《Language in use》English for you and me PPT课件

/elt English Language Teaching Vol. 3, No. 4; December 2010

ISSN 1916-4742 E-ISSN 1916-4750 152English Language Learning Strategy Use by Chinese Senior High School Students Yaping Zhou Foreign Languages School, Zhejiang Ocean University 18 Haiyuan Road, Dinghai District, Zhoushan City, Zhejiang Province, 316000, China Tel: 86-580-818-0286 E-mail: zyp@ Abstract Language learning strategies are important factors that affect students’ learning. In China, senior high school is an important stage in a person’s education. This study examines the English language learning strategy use by Chinese senior high school students by means of the Strategy Inventory for Language Learning. The findings reveal that Chinese senior high school students use compensation strategies most frequently; that significant differences exist between male students and female students with female students using strategies more frequently than males; and that differences also exist in the strategy use among the three grades. The reasons for these differences in strategy use by Chinese senior high school students are discussed and implications for the future language learning strategy training and English teaching are put forward. Keywords: English Language learning strategies, Senior high school students, Strategy training, English Teaching 1. Introduction With the development of the research on second language acquisition, more and more attention has been paid to the research on individual learner differences. Among those, language learning strategies have been increasingly attracting the interest of contemporary educators as they have potential to enhance learning. Learning strategies are claimed to have the principal influence on the rate and level of second language acquisition (Ellis, 1994; Oxford, 1990). Over the years, many researchers have studied and examined the language learning strategies. However, the results of the studies are different and controversial. Most of the research subjects in these studies are students in different colleges and universities. There is little in the literature that focuses on the language learning strategies of students learning English in senior high schools. In China, senior high school is a very important stage in a person’s life because the study in senior high school determines whether a person can go to have higher education or not and what kind of higher education a person can have. Therefore, the teaching in the Chinese senior high schools is quite different from that in universities or colleges and the students in senior high schools have their own peculiar ways of learning. In order to provide more evidence for the research of language learning strategies, this study aims to examine the language learning strategy use by senior high school students in China. The following research questions are addressed in this study. 1) What is the general pattern of language learning strategies by senior high school students in China? 2) What are the differences between male and female students in using language learning strategies? 3) Are there any differences in strategy use among students in different grades? 2. Literature review 2.1 Definition and classification of language learning strategies Since the mid-seventies, more and more researchers and teachers in ESL field have realized the importance of the strategies used by learners in the language learning process. But as for the definition and classification of the language learning strategies, researchers have different opinions. Robin (1975:43) defined the learning strategies as ‘the techniques or devices that a learner may use to acquire knowledge’. In her later research, she identified two kinds of learning strategies: those that contribute directly to learning, and those that contribute indirectly to learning. The direct learning strategies include clarification/verification, monitoring, memorization, guessing/inductive inferencing, deductive reasoning, and practice. The indirect learning strategies are creating opportunities for practice and production tricks. Stern, in 1975, also produced a list of ten language learning strategies which he believed to be characteristic of good language learners. Later, Stern (1992:261) defined ‘strategies’ as ‘broadly conceived intentional directions’. O’Malley et al (1985:23) identified learning strategies as being ‘operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information’, which was originally used by Rigney (1978). They identified 26 strategies, which can be divided into three categories: metacognitive (knowing about learning), cognitive (specific to distinct learning activities) and social. Oxford (1990:8) also used Rigney’s

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The Use of Body Language in English

Teaching of Primary Schools

作者：张兴美

来源：《世纪之星·交流版》2015年第08期

[Abstract] With the continual reform of language teaching and learning methods， teachers are

in great demand to organize the classes in English and create English-learning circumstances.

However， with the limitation of students' vocabulary， teachers have to simplify their teaching

language with the help of facial expressions and body movements. In this article， the possiblity and

the effect of using body language in speaking and daily language will be further discussed.

