【Abstract】Learning strategy instruction in L2 acquisition is really at issue. It is a very complex task . The goal of strategy instruction is to help learners to learn how to employ strategies flexibly and how to select appropriate strategies to perform a particular learning task. Metacognitive strategies may be thought of as core learning strategies because they are applicable to a variety of learning tasks and also because they are overarching strategies above cognitive strategies and social/affective strategies. This paper explores the issues of strategy training in L2, and stresses the importance of metacognitive strategies in strategy instruction. 【Key words】learning strategies；strategy instruction；metacognitive strategy; metacognitive skills. When it comes to training learners in the use of learning strategies in L2 acquisition, maybe it is most appropriate to say “there is a lot to play for” (Skehan 1991 as cited in Ellis, 1994, p.558). Up to now, there are a large number of material on training learners to use effective language learning strategies (e.g., Ellis and Sinclair 1989; Brown 1989; Oxford 1990; Wenden 1986b and 1991). However, there have been few empirical studies evaluating the the success of the training on L2 learners (Ellis,1994). It has not proved an easy task to incorporate the accumulation of knowledge about strategies in effective learning into the teaching process (Williams&Burden, 2017 ). Because of the lack of solid evidence, there appeared two opposite viewpoints on the issue of strategy instruction. 1.Argument on strategy instruction It is argued that since not enough is yet known about the relations between learning strategies and language learning, caution should be exercised in attempting to train learners to use particular strategi es. Rees-Miller (1993; 1994) argues that in view of the lack of evidence for the effectiveness, resources spent on strategy training might be better directed elsewhere. Benson (2017) argue that the correlation between strategy use and improved performance is not necessarily a causal-effect relationship. The research literature contains a wealth of descriptions of attempts to teach language learning strategies. These researchers mainly include O’Malley and Chamot (1990), Wenden and Rubin (1987), and Oxford and Crookall (1989). It is worth noting that the results of most of their studies indicate that those who were explicitly taught strategies perform better on a range of language tasks than did the control groups who received no strategy training (Williams&Burden, 2017). McDonough’s (1999) review of research suggests that the hypothesis that learners can learn how to use effective strategies remains valid. Obviously, the explicit teaching of strategies has received a considerable amount of attention. Most of researchers are in favor in strategy training. In China, the summer institute on L2 learning strategy training and research was held in Nanjing University in 2017 (Wang, L. F &Wen Q. F., 2017). 2 Issues of strategy training in L2 Ellis (1994) identified 5 key issues in language learning strategies training after reviewing the major studies on strategy training. He gave a warning that issues should be paid much attention to before strategy training is implemented: ⑴more work is needed to discover what strategies and, in particular, what combinations of strategies should be taught. ⑵ways have to be found of taking into account learners’ own preferred learning strategies. ⑶Some learners may need convincing that strategy training is worthwhile. ⑷It is not clear whether learner training will work best when it exists as a separate strand in a language program or when it is fully integrated into the language teaching materials. ⑸whether learners should be made conscious of the strategies they are taught, or whether just providing practice opportunities is sufficient. Why is the issue of strategy training so complex? It may be due to the different factors that interact to influence the teaching and learning of strategies: age, gender, personal learning style and teachers’ attitude and beliefs. For example, the learning strategies employed by the child learners and adult learners are different. The studies made by researchers (e.g., O’Malley et al 1985; Chamot et al 1987) suggest that learners’ ability to use a broad range of strategies flexibly may depend to a large extent on the nature of and range of the instructional tasks in the classroom. However, it may not be possible to predict the kinds of strategies that a learner will employ in a particular task. On the one hand, strategy instruction is dependent on the tasks; on the other hand, the tasks is unlikely to specify certain strategies to be used by the learners. Maybe it is better to cite Ellis’ words (1994): specific tasks may predispose learners to use particular strategies, but they cannot predetermine the actual strategies to be used. (p.545) 3.Role of metacognition in L2 training The goal of strategy instruction is to help learners to learn how to employ strategies flexibly and how to select appropriate strategies to perform a particular learning task. But here is the problem for the teachers and the learners: how to define the word “appropriate”? |
