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Language learning strategy1.IntroductionLearning foreign language plays a more and more important role in our life, and Learning strategy is the way can be used to improve effectiveness of learning, in contrast, a ineffective learning method will not good for students’ learning, In the mid - 1970s, people began to study the second language learning strategies. For second language learning strategy research is the product of cognitive psychological science development. Therefore ,in this article I main research effective study method by comparing two students’ learning methods in our class whose grades are large difference. In this study of the two classmates I spent a week to make a tracking survey by recording their rest time and learning time as well as their behaviors in the class. then by making an analysis and comparison of data I recorded, I got the two big different learning methods, by doing this I wish can provide some help for students who now are learning the language but still haven't found the right way for their learning. 2.DefinitionAccording to Jasmine Hercegovina“ learning strategies refer to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals”.Therefore, implementation of appropriate learning strategies is related tostudent's self-regulation behavior which in turn should be encouraged by pedagogical designs. Oxford (1989): Language learning strategies are behaviorisms or actions which learners use to make language learning more successful, self-directed and enjoyable. Cohen (1998) : Learning strategies are learning processes which are consciously selected by the learner. The words “consciously select” are important because they demonstrate the special character of strategy.Wenden(1998): Learning strategies are mental steps or operations that learners use to learn a new language and to regulate their efforts to do so.( as cited in Ellis, 1994, p. 531) The above definitions show that no researchers define language learning strategies in exactly the same way. All these definitions provide insights into understanding the process of learning a language.3.classification of learning strategiesThe work of Rubin (1975,1981), Wenden(1983), Oxford (1985,1990), and O’Malley and Chamot (1990) has made great contributions to the knowledge of learning strategies. Among their work, Oxford’s Strategy Inventory for Language Learning ( SILL) is perhaps the most comprehensive classification of learning strategies to date (Ellis). SILL contained items tapping sixty-four individual strategies linking individual strategies as well as strategy groups witheach of the four language skills (listening, reading, speaking and writing). Oxford divided learning strategies into two main groups: direct strategies and indirect strategies. Direct strategies consist of subconscious strategies directly involving the target language while indirect strategies provide indirect support for language learning through more conscious strategies such as focusing, planning, evaluating. These two classes are subdivided into six subcategories: memory, cognitive, compensation, social, affective and metacognitive.A big problem is that SILL fails to provide details of language learning strategies related to any specific language. What’s more, Oxford’s taxonomy fails to make a distinction between strategies directed at learning the L2 and those directed at using it (Ellis). The last problem is that compensation strategies are considered as a direct type of learning strategies rather than one type of production strategies, which is somewhat confusing. Despite these problems, Oxford’s inventory has a well-understood organization of specific strategies into a hierarchy of levels. But there we classy as follow: a. Cognitive strategies: involve the densification, retention, and storage of words, phrases, and other elements of the target language.b. Metacoognitive s trategies: deal with learner’s efforts t plan, organize, monitor, and evaluate language learning activities. The help learners control the language learning process.c.Social strategies: represent the actions that learners choose to take in order to interaction with other learners, teachers, or with native speakers. They reflect external efforts to learn the target language.d.Affective strategies: involve learner motivation, emotions, and attitudes. They reflect internal efforts too regulate the language learning process.4.Participants and methods4.1 ObjectivesIn order to find whether a appropriate strategies of learning, I choose two students in our class named student A and student B(A stand for good student and B is bad student), and recorded their behaviors everyday including the time of their studying and rest as well as the strategies of they use to study and which strategies they would like to use by making a questionnaire about their learning strategies.4.2 SubjectsAt the end of a week I got some information about their learning strategies. According to the information I got from my records we can see clearly two different learning strategies as well as two different learning time just as follow:Participants: student A(good student) student B(bad student)Form1. The time of studying and restTimeDoingStudent A Student B7:00-8:00 Get up and do sports Sleeping8:00-11:30 Reading and classes Reading andclasses11:30-13:30 Lunch and sleeping Lunch andsleeping13:30-18:00 Reading and classes Sleeping thenclasses18:00-19:00 Reading part-time job Eating dinner 19:00-22:00 Reading and dohomeworkPlaying computer22:00-23:30 Playing computer thengoing to bed Still playing computer then go to bedForm2. Behaviors in the classAlways(A) often(O) Sometimes(S) Never(N)BehaviorsStudent A Student B frequencyTaking notes A SA S Paying attention toclassesSleeping N S Absence of mind N O Playing mobile S OO N Interaction withteachersAnswering question O NForm3. Strategies of students useStrategiesStudent A Student B FrequencyCognitive strategies S S MetacognitiveO N strategiesSocial strategies S N Affective strategies S NRetrieval strategies S SCover strategies S S5. Results and discussionAt the end of the week a comparison was made between the two students’ performances. From this three forms we can get many information about their learning attitudes. From the form1 we can learn about the Student A is very hard-working and she made a arrangement for her studying everyday that she gets up early everyday in the morning and then to do sports, after doing sports she starts to do some reading about English, in contrast, student B is till sleeping in the morning she not do anything until the class even sometimes until lunch. As the saying goes : a day hour in the morning is worth two in the evening, but student B has not took the advantage of the morning. In the afternoon student A spent most time in doing some reading and doing sports. But student B spent much time in sleeping, from form1 we can know that from 12:00-14:00 she was sleeping and in the evening she was playing computer so that spent few time in her studying. Above are their studying and rest time, and next let me comparasion their behaviors in the class. From form2 we can learn about student A pay more attention to classes than student B that she take notes carefully as well as interaction with teachersand so on, however, the student B aways played mobile or was absent of mind in the classes. Different behavior produced different consequences that result in having big different achievement of them. According to the form3, we can get they use different learning strategies, which student A uses a effective strategies, however, student B hardly use this strategies during she studying. By making comparasion between them, students can see clearly which is more appropriate for them.6. ConclusionVarious learning strategies were use by different student, but whatever you use, you should choice a appropriate one for you, so that improve your learning. In this paper I main study a good strategies for students by comparasion the two students’ strategies. So, by comparasion we learn about the strategies used by student B is a effective strategies for improving students’ learning. Finally, I holp more and more students can adopt this strategies when they studying. But As mentioned above, the study of learning strategies is still in its infancy, so there is a lot of work to doReference1.Wen qiu fang and Heng ren quan. An introduction to Linguistics[M]2./p-725223157831.html3./yingyu/081111/11363445-2.html。