[Key words]English teaching in primary schools， body language

I. The necessity and importance of using body language in English teaching

Learning English is primary period and is also the key period in primary school. With the people

Ｓｉｎｏ－ＵＳ　Ｅｎｇｌｉｓｈ　Ｔｅａｃｈｉｎｇ，ＩＳＳＮ　１　５３９－８０７２　Ｄｅｃｅｍｂｅｒ　２０１　１，Ｖｏ１．８，Ｎｏ．１２，７６６－７７２　…Ｎ　

Ｉｎｆｌｕｅｎｃｅ　ｏｆ　Ｅｎｇｌｉｓｈ　Ｐｒｏｆｉｃｉｅｎｃｙ　ｏｎ　Ｐｏｓｔｇｒａｄｕａｔｅ　Ｓｔｕｄｅｎｔｓ’Ｕｓｅ　

ｒ’一　一　●　一　０　０ｔ　Ｌａｎｚｕａｚｅ　Ｌｅａｒｎｌｎ￣ｂｔｒａｔｅ￣ｌｅｓ　

０ＵＹＡＮＧ　０Ｕ．ｃｈｕｎ　

Ｊｉａｎｇｘｉ　Ｕｎｉｖｅｒｓｉｔｙ　ｏｆ　Ｓｃｉｅｎｃｅ　ａｎｄ　Ｔｅｃｈｎｏｌｏｇｙ（Ｎａｎｃｈａｎｇ　Ｃａｍｐｕｓ），Ｎａｎｃｈａｎｇ，Ｃｈｉｎａ　

Ｔｈｉｓ　ｓｔｕｄｙ　ｉｎｖｅｓｔｉｇａｔｅｄ　ｔｈｅ　ｕｓｅ　ｏｆ　ｌａｎｇｕａｇｅ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｂｙ　ａ　ｇｒｏｕｐ　ｏｆ　ｐｏｓｔｇｒａｄｕａｔｅ　ｓｔｕｄｅｎｔｓ　ｉｎ　ａ　Ｃｈｉｎｅｓｅ　

ｕｎｉｖｅｒｓｉｔｙ．Ｔｈｅ　ｅｍｐｈａｓｉｓ　ｗａｓ　ｏｎ　ｔｈｅ　ｉｎｆｌｕｅｎｃｅ　ｏｆ　Ｌ２（ｓｅｃｏｎｄ　ｌａｎｇｕａｇｅ）ｐｒｏｆｉｃｉｅｎｃｙ　ｏｎ　ｌｅａｒｎｅｒｓ’ｓｔｒａｔｅｇｙ　ｕｓｅ，　

ａｉｍｉｎｇ　ｔｏ　ｌｏｏｋ　ａｔ　ｈｏｗ　ｐｒｏｆｉｃｉｅｎｃｙ　ａｆｆｅｃｔｓ　ｔｈｅ　ｕｓｅ　ｏｆ　ＬＬＳ（１ａｎｇｕａｇｅ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ）ａｍｏｎｇ　ｐｏｓｔｇｒａｄｕａｔｅ　

ｓｔｕｄｅｎｔｓ　ｌｅａｒｎｉｎｇ　ＥＦＬ（Ｅｎｇｌｉｓｈ　ａｓ　ａ　ｆｏｒｅｉｇｎ　ｌａｎｇｕａｇｅ），ａｎｄ　ｔｏ　ｒｅｖｅａｌ　ｓｏｍｅ　ｄｉｓｔｉｎｃｔｉｖｅ　ｆｅａｔｕｒｅｓ　ｉｎ　ｐｏｓｔｇｒａｄｕａｔｅ　

ｓｔｕｄｅｎｔｓ’ｕｓｅ　ｏｆ　ｌｅａｒｎｉｎｇ　ｓｔｒａｔｅｇｉｅｓ．Ｆｉｎｄｉｎｇｓ　ｆｒｏｍ　ｔｈｉｓ　ｓｔｕｄｙ　ｈａｖｅ　ｓｕｇｇｅｓｔｅｄ　ａ　ｎｕｍｂｅｒ　ｏｆ　ｉｍｐｌｉｃａｔｉｏｎｓ　ｆｏｒ　ｔｈｅ　

Unit 3 Language in use

Ⅰ.用括号内所给单词的适当形式填空

1．I'm sure China will be able ________(hold) the Winter Olympic Games successfully in 2022.

2．Little Tom ate at ________(little) 4 ice creams, and soon he felt terrible.

3．Staying with a British family is a good way ________(learn) about British culture.

4．She made a good study plan at the ________(begin) of the new term.

5．He lost his key. It made him ________(stay) in the cold to wait for his wife's return.

Ⅱ.用所给单词或短语的适当形式填空

last, provide, try out, grow up,

make great progress

6．What are you going to be when you ____________________？

7．Edison always ____________ his new ideas when he was young.

8．He kept studying hard on the Internet at home and ____________ soon.

9．The government has ____________ children in poor areas with food for free since 2011.

10．The heavy rain ____________ for a long time yesterday.