories in your own language, you can predict from your knowledge of the world, you knowledge of how people think, write and talk, and your knowledge of what the writer is like. For example, if you are reading a book it is a good idea to read about the author and the contents (on the cover or at the front of the book) to help you make predictions about what he or she believes.7. Listening Strategies(1) Physical ResponseYou can listen to instructions about how to do something, and follow the instructions. Relating sounds to movements helps you remember the sounds. So does listening to the sounds many times and repeating the movements. For example you can buy an English fitness video and listen and follow the instructions, and get fit at the same time.(2) PredictionYou can predict what someone is going to say by the topic of the conversation and your knowledge of that person's opinions. Listening to confirm what you predict is easier than listening and trying to understand everything. For example, if you are watching a film or TV programme about lawyers, you can predict that the defense lawyer will say that his client is "Not guilty.", and give reasons. Here are some phrases and predictions about the words that will follow:"I think" + an opinion."I'm afraid that " + bad news."Next," + another topic or point."Finally," + a last topic or point."But" + disagreement.(3) PreparationYou can listen to the news in your own language, then listen to it in English. Listening in your own language will help to predict what topics and vocabulary will be in the English news.(4) Motivate yourselfFor example, if you like movies or music, you can practice listening to them. CILL has a large collection of movies, and some songs on CD.8. Grammar Strategies(1) DeductionThis means using rules to work out the answer or how to do something. It is especially useful for grammar, for example, Rule: To change normal speech to reported speech; eg. for writing minutes of a meeting, move the tenses back one past tense. Example: Mr. Chan - "I will see her tomorrow." Reported speech - 'Mr. Chan said that he would see her the next day.(2) RecombinationThis means joining together things you already know to make new things. For example, if you know that the simple past tense is used to describe things that happened in the past which have finished, and you know that the present perfect tense is used to describe experience, you can make a sentence that includes both of them: "I first visited America in 1990. Last summer I went there again, soI have been there twice."(3) Writing your own grammar bookThis can contain rules, examples (e.g. from newspapers or magazines), your notes (e.g. on things you don't understand), lists of exceptions, etc.(4) Using new grammarAfter you learn some new grammar, use it in conversation orwriting, and see what your listener's or reader's reaction is: do they understand you? You can ask "Did I say that right?"(5) Get a grammar book: come to CILL or go to a bookshop and look at the different grammar books. Choose one that you understand.(6) Read and listenTo see how writers and speakers use English grammar to communicate their ideas.9. Vocabulary Strategies(1) ContextualizationThis means putting new vocabulary words into sentences to help you remember them and to test if you are using them correctly. You can use these sentences when talking to an English-speaker to see if they understand, you can write these sentences in your learner portfolio for the tutors to see, or you can e-mail the tutors and ask them to check these words in your sentences. The most independent ways are talking to an English speaker, and searching the Internet to find examples of the word being used in sentences.(2) ElaborationThis means relating new information to information youalready know. For example, if you know the meaning of 'information', it is easy to remember that the verb is 'to inform', and that 'informative' is an adjective, and that 'an informant' is someone who gives information.(3) InferencingThis means using available information to predict or guess the meanings of new vocabulary items. For example, if you know that you are reading about football, and you know that a field is often a large area covered in grass, then you can guess that a football field isa large, grassy area for playing football.(4) TranslationYou can read a story in a newspaper in your own language first, then read the same story in an English newspaper. Most of the story will probably be the same, so the story in your own language will help you to prepare for reading in English. For example, it will give you vocabulary, and when you read the English story and there is some vocabulary that you don't know, then you can use your knowledge of the story to guess what the new vocabulary is.(5) Personalizationyou can write down why the vocabulary item (i.e. the word or phrase) is important to you, where you first saw it, and when you used it, for example, you may have heard the item in a movie youliked (click here for list of movies and famous phrases in them), and used the item when you talked about the movie with your friends.(6) Keeping your own dictionary / vocabulary bookWriting entries for the dictionary will help you to learn words, and using your own dictionary can be faster than a normal dictionary. Click here for more details and examples.(7) GroupingYou can group words into different areas, such as words in the different courses you study. For example, business students could group vocabulary items into marketing vocabulary, accounting vocabulary, and human resources vocabulary.。