Chapter One Introduction
1.1 Background of the Study
语言学习策略的探讨引起了广泛的兴趣在1970年代,他们的作用,探讨的侧重点的鲁宾在第二语言习得领域迈语言学开始转移的探讨,一个好老师,对学习好语言学习者的格局。在鲁宾(1975)和其他探讨者的文章的第一系列对于外语学习策略在外语学习策略探讨成为流行。人们历来强调或者过分强调教师的重要性。尽管探讨致力于探讨如何教和新的教学措施越来越显现出来,结果并不令人满意。语言教师和探讨人员已经观察到一些学习者学会英语作为第二语言更快速、更有效地比其他人。这种异同在学习者已经占据了全球的纯探讨人员和老师。通过广泛的探讨在最后几年中,大量的认知的、情感的、和社会文化因素已经被识别,这大大有助于第二语言习得(布朗,1980)。一个variablethat成为特别重要的在这些变量是语言学习策略。出于这个原因,超过四分之一个世纪以前,在第二语言习得的探讨已成为一个新的方式措施,从考察教学调查过程的学习(紫癜,1997)。大量的探讨进行调查的行为更加成功和不成功的学习者在fieki的SLA,大多数探讨结果都一致协议,学习者,接拍的使用可以促进语言学习(Cheng等;Ellis1994a al.2017;1999)。
Language learning strategy research aroused extensive interest in the mid-1970s, withthe influence of Rubin, the research focus in the realm of second language acquisition andapplied linguistics began to shift from the study of a good teacher to the study of thecharacteristics of a good language learner. After Rubin (1975) and other researcherspublished the first series of articles about the foreign language learning strategies, theresearch on foreign language learning strategies became popular.People have traditionally emphasized or maybe overemphasized the importance ofteachers. Though researches are devoted to investigating how to teach and new teachingmethods increasingly came forth, the results are not satisfying. Language teachers andresearchers have observed that some learners leam English as a second language morequickly and more effectively than others. This difference among learners has captured theattention of researchers and teachers worldwide. Through extensive researches over the lastfew years, a number of cognitive，affective，and sociocultural factors have been identified,which significantly contributes to second language acquisition (Brown, 1980).One variablethat emerged as particularly significant within those variables is language learningstrategies. For this reason, more than a quarter of a century ago, research in secondlanguage acquisition has turned a new way from examining the methods of teaching toinvestigating the processes of learning (Purpura, 1997). A great number of researches arecarried out to investigate the behaviors of more successful and less successful learners inthe fieki of SLA，英语论文，most of the research findings have come to a unanimous agreement thatlearners，LLS use might be able to facilitate language learning (Cheng et al.2017; Ellis1994a; Stem 1999).
In order to deepen the understanding of learners’ language learning strategies. Stem(1983) ever called for further research should not be confined to certain situation but to extend the research into different levels，英语毕业论文，and more variables should be taken intoconsideration, such as learning settings, social context, cultural differences and learners'psychological factors. Moreover, in recent years, China has been making enormous effortin support of high vocational education, so the high vocational education has mushroomedinto an important part of high education system in China. Affected by the English learningbackground and different learning processes, English learners in vocational colleges maybe different from those in universities and common colleges on the employment of learningstrategies. In addition，the non-English majors account for the vast majority and aresupposed to deserve more attention than English majors among Chinese EFL learners inChina's colleges and universities. In all, the current study explores the use of languagelearning strategies of Chinese
|
