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Combination of Two Forms of Learning Strategies-Based Instruction: a New Teaching Approach for Tertiary English Majors in Non-Key Universities. Lu Ji Jiangsu Teachers University of Technology 20 May 2007 Tel: 0519-6980597 E-mail: jlu561225@yahoo.com.cn. 1. Introduction.
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Combination of Two Forms of Learning Strategies-Based Instruction: a New Teaching Approach for Tertiary English Majors in Non-Key Universities Lu Ji Jiangsu Teachers University of Technology 20 May 2007 Tel: 0519-6980597 E-mail: jlu561225@yahoo.com.cn
1.1 There is no scarcity of literature on research of language learning strategies, of which some gives priority to the instruction of learning strategies in classroom settings, and researches are fruitful: ♠O’Malley & Chamot (1990) ♠Oxford (1990) ♠Cohen (1998) ♠ …
. ♠ Wen (1996): “On English Language Learning Strategies ♠ Cheng Xiaotang & Zheng Min, 2002 ♠ Wu Benhu, 2002 ♠ Hu Zhenghui, 2006 ♠ WenQiufang, 2001, 2004 ♠ Wang Lifei, 2003 ♠ Li Jiongying, 2002 ♠ Shi Yongzhen, 2002 ♠ Qin Xiaoqing, 1998 ♠ Ma Guanghui, 1997; etc.
1.2 The pedagogical functions of learning strategies’ researches are somewhat neglected: ♠the development of students’ abilities of self-directed learning, application and innovation in solving practical problems related to the specialty of English as well as learning different courses for English majors
1.3There are few exclusive researches on how to enhance English learning in terms of non-key university English majors from language learning strategies’ perspective 1.4 It is of significance to help the non-key university English majors become good English learners by proper instruction of learning strategies in English classes
2.The Present Situation of the teaching for English majors in non-key universities
an investigation: questionnaires and interviews in 2004 • 246 English majors were chosen at random (from 3 non-key universities in Jiangsu province) • 2 groups: one is a group of second-year students, the other a group of third-year students
There are more than 60 questions in the questionnaires (2 kinds) • Questionnaire 1 (teachers’ instruction ) • Questionnaire 2 (students’ learning strategies) • Ten of the students were interviewed with open-ended questions • the first five findings (problems) in the investigation:
1) 80.5% of all the students investigated, namely198 English majors believe that a great number of teachers give their courses in a teacher-centred way, neglecting the fostering of students’ abilities of self-directed learning, application and innovation in solving practical problems related to the specialty of English as well as learning different courses for English majors.
2) 201 students, or 81.7% think that many teachers adopt “spoon-fed” method in English classes and seldom teach the students what should be learned, how to learn ,when, where and why to learn, that is to say the instruction of the system of learning strategies and the effective use of English Language learning strategies.
3) 210 students, that is, 85.4% of the totality are unable to regulate and control both their English learning activities and processes. For example, as English majors, they have no clear ideas of what should be learned, when, where, and why to learned; how to set goals and make plans that are most suitable for them and how to alter their goals, plans, learning strategies, etc. if they do not work well.
4) 193 English majors, holding 78.5%, are not able to select properly and use effectively learning strategies which contribute to their learning of English. They do not know how to choose and use the most effective learning strategies in terms of different situations and one’s characteristics.
5) 189 of them, taking up 76.8%, cannot learn English efficiently and independently. Although quite a few of them spend about 35 hours’ spare time on English learning within a week, yet they still do not feel making distinctive progress. And a great number of them tend to learn the English courses in a passive manner. Very often they learn what the teachers tell them to learn and fail to have self-directed learning .
The results of the interviews were similar to those of the questionnaires. Besides, the average percentage of passing TEM — 4 on part of the second-year students is lower than 40% whereas in 2004, 62.9% is the general average percentage of the test takers from all types of universities in China according to Professor Zou Shen’s lecture (2005, Changzhou, Jiangsu).
