2) Directed attention strategy
Directed attention strategy is used when students decide in advance to concentrate on general aspects of a task [17]. In class, students should keep on reminding themselves of the importance of the teacher’s instruction, especially when it is aimed at vocabulary teaching because they will surprisingly find that vocabulary will become much more dynamic and interesting when explained by the teacher. When the directed attention system is working well, students often feel alert and focused on the task. This conscious control of attention helps students better understand vocabulary and leads to the efficient performance.
3) Monitoring strategy
Monitoring strategies are used to help to regulate and oversee the vocabulary learning process. They allow students to measure how effective they are while working on a specific task. During this process, students can use the self-questioning method to test whether they are on the right track of learning. Self-questioning is a good and common way to monitor vocabulary learning process. For example, once students have started the task, they need to ask themselves periodically whether or not they are still proceeding the task smoothly and successfully as intended, such as “Do I go astray from the right track?”, “How should I go on with the task?”, “Need I change the present vocabulary learning strategy?”
4) Evaluation strategy
Evaluation strategies encourage students to reflect on how well the vocabulary learning goes. It not only includes assessments of the learning results but also of the gained experience. Self-questioning is also a good method to check whether the task proceed as expected. During evaluation, students can raise questions like “How was my performance?” “Did I do well?” “Was the plan carried out” “How might I apply these strategies to other tasks?”. The assessment should be objective. Only by this way, students can truly know themselves about the strong points and weak points in vocabulary learning, thus to adjust their learning strategies more effectively in future learning.
1. 2. 3 Socioaffective strategies
As it is commonly accepted, socioaffective strategies are related to social interaction and control over affect. They can help learners to regulate emotions and attitudes towards learning, and meanwhile help students to learn by interaction with others. The following are some of the sub-strategies.
1) Cooperation strategy
Cooperation means working together to accomplish shared goals. It can create an environment in which students can take part in the activities more energetically, enthusiastically, and learn to cooperate with others. In vocabulary learning, it is advisable to offer some games, say, word-guessing games. All team members will be united to try all means to identify the meaning in a cooperative atmosphere. Furthermore, cooperative strategies and communicative strategies usually go hand in hand as students are bound to communicate with others to fulfill the task. After cooperation activities, students can discuss and exchange their opinions about the application of word-guessing strategies openly and freely and overcome their own shortcomings by learning from each other's strong points.
2) Appealing-for-help strategy
In the life-long learning process, students are bound to meet many difficulties in their learning process. However, just as an old Chinese saying goes,“There is always some one to learn from”. That is to say, among a group of people, there will surely be someone who is wiser than you in certain aspect and you can accumulate your wisdom by appealing them for help modestly. So students are encouraged to seek help from teachers and classmates whenever there is something they don’t understand. In view of the awkward English learning environment in China, students, in order to achieve further success, can seek help from teachers or native speakers about problems such as the connotation or cultural meaning of words. During talk, students, for one thing, can learn some vocabulary when listening to the speeches delivered by the English speakers, on the other hand, students can master vocabulary through some direct methods like inquiring [18]. For example, when students fail to find a suitable word for the communication , they can raise questions related to the words and inquire information from the English speakers.
3) Communication strategy
Nowadays English learning is prevalent in China because of the trend of globalization. The communication ability is of essential importance to the success of language learning. However, for a lack of an authentic English environment in China, Chinese students seldom have opportunities to communicate with English-speaking people. Now it is urgent to create such a language atmosphere as “English Corner” where students can express themselves and talk to others in English freely. It doesn’t matter whether the partner is a foreigner or not, at least, speakers are surrounded in an English environment. Communication not only offers chances for practicing vocabulary but also proof-correcting from others. If he made some pronunciation mistakes or others, it is likely that his partner would correct these mistakes for him. Students can feel the joy of gaining some incidental knowledge and stimulating their vocabulary storage as the communication goes smoothly.
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