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Language learning strategies in an English as a Second Language junior high school classroom.

机译：以英语为第二语言的初中课堂中的语言学习策略。

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摘要

Although researchers have found an association of language learning strategies (LLSs) with good language learners, LLS instruction in second language classrooms is rare. Can an English as a Second Language (ESL) classroom teacher develop and implement LLS instruction? The purpose of this study was to provide descriptive information on the process and outcomes of developing and implementing LLS instruction for a culturally and linguistically diverse ESL classroom. Participants included the teacher, who was also the researcher, and ten intermediate ESL students in a suburban junior high school. Students were taught question-asking, vocabulary learning, and summarization strategies. The strategies were selected to facilitate learning English for academic purposes. Multiple data sources included the teacher's journal, student interviews, and students' written work and audiotaped oral work.; Results of the study indicated that a classroom teacher could develop and implement LLS instruction for a culturally and linguistically diverse ESL classroom. Data showed that the process was recursive and required strong commitment. Problems included demands on the teacher's time, the English language demands of content-area curriculum, the dearth of published materials for teaching strategies to ESL learners, and difficulties designing lessons that would evoke the use of strategies. However, these problems were alleviated over time.; Outcomes of the instruction were characterized by variability. Qualitative data indicated that most of the students showed an increased awareness of strategies they could employ in certain contexts. Each student identified two or more elements of the instruction that were helpful. However, students differed from each other on which aspects of the instruction were helpful, and some students were helped more than others by the instruction as a whole. The class as a whole did not show significant change on quantitative instruments employed to measure question-asking or vocabulary learning strategies. However, changes were in the direction of improvement. A significant difference was noted in improvement in ability to write summaries.
机译：尽管研究人员已经发现语言学习策略（LLS）与优秀的语言学习者之间存在关联，但是在第二语言教室中进行LLS指导的情况却很少。英语作为第二语言（ESL）的课堂教师能否发展和实施LLS指导？这项研究的目的是提供有关在文化和语言上多样化的ESL教室开发和实施LLS指导的过程和结果的描述性信息。参加者包括教师（也是研究人员）和郊区初中的10名ESL中级学生。教给学生提问，词汇学习和总结策略。选择这些策略是为了促进学术目的学习英语。多种数据来源包括教师日记，学生访谈，学生的书面作业和录音口头作业。研究结果表明，课堂老师可以为文化和语言多样的ESL课堂开发和实施LLS指导。数据显示该过程是递归的，需要强有力的投入。问题包括对教师时间的要求，对内容领域课程的英语要求，对ESL学习者的教学策略出版材料的匮乏以及难以设计出能够使用策略的课程。但是，随着时间的流逝，这些问题得以缓解。该指令的结果以可变性为特征。定性数据表明，大多数学生对在特定情况下可以采用的策略的认识有所提高。每个学生都确定了指导中的两个或更多有用的元素。但是，在指导的哪些方面有所帮助的学生彼此有所不同，整个指导对某些学生的帮助比其他人更多。整个班级在用于测量问题或词汇学习策略的量化工具上没有显示出显着变化。但是，变化是朝着改善的方向。注意到在编写摘要的能力方面存在显着差异。

著录项

  • 作者

    Herzog, Nancy Ann Kolstra.;

  • 作者单位

    University of Colorado at Boulder.;

  • 授予单位 University of Colorado at Boulder.;
  • 学科 Education Bilingual and Multicultural.; Education Secondary.
  • 学位 Ph.D.
  • 年度 1995
  • 页码 312 p.
  • 总页数 312
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;
  • 关键词

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