外文翻譯--大學(xué)生英語學(xué)習(xí)策略研究-英語語言(編輯修改稿)
2025-06-26 07:15 本頁面
【文章內(nèi)容簡介】 e their learning processes and bee (more) successful lifelong learners. Apossible classroom intervention aiming at these objectives is the explicit introduction of learning strategies into theteaching that rests upon the premise that language learning in a higher education setting will bee more efficient ifsupported with language learning strategies (Jurkovi?, 2020). Theoretical framework Studies in language learning strategies started more than three decades ago when the idea of successful languagelearners was put forward by Rubin (1975) and Stern (1975). Since then a multitude of definitions of language learningstrategies has been developed. In a revision of the theoretical framework in this field, Macaro (2020) suggests thatlearning strategies should be described in terms of their essential features, which are their origins in working memory, conscious mental activity that learners employ to pursue a goal in a given learning situation, and transferability. A series of different taxonomies of language learning strategies has also been produced. Some refer to learning strategies across all language skills (see Oxford 1990。 Chamot amp。 O’Malley, 1994) while others are limited to a single language skill or element, for example vocabulary (Schmitt, 1997). The decision which taxonomy to choose usually is subjective and dependent on a number of factors, for instance parability of study results based on a measuring instrument (for example the Strategy Inventory for Language Learning, Oxford, 1990) and its reliability and validity. Hence, the strategies that were explicitly introduced into the teaching process were selected from Oxford’s (1990) division into direct (memory, cognitive, and pensation) and indirect (metacognitive, affective, and social) turn, based on different taxonomies a variety of strategy instruction models have also been proposed (Chamot amp。O’Malley, 1994。 Cohen, 1998。 Grenfell amp。 Harris, 1999). Despite differences that distinguish one instruction model from another, they share a number of features (Harris, 2020。 Chamot, 2020). As Chamot (2020) points out, all current strategy instruction models focus on the development of students’ knowledge about their learning processes and encourage them to adopt strategies that will make their learning more efficient. According to Cohen et al. (1996),language learning strategy instruction has two ponents: regular class work and explicit training in learning strategies. In fact, research studies have shown that effective language learning strategy instruction should be explicit and integrated into regular class work activities (Chamot, 2020) although we should be aware that implicit instruction can also be powerful (Chamot, 2020). The strategy instruction model used in the present research study was the Cognitive Academic Language Learning Approach or CALLA (Chamot amp。 O’Malley, 1994). The main reason for the selection of this model was that it includes three ponents, which are studydiscipline content (inherent to the teaching and le
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