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learning strategies

learning strategies

ies
学习策略
课教论 闫晓娜
Learning Strategies
1 Definition of Learning Strategies 2 Features of Learning Strategies
3 Learning strategies V.S. Learning methods
二 Features of Learning Strategies
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锐普PPT论坛chinakui转载：
三
Learning strategies V.S. Learning methods • Learning methods – Learning methods are well known notion in China – There are many different kinds of methods – Learning methods focused on skills, not learners • Learning strategies – Focused on learners, instead of skills – Work at what can be learnt, not what can be taught – Systematic, comprehensive, individualized and well documented process (系统性、全面性、个 性化、文档化 )
• • 1认知策略 • • • 学习策略 2元认知策略 • • • • 3资源管理策略 • • •
复述策略 精细加工策略 组织策略 计划策略 监视策略 调节策略
时间管理策略 学习环境管理策略 努力管理策略 社会资源利用策略
1 认知策略
Chapter 8 Learning strategy

Chapter 8 Learning strategy


Chapter 8 Learning strategies
(2) organization improves throughout the elementary and secondary grades. Researches consistently show that organized information is learned more easily and remembered more completely than unorganized information. (3) Elaboration emerges around puberty and increases throughout adolescence. Elaboration is a process of using what you already know to expand on new information. (4)Learning strategies become increasingly efficient and effective.
Chapter 8 Learning strategies
The way something is learned in the first place greatly influences how readily we remember and how appropriately we can apply the knowledge later. First, students must be cognitively engaged in order to learn-- they have to focus attention on the relevant or important aspects of the material. Second, they have to invest effort, make connections, elaborate, translate, organize, and reorganize in order to think and process deeply--- the greater the practice and processing, the stronger the learning. Finally, students must regulate and monitor their own learning– keep track of what is making sense and notice when a new approach is needed. The emphasis today is on helping students develop effective learning strategies and tactics that focus attention and effort, process information deeply, and monitor understanding.
四级高频词汇系列之strategy的用法解析