3.Pedagogical Reasons for Learning Strategies-Based Instruction
3.1 The Traditional Way of Teaching and Learning 1. A large number of English teachers in non-key universities are used to “teacher-centred” English teaching. • They neglect the development of students’ abilities of self-directed learning, application and innovation in solving practical problems related to the specialty of English as well as learning different courses for English majors. • Students are apt to learn in a passive manner, which is known as “spoon-fed” learning.
2. There are more teachers’ individual lectures than learners’ own activities in class. • Students feel it difficult to do the assignments that need both critical and creative thinking. 3. Quite a few of the teachers now give their courses with one course book only plus pieces of chalk but without additional authentic materials and means of multimedia. • The students think that what they are learning is somewhat outdated , and the instruction monotonous as well.
3.2 Pedagogical Functions of Learning Strategies - Based Instruction 1) Learning strategies-based instruction may help the students make distinctive progress in English learning, achieving good results by raising their awareness and the training of choosing properly and using effectively those frequently-used learning strategies. In this way the learners tend to become reflective persons better at locating their specific problems in learning, analyzing and solving them efficiently.
2) Learning strategies-based instruction may have the students take more responsibility for meeting their own foreign language learning needs because it lays emphasis on self-directed learning. “Students are asked to self-direct the language learning process and become less dependent on the classroom teacher” as well as “become more aware of different learning strategies, to understand how to organize and use strategies systematically and effectively, and to learn when and how to transfer the strategies to new language learning” (Cohen, 2006:4).
3) Learning strategies-based instruction may require the teachers to change their traditional way of teaching. Instead, they will give priority to the fostering of students’ abilities to learn on their own, manage their learning processes and activities, make innovation in their learning and problem solving (related to their specialty). Accordingly, the learners will shift from the test-oriented learning to the ability & quality -based learning.
4) Learning strategies-based instruction may facilitate the cultivation of students’ abilities of sustainable development and life-long learning since it attaches great importance to bringing the students’ potential into full play.
4.A New Approach to Learning Strategies-Based Instruction (LSBI)
4. 1 Traditional Way of Learning Strategies-Based Instruction • Strategies-based instruction (SBI) is a learner-centered approach to teaching that extends classroom strategies training to include both explicit and implicit integration of strategies into the course content. (Cohen, 1998:81). • Cohenalso mentions three options for how to conduct SBI: start with the established course materials and then insert strategies; start with a set of strategies and design activities around them and insert strategies spontaneously into the lesson whenever it seems appropriate (1998, 2006).
In practice, we find that it is difficult to achieve good results if those types of SBI are separately adopted. • Students may learn the strategies in a more systematic way and be easier to have a command of them as a whole in a comparatively shorter time if we focus on a set of strategies and design activities around them • But it is difficult to combines the learning strategies with the content of specific English courses or specific needs of English learners
If we insert strategies into the English lesson, the learning strategies can be more specific, practical and useful. • It tends to give the learners a scattering of learning strategies, thus making it difficult to master the system of learning strategies as a whole.
4. 2 Combination of Two Forms of Learning Strategies-Based Instruction • The new teaching approach combines two forms of learning strategies-based instruction • One is offering a course in English learning strategies and the other integrating the instruction of learning strategies into that of different English courses, making them mutually complementary in their advantages to offset their weaknesses.
4.2.1 Learning Strategies-Based Instruction-I(LSBI-I) • The form of offering an exclusive course in English language learning strategies: • The course might be first approved by university authorities with the preparation done of syllabus, implementing schedule, teaching materials, etc. and then brought into line with the teaching scheme for English majors.
Ask the teacher with a research on language learning strategies base to be in charge of the course • Based on the researches from both home and abroad, we believe that English language learning strategies could be regarded as a system which may in turn fall into two categories: one is the static system of learning strategies, namely the “physical structure” and the other the dynamic system of learning strategies in use.
The former system consists of three major parts: 1) system of strategies for management of learning process & activities 2) system of strategies for learning & study 3) system of strategies for “power” providing & resources utilizing The system of management is the “headquarters” of the systematic whole, regulating and controlling the other two systems which may function respectively. And they can be further divided into subsystems.
