Study On The Instruction Of College English Learners' Learning Strategies

As the focus of Applied Linguistics transfers from teachers'role to students, the English learning strategies have been the hotspot in English teaching. Plenty of researches have proved that successful language learning strategies contribute to improve language skills and it proves that the instruction of language learning strategy is very necessary. Instruction of the learning strategies therefore has become a new problem in foreign language teaching. The previous research on the instruction of language learning strategy mainly focus on the importance and feasibility of the strategy instruction, while the research on the incorporating of the strategy instruction into regular language teaching is relatively rare. By analyzing the theories of English learning and teaching strategy and the questionnaire of the college English teachers, this thesis is to find out the defects in college English teaching and puts forward some suggestions on teaching strategy. Moreover, it tries to combine learning strategies with teaching strategies so as to foster teachers and students'awareness of using strategies and improve both the teaching and the learning efficiency.The present study made a survey of the college English teachers from Xihua University in Sichuan and Shanxi Normal University. The study finds out that the teaching conception of college English teachers needs to be renewed and the strategy instruction is still not enough. College English teachers need to bear a reasonable and open teaching attitude and use different kinds of teaching strategies flexibly. They are not only those who pass on the language and skills but also those who instruct students of language learning strategies. Language learning strategy instruction is imperative and the instruction needs a systematic knowledge both in theory and methodology.The thesis covers six parts. Chapter One serves as an overall introduction of the background, purpose, significance and organization of the thesis. Chapter Two reviews the literature on language learning instruction from three general aspects: basic concepts, previous study of the research on English learning strategy instruction abroad and at home. Chapter Three describes the theoretical foundations of the language learning and teaching strategy. Chapter Four offers the introduction of the research methodology and presents the results and findings of the questionnaire from several aspects, including teachers'basic information, teaching conception, teaching strategies, views on the reform of the examination and on teaching materials and present teaching effect. Chapter Five provides the suggestions on strategy instruction, including the necessity, basic requirement, models of the instruction, activities of the instructions, approaches and effectiveness of strategy instruction. The thesis ends with Chapter Six, in which the present study is summarized, its limitations are discussed, and some tentative suggestions for further study are finally provided.