对不成功语言学习者学习策略的认知研究
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摘要
本文旨在通过对不成功语言学习者学习策略的深入研究，描述其认知系统的特点，剖析其语言学习失败的根源所在，以求对外语教学和研究起到一定的作用。
研究表明，成功的语言学习者和不成功的语言学习者在语言学习策略的使用上存在很大差异。目前的研究主要偏向于成功的语言学习者，而针对最需要帮助的不成功语言学习者的研究却很少。因此，本文选择后者作为研究的对象。
和普通语言学相比，认知语言学的优势在于将认知与语言学习相结合，并置于更广泛的以客观试验为基础的认知心理学的理论和研究范畴内。基于这一优点，笔者将本研究纳入以信息处理为基础的认知理论的框架下。因此，语言学习策略被视为一种复杂的认知技能，它有助于信息的理解和记忆。在这一框架中，语言学习策略被划分为元认知策略，认知策略和社会／情感策略，其中元认知策略被视为更高层次的认知技能。而他们的习得则需要经过认知，联想和自动化三个阶段。
结合上述认知理论，笔者试图通过实证研究来描述不成功语言学习者的信息处理系统，以期帮助他们成为高效独立的语言学习者。根据语言学习的特点，本文将量化研究划分为五个方面，即分别针对听力，阅读，写作，口语和词汇学习者展开单独的论述。
通过实证研究，笔者从定量和定性两方面得出了如下结论。定量分析总结出与语言习得成正相关的一组策略，他们都是不成功语言学习者缺乏认识且需要通过训练加强的。同时，定性分析显示不成功语言学习者其认知系统失效的原因在于记忆结构差，过于依赖自下而上的信息处理方式和信息处理渠道不通畅三方面。最后，笔者试探性地提出了一个由五个步骤构成的认知策略教学计划以供参考。
The author aims at elaborating the ineffective mental process of the ILL by linking it to language learning strategies, with the sincere hope to shed some lights on second language teaching theoretically and practically.
Learners involved in SLA (Second Language Acquisition), including ELLs (Effective Language Learners) and ILLs (Ineffective Language Learners), have been found to vary considerably in strategy use. However, studies by far are apparently inclined to the former ones while the latter are still kept in the shade, deserving more attention. This perspective hence is settled down as a point of penetration to the inherent language acquisition device of the ILL.
Compared with general linguistics, coglinguistics distinguishes itself by treating cognition and learning in the context of the larger and more experimental body of theory and research that has evolved ,in cognitive psychology. Impressed by this strong point, the author brings all the research in the thesis into the cognitive framework, which is developed on the ground of information processing so that individuals are said to process information and learning strategies are viewed as complex cognitive skills that enhance comprehension, learning or retention of information. Within this context, learning strategies are classified into metacognitive strategy, cognitive strategy and social/affective strategy, while metacognitive strategies are higher order executive skills. Besides, all of them can be performed in a progression through three stages of learning - cognitive stage, associative stage and autonomous stage.
Guided by the impressive theory, an account of the mental process of the ILL is offered by the way of case study so that the awareness can help them become more effective and independent. According to the characteristics of language learning, the author highlights a quantitative description of the
strategies employed by ineffective listeners, readers, communicators, writers, vocabulary-learners respectively, together with the theoretical explanation.
From the studies, conclusions are tentatively drawn from two aspects. One of them can be found in quantitative analyses, which set the combination of effective strategies ILLs lack and need training. Meanwhile, the other qualitative analyses expound the features of ILL's mental processing system, which attribute the inefficiency to their weak memory structure, reliance on the data-driven approach and blocked channel for information processing. Finally, a cognitive model of strategy instruction is recommended for pedagogical purpose.
研究表明，成功的语言学习者和不成功的语言学习者在语言学习策略的使用上存在很大差异。目前的研究主要偏向于成功的语言学习者，而针对最需要帮助的不成功语言学习者的研究却很少。因此，本文选择后者作为研究的对象。
和普通语言学相比，认知语言学的优势在于将认知与语言学习相结合，并置于更广泛的以客观试验为基础的认知心理学的理论和研究范畴内。基于这一优点，笔者将本研究纳入以信息处理为基础的认知理论的框架下。因此，语言学习策略被视为一种复杂的认知技能，它有助于信息的理解和记忆。在这一框架中，语言学习策略被划分为元认知策略，认知策略和社会／情感策略，其中元认知策略被视为更高层次的认知技能。而他们的习得则需要经过认知，联想和自动化三个阶段。
结合上述认知理论，笔者试图通过实证研究来描述不成功语言学习者的信息处理系统，以期帮助他们成为高效独立的语言学习者。根据语言学习的特点，本文将量化研究划分为五个方面，即分别针对听力，阅读，写作，口语和词汇学习者展开单独的论述。
通过实证研究，笔者从定量和定性两方面得出了如下结论。定量分析总结出与语言习得成正相关的一组策略，他们都是不成功语言学习者缺乏认识且需要通过训练加强的。同时，定性分析显示不成功语言学习者其认知系统失效的原因在于记忆结构差，过于依赖自下而上的信息处理方式和信息处理渠道不通畅三方面。最后，笔者试探性地提出了一个由五个步骤构成的认知策略教学计划以供参考。
The author aims at elaborating the ineffective mental process of the ILL by linking it to language learning strategies, with the sincere hope to shed some lights on second language teaching theoretically and practically.
Learners involved in SLA (Second Language Acquisition), including ELLs (Effective Language Learners) and ILLs (Ineffective Language Learners), have been found to vary considerably in strategy use. However, studies by far are apparently inclined to the former ones while the latter are still kept in the shade, deserving more attention. This perspective hence is settled down as a point of penetration to the inherent language acquisition device of the ILL.
