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A Study Of High School Students' Learning Strategies In Call Environment

Posted on:2002-05-21Degree:MasterType:Thesis
Country:ChinaCandidate:C C HuangFull Text:PDF
GTID:2167360032452209Subject:English Language and Literature
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The recent economic development in China has brought forth an increasing demand for talents who can use English for some real communication. However, after six years' study, most of high school students under the current training system do not have the required English competence. The unsatisfactory learning outcomes seem to result from two reasons. One is the still prevalent grammar-translation teaching methodology and the other is the discouraging evaluation system-English Matriculation Test. These two practices lead students to believing that English is only a compulsory course and the major purpose of the learning is to pass the various kinds of tests. They seldom take the initiative to learn to manage their own cognitive and affective strategies. Instead, they use many traditional strategies, such as repetition and memorization, with emphasis on accuracy of structure and grammar. They rarely try those strategies that help improve their communicative competence, such as extensive reading and meaning negotiation, with emphasis on fluency.Recent years have seen great enthusiasm in teachers to carry out ELT reforms in the light of a communicative approach. For example, new sets of textbooks have been adopted and more meaningful leaning tasks have been carried out in the language classrooms. Furthermore, modem technologies have been introduced into the classroom, such as slideshow, video for the purpose of enhancing the learning motivation and outcomes. With the widespread of the use of computers in all walks of life, many teachers even started to apply computers to their English language teaching. The results of such initial experiments have brought about much interest in studying the effects of computer-assisted language learning (CALL) on students' language development, including their learning strategy development. Researches have been done on learning strategies in learning beliefs, management strategies and language learning strategies in a CALL environment (Collombet-Sankey,1999; Jamieson & Chapelle, 1987: Robinson. 1989. 1990: Warschauer, 1996a). Although, in China, CALL research is still in an embryonic stage, some teachers have already made some attempts in this field (韩晶, 1997;刘海平, 1998; Gu & Xu, 1999).Based on the theoretical framework of three components of learning strategies proposed by Wen (1993), a preliminary study was conducted from the October 1999 to July 2000 at Suzhou No. 10 middle school, which involved 70 Senior-One students. It aims to explore the possible effects of the CALL environment on the development of students' learning strategies. Through a series of analysis and comparison, the writer found that the students in the CALL environment? held positive attitudes toward CALL? developed beliefs in non-traditional language learning strategies? maintained an optimal level of anxiety? helped each other and got various feedback? planned carefully for their project and made frequent self-evaluations? developed extensive reading and information processing skills? were motivated by situated writing and online publishing activities? enjoyed interaction and collaboration.Based on the above findings, the thesis takes into consideration the present ELT situation in Chinese high schools and offers some teaching implications for CALL practiceand research in China. In the conclusion part, some issues are put forward for related futureresearch.
Keywords/Search Tags:learning strategies, CALL environment, traditional classroom.
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