Learner Autonomy and Learning Strategies in EFL Learning
Abstract:Autonomy is one of the goals of EFL teaching. And strategy training is an important approach to developing autonomy. This paper briefly reviews the theories and rearches on learning strategies, including the definitions, classifications of 安瑞索思the learning strategies, and how to prepare for and implement strategy training.
六一讲话稿
Key words:autonomy learning strategy strategy training
ⅠAutonomy in language learning
机械翻译 The rearch on autonomy has long been conducted in various fields like psychology, education reform, and political philosophy etc. Modern rearch and practice on autonomy in the field of language education began with the establishment of Centre de Recherches et d'Applications en Langues (CRAPEL) at the University of Nancy, France, which aimed initially to advocate lifelong learning for adults. Holec (1981: 3), a leading figure within this fi
eld, defines autonomy as the ability to take charge of one's own learning. Focusing on the characteristics of autonomous language learners, Gardner and Miller define autonomous language learners as tho whoinitiate the planning and implementation of their own learning program' (Gardner and Miller 1999: 6). Phil Benson (2001: 47) states that autonomy is a multidimensional capacity that will take different forms for different individuals, and even for the same individual in different contexts or at different times. Nevertheless, the key idea emerging from the definitions is learner's control over the whole learning process. As an attribute and capacity of the learner, autonomy is not only reflected in learning behaviors, but also reprents learners' belief of independence. They should be freed from the complete dependence on teachers and educational institutions. They need to develop the capacity of making decisions and taking actions concerning language learning. To reach the goal of autonomy, they need to be provided with the knowledge and the opportunities of practices on how to learn, how to exerci lf-control, and how to develop their learning potentials.
Ⅱ Learning strategies
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1. Definitions slammer>sugardaddy
Various approaches have been adopted and rearched to foster learner autonomy and help learners become better language learners. Benson (2001) makes a summary of approaches to the development of autonomy including resource, technology, learner, classroom, curriculum and teacher-bad approaches. Learner-bad approaches focus directly on the production of behavioral and psychological changes that will enable learners to take greater control over their learning (Benson, 2001: 142).They mainly consist of learning strategies and strategy training. Wenden (1991) rearches the relationship between learning strategies and autonomy. He believes that learners who have acquired the learning strategies, the knowledge about learning, and the attitudes that enable them to u the skills and knowledge confidently, flexibly, appropriately and independently of a teacher, are autonomous (Wenden, 1991: 15).
Rearchers have defined learner strategy from different perspectives. For example Oxford (1990: 8) defines learning strategies as specific actions taken by the learner to ma
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ke learning easier, faster, more enjoyable, more lf-directed, and more transferable to new situations. Her definition focus on the outcomes of learning process. Willing's (1988:7) definitions centers on specific procedures, stating that learning strategy is a specific mental procedure for gathering, processing, associating, categorizing, rehearsing and retrieving information of patterned skills. Cohen (1990: 5) defines learning strategies as learning process which are consciously lected by the learner, drawing attention to the learner's choice in learning process. The common characteristic of different ways of defining learner strategy is that the higher efficiency of language learning and using process is emphasized.
2.Classifications of learning strategies
askew>出国前英语培训 In terms of strategy classification, since rearchers have different understandings of language learning process, different schemes have been propod. O'malley and Chamot (1985) first divided learning strategies into three categories of metacognitive, cognitive, and social. This classification has been widely adopted by other rearchers such as Oxford(1990) and Cohen (1998).
Metacognitive strategies mainly concern the knowledge about learning, for example how to make plans, t and adjust learning goals, monitor language input and output process, and evaluate and reflect on learning performance.
Cognitive strategies are adopted by learners to deal with specific learning activities, which include how to identify, retain, retrieve and u the necessary language material (e.g. concentrating on learning tasks, guessing the meaning of unfamiliar word by way of context, using visual imagery for better understanding of language material, and using inductive and deductive reasoning).