四级高频词汇系列之strategy的用法解析

四级高频词汇系列之strategy的用法解析strategy是四级高频词汇之一，它有着广泛的应用范围。

在本文中，我们将对strategy的用法进行详细解析，帮助读者更好地理解和运用这一词汇。

一、strategy的定义和基本含义首先，让我们来了解一下strategy的基本定义。

根据牛津英语词典的解释，strategy是指“为达到某一目标而采取的组织、指导和控制活动的计划”。

换句话说，strategy是一种设定目标并制定计划以实现目标的方法或策略。

二、商业领域中strategy的应用strategy在商业领域中应用广泛，特别是在市场营销和运营管理等方面。

下面是几个常见的商业领域中strategy的示例：1. 市场营销策略（Marketing Strategy）：企业在推广和销售产品或服务时，为了吸引和保留客户，通常会制定市场营销策略。

这包括定位目标市场、选择适当的市场营销工具以及制定价格策略等。

2. 品牌战略（Brand Strategy）：建立和维护一个强大的品牌对于企业的发展至关重要。

品牌战略涉及到如何定义品牌形象、品牌故事和品牌传播策略等方面。

3. 渠道战略（Channel Strategy）：在销售产品或服务时，选择适当的渠道对于企业的成功非常重要。

渠道战略包括选择合适的分销渠道、建立合作伙伴关系以及管理渠道冲突等。

三、战略管理中strategy的运用除了商业领域，strategy在战略管理中也扮演着重要的角色。

战略管理是一种将企业的长期目标和计划与资源分配和行动方案相结合的管理方法。

以下是战略管理中strategy的一些常见应用：1. 企业战略（Corporate Strategy）：企业战略是指企业如何定位自己在特定市场中，以及如何分配资源来实现其长期目标。

