Learner autonomy is a matter of explicit or conscious intention. Learners cannot accept responsibility for their own learning unless they have some ideas of what, why, and how they are trying to learn. This paper argu...Learner autonomy is a matter of explicit or conscious intention. Learners cannot accept responsibility for their own learning unless they have some ideas of what, why, and how they are trying to learn. This paper argues that learner autonomy may be promoted through strategy-based instruction. The intent of strategy-based instruction is to help all students become better language learners. When students begin to understand their own learning processes and can exert some control over these processes, they tend to take more responsibility for their own learning and become more autonomous. Teachers may conduct strategy-based instruction by complementing such activities as preparation, practice, evaluation and expansion.展开更多
Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing p...Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing previous research, pedagogical enlightenments can be drawn to the current English language teaching.展开更多
Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight ...Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.展开更多
This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabular...This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabulary tests administered before and after the instruction,the experimental group and the control group were compared to find out whether reading comprehension plus SBI method was more effective than reading only method in postgraduates' English vocabulary learning.展开更多
文摘Learner autonomy is a matter of explicit or conscious intention. Learners cannot accept responsibility for their own learning unless they have some ideas of what, why, and how they are trying to learn. This paper argues that learner autonomy may be promoted through strategy-based instruction. The intent of strategy-based instruction is to help all students become better language learners. When students begin to understand their own learning processes and can exert some control over these processes, they tend to take more responsibility for their own learning and become more autonomous. Teachers may conduct strategy-based instruction by complementing such activities as preparation, practice, evaluation and expansion.
文摘Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing previous research, pedagogical enlightenments can be drawn to the current English language teaching.
文摘Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.
文摘This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabulary tests administered before and after the instruction,the experimental group and the control group were compared to find out whether reading comprehension plus SBI method was more effective than reading only method in postgraduates' English vocabulary learning.
