Learner-Centered Strategies in Foreign Language Learning.pdf

1、大連外國(guó)語(yǔ)學(xué)院碩士學(xué)位論文LEARNER-CENTERED STRATEGIES IN FOREIGN LANGUAGELEARNING姓名：GAO YANYING申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：@指導(dǎo)教師：@200207013 learning strategies. They are oral interviews, written questionnaires, observation, verbal report, diaries,

2、 dialog journals, recollective studies, and computer tracking. But one thing we should be aware of is that each assessment method has its own unique advantages as well as disadvantages. So we shoul

3、d choose different methods or several methods altogether, and develop the strengths and avoid the weaknesses in order to obtain the desired data. Once strategies used by good language learners are identified

4、 and strategies used by effective and less effective learners are compared, strategy training should be carried out to facilitate the acquisition of foreign languages. In addition, we should understand the goal of

5、 strategy training that is to explicitly teach students how, when and why strategies can be used to facilitate their efforts at learning a foreign language. By explicitly teaching students how to d

6、evelop their own individualized strategy systems, strategy training is intended to help students explore ways that they can learn the target language more effectively, as well as to encourage stude

7、nts to self- evaluate and self- direct their learning, and finally to foster and develop learning independence and autonomy. Learner- centered strategies put emphasis on learner’s independence and a

8、utonomy, which contributes to the change of language teacher’s traditional roles into new ones. Foreign language teacher’s status will no longer be based on the power conferred by hierarchical au

9、thority but on the quality and importance of his relationship to the learner. Language learners are becoming the source of information for class activities and the focus of curriculum design. Therefore, langua