企业战略通常包括业务扩张、并购战略和多元化战略等。

2. 竞争战略（Competitive Strategy）：竞争战略是企业在竞争激烈的市场中如何获胜的计划。

learningstrategy

learningstrategy

One Class for Learning Strategy1.0 Introduction1.1 Brief introduction of learning strategiesAs an old saying goes, to teach fishing is better than to give fish.A good teacher is one who does all he can to make himself unnecessary. So it is fatal important to teach students how to learn, rather than the knowledge itself. The teaching of language learning strategy is becoming increasing popular currently. It is believed that it can help language learners make the learning process more successful and enjoyable on their own. According to Oxford(1989, cited in Ellis 1994:531), language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.1.2 The aims of the classI will arrange a language class which will help the students to notice the benefits of good learning strategies, and encourage them to find out, choose and invent language strategies by themselves, which will facilitate their language learning and make it funnier in their later study. Learning strategy itself is only a tool. Only it is useless to teach strategies alone. That is to say, without the input of language materials, the teaching process makes non sense. So I will integrate language knowledge with learning strategy in my class. Strategies will be taught implicitly at the beginning and recommended to students at last.My students are supposed to middle school students in grade two. All of them are Chinese. The class will take less than one hour. The text is composed of three short dialogues happening in a restaurant. The class is aimed to teach some vocabularies about cook and food, how to use simple present tense (language grammar), and howto express oneself politely in a restaurant(pragmatics), then help the student notice the difference between Americans and Chinese about time awareness(culture). Most importantly, learning strategies will be used in the whole teaching process and learning activities. So one implicit and key aim of the class is to make the student use learning strategies and notice the benefit of language learning strategies.2.0 The arrangement of the class2.1 Part 1(5 minutes)Activity 1: Self-report and self-evaluationAt the very beginning, I will choose three students to talk about what they have learned in the former class. The students are supposed to report to the whole class what they have learned in the former class including vocabularies and grammar points, and point out which part they believe to be the most difficult part and which part they have full mastered or not mastered at all. At last, they are required to score themselves.2.2 Part 2(10 minutes)In this part, I will broadcast the dialogues twice, and then discuss new vocabularies and useful expressions.2.3 Part 3(25 minutes)Activity 2: words GroupingThe students are required to work in pairs to discuss the new vocabularies, they have to focus on the definition carefully and group them in different category according to some principles. For example, today’s new words are all about cooks and food. So they may group these words based on their own likes and dislikes, expenses,or whether it is common food in china or not.Then, I will randomly choose a pair to talk about their basis to group these words. And the rest of the class is allowed to ask for clarifications.Activity 3: Group competitionIn this part, I will divide the whole class into three groups, and I will use body languages and word definitions to amply today’s new words and expressions. The three groups are supposed to compete against each other and hands up to give the answers quickly. The group which gives me the most correct answers wins.Activity 4: Role playIn this section, the students are required to do some role plays. They are supposed to ask for food in a restaurant politely and different time awareness between Americans and Chinese has to be emphasized. The students should make dialogues in the certain atmosphere combining new vocabularies and expressions appropriately and imaginatively.Then, I will ask some pairs to come to the front to do the role play. Then evaluations will be given to them.2.4 Part 4(5 minutes)In the last part, I will ask the students to write a summary about what we have learnt today. Finally, I will tell the students what language learning strategy is, what learning strategies we have used today, and the function of language learning strategy. At last, I will encourage the students find out, use and invent learning strategy in their English study.3.0 Explanations of learning strategies that are usedIn the whole teaching process, I have used several language learning strategies implicitly and explicitly.(1)Evaluating your learning: self-monitoring and self-evaluationAccording to Oxford(2008), self-monitoring refers to identifying errors inunderstanding or producing the new language, determining which ones are important (those that cause serious confusion or offense), tracking the source of important errors, and trying to eliminate such errors. Self-evaluating refers to e valuating one’s own progress in the new language, for instance, by checking to see whether one is reading faster and understanding more than one month or six months ago, or whether one is understanding a greater percentage of each conversation.At the very beginning, I choose three students to talk about what they have learned in the former class. These students have to chance to evaluate their own progress in the new language. And gradually, they will be become more aware of their learning process and what language and language learning are. Their metacognitive awareness will be enhanced.(2)Grouping and placing new words into contextAccording to Oxford(2008), Grouping refers to classifying or reclassifying language material into meaningful units, to make the material easier to remember by reducing the number of discrete elements. Groups can be based on type of word (e.g., all nouns or verbs), topic (e.g., words about weather), practical function (e.g., terms for things that make a car work), linguistic function (e.g., apology, request), similarity (e.g., warm, hot, tropical), and so on. Placing new words into context refers to placing a word or phrase in a meaningful sentence, conversation, or story in order to remember it.In activity two, the students are required to work in pairs to discuss the new vocabularies, they have to focus on the definition carefully and group them in different category according to some principles. In activity four, the students are required to do some role plays. The students should make dialogues in the certain atmosphere combining new vocabularies and expressions appropriately and imaginatively. These two belong to memory strategies. It can facilitate the memory of new words, expressions and grammar points.(3) Asking for clarification and Cooperating with peersAccording to Oxford(2008), asking for clarification refers to asking the speaker to repeat, paraphrase, explain, slow down, or give examples; asking if a specificutterance is correct or if a rule fits a particular case; paraphrasing or repeating to get feedback on whether something is correct. Cooperating with peers refers to working with other language learners to improve language skills. This may involve a regular learning partner or a temporary pair or small group.In activity two, I randomly choose a pair to talk about their basis to group these words. And the rest of the class is allowed to ask for clarifications. In activity four, the students are required to do some role plays. Students will learn to cooperate with others.(4) Affective strategiesAffective strategies make language learning more enjoyable. In activity four, the three groups are supposed to compete against each other and hands up to give the answers quickly. The group which gives me the most correct answers wins. Students will notice by competing with others, actually, learning can become very enjoyable and funny. In their later study, they can create competing atmospheres in order to make their study more interesting.(5) Other strategiesBesides these strategies that I have mentioned, I also use mime or gesture in my class, which will help them understand that physical motion, such as mime or gesture can also express ideas when we feel it hard to indicate meaning in words. Students are required to writing a language learning diary after each class, which helps keep track of events and feelings in the progress of learning a new language.4.0 SummaryThe aim of the class is to make the student use learning strategies and notice the benefit of language learning strategies. But as I have mentioned, learning strategy itself is only a tool. Only it is useless to teach strategies alone. That is to say, without the input of language materials, the teaching process makes non sense. So I have to integrate language knowledge with learning strategy in my class.Along with the teaching learning strategy, The class is also aimed to teach somevocabularies about cook and food, how to use simple present tense (language grammar), and how to express oneself politely in a restaurant(pragmatics), then help the student notice the difference between Americans and Chinese about time awareness(culture).Finally, I will tell the students what language learning strategy is, what learning strategies we have used today, and the function of language learning strategy. At last, I will encourage the students find out, use and invent learning strategy in their English study. I am sure that this class can make their language learning more successful, self-directed and enjoyable.ReferencesEllis,R.(1994).The Study of Second Language Acquisition.Shanghai:Foreign Language Education Press.Oxford,R.L.(2008). Language learning strategies: What every teacher should know.Beijing: World Publishing Corporation.。