1. 1 Topic Two Strategy training and L2 learning

2. 2 Encouraging Note “English course guidelines for primary and secondary school students”(2001) English Course Requirements for Non- English Majors (2004) “English teaching syllabus for English majors” (2000)

3. 3 The language curriculum Syllabus design: What ? Methodology: How ? Evaluation: How well ? – (Nunan, 2004)

4. 4 Difficulties in implementing the new curriculum No specifications in the curriculum – How to incorporate the strategy component into a daily lesson ？ – How to incorporate it into a web-based course ？

5. 5 The question that arises in this context – How to integrate strategy training with university-level foreign language programs?

6. 6 What am I going to talk about? Reviewing the progress in strategy training in mainland China Critically examining common assumptions underlying strategy training programs and research on strategies Strategy training principles and their justifications

7. 7 Topic One Reviewing progress in language strategy training in China

8. 8 Pioneering efforts in Mainland China For students – General training – Specific training For teachers – The summer institute

9. 9 Examples For general training Zhu Weifang & Cao Wen (1999) Ma Xiaomei & Gao Yanjie et al. (2003)

10. 10 Examples for specific training Lü Changhong, (2001): Listening Wang Lifei (2002): Speaking Fan Lin & Wang Qinghua(2002): Vocabulary learning

11. 11 General training(1) Zhu Weifang & Cao Wen (1999) – Beijing University of Foreign Studies – 57 first-year students enrolled in 1997 – The English Orientation Camp three weeks help freshmen adjust themselves to university life and study

12. 12 L2 learning strategy training Textbook “Learning matters” by David Nunan 15 strategies were introduced to the students Each cycle consists of three activities

13. 13 L2 learning strategy training Reflecting on and sharing the learning strategies used before Discussing 15 introduced strategies in relation to different teaching situations Accomplishing different tasks by a variety of strategies

14. 14 Results 31% students: benefit from strategy training 12% students: too abstract and not useful Conclusion: strategies teachable and somewhat effective, but not as effective as was expected

15. 15 General training (2) Ma Xiaomei & Gao Yanjie et al. (2003) Xi’an Jiaotong University – 260 students enrolled in 2001 – One year (Sept., 2001- July, 2002) – Phase One: awareness raising Students’ contracts Lectures – Phase Two: strategy-based instruction Pre-, during and post-activities

16. 16 TimeAwareness-raisingSBI Week 1Research; lecture Week 2Sign contracts Week 3Memory strategies Week 4Listening strategiesPractice Week 6Reading strategiesPractice Week 8Speaking strategies

17. 17 Results The three experimental classes all outperformed the three control classes in the post-test. (Questionable) The frequency of the use of strategies decreased in both experimental and control classes.

18. 18 Topic Two Critically examining common assumptions underlying the previous strategy training and research on strategies

19. 19 Common Assumptions Students do not know what are good strategies. Some strategies are good while others are bad. The belief “The more, the better”

20. 20 Assumption One: lack of strategies 6 years of learning English 12 years of learning Chinese Experience in learning physics, mathematics, chemistry, history, geography Experience in learning every day living skills

21. 21 Have abundant resources for learning strategies Need to learn how to activate and implement the strategies they have already had before Abandon the informing-practice pattern

22. 22 Assumption Two: Good or bad Some strategies are good while others bad. Poorer learners do not learn a foreign language successfully because they use bad strategies while good learners use good strategies. Huang (1987) Vann & Abraham (1990)

23. 23 Assumption Two: Good or bad Ellis (1994), Cohen (1998), Strategies are not inherently good or bad. There are no good or bad strategies but there is only good or bad use of strategies. Who, When, How

24. 24 Assumption Three: the belief “ the more the better ” Underlying quite a number of studies – Nunan suggests: encourage poorer learners to use a greater range of strategies

25. 25 Strategies are problem-oriented. Some strategies are double edged. Strategies do not function well individually.

26. 26 Topic Three Strategy training principles and their justifications

27. 27 Strategy training principles Theoretical justification CognitiveSkill learning objective Declarative- procedural EducationalInstruction unit MCA as one cluster ConstructivistProceduresTrying-sharing- performing- monitoring

28. 28 Theoretical justification The cognitive perspective – Skill development The educational perspective – the whole person development The social constructivist perspective – Knowledge accumulation

29. 29 Principle One Learn strategies as developing skills

30. 30 The cognitive perspective Anderson (1993, 1995) – A three-stage model of the skill-learning process – Declarative stage, procedural stage, automatized stage The nature of strategy: problem- oriented, intentional

31. 31 Definitions Strategies are learners’ deliberate actions to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1990: 8) Ellis, (1994); Cohen (1998)

32. 32 Learning strategies as skills Two stages –Declarative stage –Procedural stage

33. 33 Principle Two Instruction unit – MCA as a cluster

34. 34 MCA as a cluster M M anagement (Meta-cognitive/ Meta- affective ) C C ognitive strategies A A ffective strategies Meta-level Non-meta level Strategy= belief+action

35. 35 Oxford ’ s classification (1990) Memory (Direct) Meta-cognitive (indirect ) Compen- sation (Direct) Cognitive (Direct) Affective (Indirect) Social (Indirect)

36. 36 O’Malley & Chamot (1990) Metacognitive Cognitive Social

37. 37 Principle Two Strategies training is a kind of skill learning.

38. 38 The educational perspective Intellectual, affective and social competence Proficient L2 learners and contributing members of a community The structure of language strategies

39. 39 Principle Three The procedure of strategy training is trying-sharing- performing-monitoring instead of informing-practice

40. 40 The role of the teacher(1) Find out students’ strategies used before and the strategies proved to be successful or less successful

41. 41 The role of the teacher (2) Help expand the students’ repertoire of strategies

42. 42 The role of the teacher (3) Provide the students with opportunities to practice

43. 43 The role of the teacher (4) Encourage the students to monitor and evaluate their strategy use

44. 44 The constructivist perspective  Knowledge is constructed by an individual through interaction with his environment. – The learner: a contributor as well as a constructor – The learner’s own initiative – The procedures: trying, discussing, performing and evaluating instead of informing and practicing

45. 45 Why? Strategy training: a means but not an end Immediate goal – Facilitate L2 learning Ultimate goal – Produce autonomous learners Part of quality education Multiple functions

46. 46 Thank you !