. A small demo of our trial implementation of the LSBI-I: The Course : English Language Learning Strategies The Students : all the first-year English majors, Grade 2005 (6 classes) The Teacher : Mr Lu Ji The First Unit : Introduction to the course (1) Start with a question that is related to the choice and use of strategies. (2) Lead the students in having brainstorming. (3) Illustrate the learning strategies with examples … (4) Tell the students the General Teaching Planfor the Course to make the students have an overview of the course (provide the General Teaching Planfor the Course with illustration).
Aims Make the students 1) be aware of the significance of English language learning strategies and their application 2) build up a relatively- systematic “warehouse” of learning strategies 3) get familiar with using some principal learning strategies 4) have a preliminary mastery of applying learning strategies (knowledge , skills ,etc.) to different situations of English learning, including accomplishing specific learning tasks or solving practical problems in specialties of both English & other disciplines
Contents Part One • Unit 1 Introduction to the course • Unit 2 Major differences between L1& L2 learning, esp. English learning • Unit 3 Overview: research on second language learning strategies • Unit 4 Main factors affecting the selection and use of learning strategies
. Part Two • Unit 5 System of strategies for management of learning process & activities (1) • Unit 6 System of strategies for management of learning process & activities (2) • Unit 7 System of Strategies for learning & study (1) • Unit 8 System of Strategies for learning & study (2) • Unit 9 System of Strategies for “power” providing & resources utilizing (1) • Unit10 System of Strategies for “power” providing & resources utilizing (2) • Unit 11 Strategies for English learning on the Internet
. Part Three • Unit 12 Practical application :English language learning strategies(1) • Unit 13 Practical application :English language learning strategies(2) • Unit14 Practical application :English language learning strategies(3) • Unit15 “Extract” learning strategies from one’s own learning experience (1) • Unit16 “Extract” learning strategies from one’s own learning experience (2)
. Methods • Combination of theory & practice and that of individual study & collective activity Forms • Lecture, discussion, oral presentation & journal writing (exercises, etc.) Achievement Evaluation 1. Exercises & Attendance (15%) 2. Group discussion 3. Oral presentation 4. Out-of-class activity (20%) 5. Report on English language learning strategies (50%) (15%)
4. 2.2 Learning Strategies-Based Instruction-II (LSBI-II ) • The form of integrating the instruction of learning strategies into that of different English courses: • We have adopted “Learning Strategies-Based Instruction-II”, that is, “Learning Strategies-Integrated Instruction in English Pronunciation Course” for trial implementation. We tried to integrate learning strategies into the teaching activities in English pronunciation and make them an integral part of the pronunciation instruction.
A small demo of our trial implementation of the LSBI-II: • The Course : English Pronunciation • The Students : the first-year English majors, Grade 2006 (2 classes) • The Teacher : Mr Lu Ji • The Task : lower students’ anxiety when they practice in class
. 1) encouraging words: repeat a motto that encourages students→ sub-strategies… 2) rewarding oneself: reward oneself with sth. that he or she badly needs (either physical or spiritual rewarding) if one has good performance in class → sub-strategies … 3) self-talk: use mental redirection of thinking to assure oneself that a learning activity will be successful or to reduce anxiety about a task →sub-strategies… 4) peer help: ask intimate friends to help lower anxiety → sub-strategies … 5) …
1. The new approach does facilitate the learning of non-key university English majors ,esp. increase their awareness of learning strategies use, self-directed learning, lifelong learning and sustainable development; changing their passive way of learning to a greater extent; 2. The approach enhances the students ability to explore energetically and use effectively the learning strategies that are suitable for them;
3. It provides the learners with more opportunities of applying to practical situations what they have learned in the learning strategies course and makes them realize, reinforce and develop their own system of learning strategies. 4. There is a bad need for training more teachers who are able to teach their courses with the new approach;
5. It is difficult to deal with the integration of theory and practice . 6. We have only one round of trial implementation, there is much room for improvement of the new approach.
