Learning Strategy Instruction in L2 Acquisition and Metacogn(4)

⑸self-assessing one’s own strategy use: Self-assessment helps students reflect through the cycle of learning. Teachers may ask such questions as “ What am I trying to accomplish?” “How well am I using them?” . Through this skill, students can learn to assess their performance more accurately.

The five aspects are valuable suggestions for teachers to instruct the metacognitive strategies. To have good metacognitive awareness can greatly facilitate the improvement of strategy use and empower second language learners.

5.Conclusion

It must be re-emphasized in conclusion that the issue of strategy training in L2 acquisition is far from simple, and there are no simple solutions to the questions of how to promote efficient employment of strategies. The aim of strategy training in L2 learning lies not in the mastery of strategies but in heightening strategy awareness, in enlarging the range of strategies to be selected, and in enhancing the ability to self-monitor and self-regulate in the learning process. Most of important, metacognitive strategies—the core learning strategies, should be paid much more attention to in language instruction.

【References】

[1]Anderson,N.J.(2002).The role of metacognition in second language teaching and learning. from  http://www.cal. org/resources/digest_pdfs/0110_Anderson.pdf/ survey2007-7.

[2]Benson,P.(2005).Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Reaearch Press.

[3]Cohen,A.D.(2005).Coming to terms with language learner stategies: What do strategy experts think about the terminology and where would they direct their research? Working paper No. 12. from http;//crie.org.nz/research_ paper/Andrew. Cohen/WP12.pdf/survey2007-7.

[4]Ellis,R.(1999).The Study of Second Language Acquisition. Shanghai: 上海外语教育出版社.

[5]O’Malley,J.M.& A.U.Chamot.(2001). Learning strategies in Second Language Acquisition. Shanghai: 上海外语教育出版社。

[6]Oxford,R.(1990).Language Learning Strategies: What every teacher should know. Rowley, Mass.: Newbury House.

[7]Oxford, R.& D. Crookall. (1989). Research on language learning strategies: methods, findings and instructional issues. The Modern Language Journal, 73(iv), 404—419.

[8]Rees-Miller, J. (1993). A critical appraisal of learner training: theoretical bases and teaching implications. TESOL Quarterly 27(4): 679-689.

[9]Richards, J. C. & C. Lockhart. (2000). Reflective Teaching in Second Language Classrooms. Beijing: Foreign Language Teaching and Reaearch Press.

[10]Rubin,J.(1975).What the good language learner can teach us. TESOL Quarterly 9: 41-51.

[11]Wang,L.F & Wen,Q.F.[王立非，文秋芳]，2003，英语学习策略培训与研究在中国.外语界(6): 49-54.

[12]Wen,Q.F.[文秋芳]，2004，对外语学习策略有效性研究的质疑.外语界(2): 2-7.

[13]Wenden,A.(1987a).Metacognition: an expanded view on the cognitive abilities of L2 learners. Language Learning 37:573—597.

[14]Williams, M. & R. L. Burden. (2000).Psychology for Language Teachers: a Social Constructivist Approach. Beijing: Foreign Language Teaching and Research Press.

百度搜索“77cn”或“免费范文网”即可找到本站免费阅读全部范文。收藏本站方便下次阅读，免费范文网，提供经典小说英语论文Learning Strategy Instruction in L2 Acquisition and Metacogn(4)在线全文阅读。