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　　浙江树人大学 外国语学院 杭州 310015

　　全部作者名： 1, 汪晖

　　Abstract: Learning strategies are becoming widely recognized throughout education in general. This essay is mainly about the definition and features of learning strategies. We can focus on learning strategies, and trying to develop learner awareness and use of a wide variety of strategies.

　　Key words: learning strategies, definition, features

　　I. Introduction

　　Learning strategies, which have actually been used for thousands of years, are formally discovered and named only recently. Now, “learning strategies are becoming widely recognized throughout education in general.” (Oxford, 1990) Oxford also indicates that in spite of teachers are starting to discuss learning strategies among themselves within the language instruction field, increasing numbers of language learners are beginning to recognize the power of their own strategies. And learner-centredness as language education” (Tudor, 1996) was highly emphasized all around the world.

　　I agree with Oxford’s (1990) opinion that “strategies are especially important for language learning because they are tools for active, self-directed involvement.” Students can enhance their own learning by taking appropriate learning strategies. The school I used to work is a non-key senior high school. The proficiency of English is varied greatly from high to low among students. So students’ needs, differences, motivations, thoughts are also different with each other. In my opinion, the traditional cramming and spoon-feeding way of teaching can not meet the demanding of students as well as the society nowadays. Of particular interest to me are what kind of strategies and techniques are adopted by students and how to assist in raising students’ awareness of the power of learning strategies and developing appropriate strategies for students, especially the lower-level students.

　　In this essay we will begin by considering a number of definitions of ‘learning strategies’ and then consider the features and classifications of ‘learning strategies’. Then we should discuss strategy training which means whether and how such learning strategies should be present to learners. After that, I would relate learning strategies to my teaching practice of reading, evaluate them and then propose some specific changes I would make in my future teaching.

　　II. The definition of learning strategies

　　The term “learning strategies”, under various names, such as learning skills, learning-to-learn skills, thinking skills, and problem-solving skill, are given definition by many researchers in the literature:

　　“Learning strategies are the way students learn a wide range of subjects, from native language reading through electronic troubleshooting to new language.

　　(Oxford,1990:2)

　　“Learning strategies are the behaviours and thoughts that a learner engages in during learning that are intended to influence the learner’s encoding process.”

　　(Weinstein and Mayer,1986 in Ellis, 1994:531)

　　“Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area information.” (Chamot,1987 in Ellis,1994:531)

　　“Language learning strategies are behaviours or actions which learners use to make language learning more successful, self-directed and enjoyable.”

　　(Oxford,1989 in Ellis,1994:531)

　　From observing the above mentioned definitions of language learning strategies, we can know see that Oxford (1989) appears to see them as essentially behavioural, whearas Weinstein and Mayer (1986) see them as both behavioural and mental. (Ellis,1994:531) I prefer to Weinstein and Mayer’s definition of learning strategy, which involves both behavioural and mental process, compared with other definitions.

　　III. The features of learning strategies

　　Ellis (1994:532) states that “perhaps one of the best approaches to defining learning strategies is to try to list their main characteristics.” Oxford gives some key features of language learning strategies below:

　　1). “Contribute to the main goal, communicative competence. All appropriate language learning strategies are oriented toward the broad goal of communicative competence. Learning strategies, which operates in both general and specific ways to encourage the development of communicative competence, help learners participate actively in authentic communication.

　　2). Allow learners to become more self-directed. Language learning strategies encourage greater overall self-direction for learner.” Self-direction is very important for language teaching because teacher can not guide students outside the classroom and students can quicker to accustomed to new language. “Self-directed students gradually gain greater confidence, involvement, and proficiency.

　　3). Expand the role of teacher.” The traditional role of teachers will stifle communication in the classroom. “New teaching capacities include identifying students’ learning strategies, conducting training on learning strategies, and helping learners become more independently.

　　4). Are problem-oriented.

　　5). Are specific actions taken by the learner.

　　6). Involve many aspects of the learner, not just the cognitive.

　　7). Support learning both directly and indirectly.

　　8). Are not always observably.

　　9). Are often conscious.

　　10). Can be taught.

　　11). Are flexible.

　　12). Are influenced by variety of factors.” (Oxford,1990:9)

　　IV. Conclusion

　　All in all, this essay introduces what is learning strategies with regarding to the definition and features. We can focus on learning strategies, and trying to develop learner awareness and use of a wide variety of strategies. Here due to the constraints of space, there are many things that can not be covered. Maybe I would explore it deeper if it is possible next time.

　　Bibliography

　　Oxford, R.L., (1990) Language Learning Strategies. Boston: Heinle & Heinle.

　　Oxford,R.L (1989) Use of language learning strategies: a synthesis of studies with implications for teacher training.

　　Oxford,R.L (2001) Language Learning Strategies in Carter,R and Nunan,D (ed.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge:CUP.

　　Skehan,P (1989) Individual differences in Second-language Learning. London: Edward Arnold.

　　Wenden,A (1991) Learner Strategies for Learner Autonomy. New York: Prentice Hall.

　　Weinstein,C and R.Mayer (1986) (ed.) ‘The teaching of learning strategies’ in Wittrock.