【作者】 赵欣；

【导师】 于晓言；

【作者基本信息】 东北财经大学 ， 外国语言学及应用语言学， 2005， 硕士

【摘要】 当前中国经济、科技的空前发展为我们提供了更加广泛的国际交流的机会，也使我们愈发意识到了英语作为世界语言的重要性。长期以来，英语的学习和教授在中国的教育中一直具有相当重要的位置。大学英语作为高等教育的一个有机的组成部分，长期来更是大学生的一门必修的基础课程。 然而，传统的以教师为中心的教学模式培养出来的学生，其英语水平却着实令人失望。幸而，近年来，在中国的高等教育中，英语作为外语的教学其中心发生了显著的转变，即更加关注学习和学习者。伴随着这一转变，一些新的问题，如学习者如何处理新的信息，以及使用什么样的策略来理解、学习或记忆信息，便成为了英语学习领域所关注的重要内容。 Oxford(1990)认为使用恰当的语言学习策略能够全面地、或者在某些领域具体地提高学习者的学习效果。这一观点已经得到相关研究的证明。尽管学习者对于学习策略的选择和使用在客观上受到诸多内部和外部因素的影响，但是，正如Cohen(1998)所说，通过指导和练习，学习者可以学会(更好地运用)策略，也就是说策略是可教的。老话说得好“授人以鱼不如授人以渔”。从教育学的角度而言，教授学生“如何学”要比教授他们“学什么”更有助于培养独立、自主和有效的学习者，这也正是教育的根本目标之所在。在英语语言的学习过程中可以运用多种学习策略，学习者如果能够得到这方面的训练，则会极大地提高他们的学习效率和改进学习效果。 需要指出的是，对于学习策略和学习者自身责任的强调，并不意味着对于教师重要性的削弱。相反，在教学过程中，教师不再仅仅是教学活动的管理者、控制者和指导者，而要适应一个新增的角色——变革触媒。更多还原

【Abstract】 China’s unprecedented development of economy and technology has offered us more than ever substantially opportunities for global communications, which has made us more aware of the importance of English as an international language. As a result, the teaching and learning English has long been placed in a very important position in education in this country. College English, an integral part of higher learning, has long been a required basic course for Chinese college students.However, we have seen that the proficiency in English of college graduates still creates disappointment among teachers as well as students themselves due to the traditional teacher-centered teaching system. Fortunately, recent years have already witnessed a prominent shift within the field of EFL learning and teaching in Chinese tertiary education with greater emphasis being put on learners and learning rather than on teachers and teaching. In parallel to this new shift of interest, how learners process new information and what kinds of strategies they employ to understand, learn or remember the information has been the primary concern of the researchers dealing with the area of EFL learning.According to Oxford (1990), the use of appropriate language learning strategies leads to improved proficiency or achievement overall or in specific skill areas. Some findings of relevant strategy research have shown the powerful role of language learning strategies in improving learners’ learning outcome. Though EFL learners’ choice of strategies is influenced by many factors both internal and external, Cohen (1998) claims that learners’ use of strategies can be automatized through practice and instruction, or to say strategies are teachable. As an old saying says, "Give a man a fish and he eats for a day. Teach him how to fish and he eats for a lifetime". Pedagogically, teaching students "how to learn" rather than "what to learn" will better serve to help them become independent, autonomous, and effective learners, which is the ultimate goal of education. Learning will be facilitated if students are explicitly trained to become more aware of and proficient in the use of a broad range of strategies that can be utilized throughout the EFL language process.更多还原