A Study On The Awareness Of College English Teachers’Language Learning Strategies Instruction

The present study, by adopting research instruments such as questionnaires, interviews and classroom observation, investigates the awareness of college English teachers’awareness of language learning strategies (LLS) instruction. It aims to find out college English teachers’knowledge of LLS, the present LLS instruction in college English class, the features of LLS instruction in college as well as the factors that influence LLS instruction in college English class.To address these questions, the study first states the importance of LLS instruction in English learning and teaching. Then it reviews literatures on LLS and LLS instruction. On the basis of the literature review, it goes on to construct the theoretical framework for the study, which includes:the definition and classification of LLS, strategies-based instruction and theories of teachers’knowledge and teachers’ role.With the theoretical framework serving as the guideline, questionnaires are designed; interviews and classroom observations are carried out.105teachers and293sophomore students from1key university and3common universities participated in the questionnaire survey. And4teachers from these universities were interviewed and4teachers from the key university accepted the classroom observation. The major findings of the study include:(1) Though most of them know the importance of LLS instruction, more than half of the teachers lack systematic theoretical knowledge of LLS. Their LLS instruction mainly bases on their teaching and learning experience. Though most teachers agree that LLS instruction can improve students’academic performance and can promote students’learning autonomy, teachers hold different views on the effectiveness of LLS instruction.(2) Most teachers agree that teachers’role lie in helping students to become more responsible, independent learners, and agree to the main principles advocated in strategies-based instruction:in giving LLS instruction, teachers should demonstrate how to apply LLS into teaching, and tell students when, how, why to use certain strategies, and LLS instruction should be integrated into curriculum design and daily classroom, and etc.(3) LLS instruction is not well perceived by students than teachers have expected. The rating of frequency by students is much lower than the rating by teachers. Students do not grasp teachers’aims of teaching when LLS instruction is given implicitly; some teachers just mention certain LLS with without further elaboration on it.(4) Exams and CET still has great influence on LLS instruction in class. LLS directly connected with exams and CET is instructed with more frequency, and LLS to improve compressive English are less frequently emphasized.(5) To achieve better effect of LLS instruction, college English teachers’ability in motivating students and creating authentic English speaking environment is very important to college English teachers in the process of LLS instruction. Lack of authentic English speaking environment in China makes LLS instruction very different from LLS instruction in the native speaking countries and ESL environment.Finally, the author puts forward4suggestions for LLS instruction:firstly, to promote college English teachers’belief in the effectiveness of LLS instruction; secondly, to enhance teachers’knowledge and teaching expertise in LLS instruction; thirdly, to enrich college teachers’teaching methods to improve the effect of LLS instruction; fourthly, to make more investment in teachers’training and to improve teachers’evaluation mechanism, so as to help teachers’professional growth.