Compared with general linguistics, coglinguistics distinguishes itself by treating cognition and learning in the context of the larger and more experimental body of theory and research that has evolved ,in cognitive psychology. Impressed by this strong point, the author brings all the research in the thesis into the cognitive framework, which is developed on the ground of information processing so that individuals are said to process information and learning strategies are viewed as complex cognitive skills that enhance comprehension, learning or retention of information. Within this context, learning strategies are classified into metacognitive strategy, cognitive strategy and social/affective strategy, while metacognitive strategies are higher order executive skills. Besides, all of them can be performed in a progression through three stages of learning - cognitive stage, associative stage and autonomous stage.
Guided by the impressive theory, an account of the mental process of the ILL is offered by the way of case study so that the awareness can help them become more effective and independent. According to the characteristics of language learning, the author highlights a quantitative description of the
strategies employed by ineffective listeners, readers, communicators, writers, vocabulary-learners respectively, together with the theoretical explanation.
From the studies, conclusions are tentatively drawn from two aspects. One of them can be found in quantitative analyses, which set the combination of effective strategies ILLs lack and need training. Meanwhile, the other qualitative analyses expound the features of ILL's mental processing system, which attribute the inefficiency to their weak memory structure, reliance on the data-driven approach and blocked channel for information processing. Finally, a cognitive model of strategy instruction is recommended for pedagogical purpose.
引文
1. Andrew D. Cohen, Strategies in learning and Using a Second Language[C] , Person Education Limited, 1998.
2. Arthur Brookes & Peter Grundy, Beginning to Write[M] , Cambridge University Press, 2001.
3. Bernard Spolsky, Conditions for Second Language Learning[M] , Foreign Language Teaching and Research Press, 2000.
4. Carroll, D. W, Psychology of Language Third edition[M] , Foreign Language Teaching and Research Press, 2000.
5. Christine Nuttall, Teaching Reading Skills in a Foreign Language[M] , Shanghai Foreign Language and Education Press, 2002.
6. Cook, V, Second Language Learning and Language Teaching Second edition[M] , Foreign Language Teaching and Research Press, 2000.
7. Francoise Grellet, Developing Reading Skills[M] , Cambridge University Press, 2001.
8. Gillian Brown, Teaching the Spoken Language[M] , Cambridge University Press, 2001.
9. Hedge Tricia, Teaching and Learning in the Language Classroom[M] , Shanghai Foreign Language and Education Press, 2002.
10. H. H. Stern, Fundamental Concepts of Language Teaching[M] , Oxford University Press, 1983.
11. Hoey, Michael, Patterns of Lexis in Text[M] , Oxford University Press, 1998.
12. Jane Arnold, Affect in Language Learning[C] , Cambridge University Press, 1999.
13. J. Michael O'Malley, Anna Uhl Chamot, Learning Strategies in Second Language Acquisition[M] , Cambridge University Press, 1990.
14. Marianne Celce-Murcia, Discourse and Context in Language Teaching[M] , Cambridge University Press, 2000.
15. Nattinger, J. P. & J. S. DeCamico, Lexical Phrases and Language Teaching[M] , Oxford University Press, 1995.
16. Penny Ur, Teaching Listening Comprehension[M] , Cambridge University Press, 2000.
17. Peter Skehan, A Cognitive Approach to Language Learning[M] , Oxford University
Press, 1998.
18. Richards, J. C. et al, Longman Dictionary of Language Teaching & Applied Linguistics[Z] , Foreign Language Teaching and Research Press, 2000.
19. Rod Ellis, Understanding Second Language Acquisition[M] , Oxford University Press, 1985.
20. Rod Ellis, The Study of Second Language Acquisition[M] , Oxford University Press, 1994.
21. Williams Marion & Burden Robert, Psychology for Language Teachers[M] , Oxford University Press, 2000.
22．Ausubel，David P 等著，佘星南，宋钧等译，《教育心理学：认知观点》[M]，北京：人民教育出版社，1994．
23．蔡基刚主编，《21世纪大学英语》教学论文集[C]，上海：复旦大学出版社，2001．
24．曹增渝，陈锋主编，《阅读理论与阅读教学》[C]，北京：龙门书局，2001．
25．陈坚林，《现代外语教学组织与管理》[M]，上海：上海外语教育出版社，2000．
26．程晓堂、郑敏，《英语学习策略—从理论到实践》[M]，北京：外语教学与研究出版社，2002．
27．丁言仁，文秋芳，《第二语言习得与英语学习策略》[C]，南京：东南大学出版社，1999．
28．杜晓新，冯震，《元认知与学习策略》[M]，北京：人民教育出版社，1999．
29．顾援，《课堂教学理论与策略》[M]，太原：陕西人民出版社，2000．
30．桂诗春，《实验心理语言学纲要—语言的感知、理解与产生》[M]，湖南：湖南教育出版社，2001．
31．桂诗春，《新编心理语言学》[M]，上海：上海外语教育出版社，2001．
32．蒋祖康，《第二语言习得研究》[M]，北京：外语教学与研究出版社，1999．
33．李绍山，《语言研究中的统计学》[M]，西安：西安交通大学出版社，2001．
34．林立等编，《语言与语言教学论坛》[C]． 北京：国际文化出版公司，2002．
35．刘伯奎，《口语交际策略》[M]，上海：汉语大辞典出版社，2002．
36．刘津开，《外语学习策略：优差学生英语猜词策略研究》[M]，天津：天津大学出版社，2001．
37．刘润清，《论大学英语教学》[M]，北京：外语教学与研究出版社，2001．
38．卢家眉，《情感教学心理学》[M]，上海：上海教育出版社，2000．
39．裘国祥，《元认知：理论与教育实践》[M]，杭州：浙江人民出版社，2001．
40．沈德立，《学生汉语阅读过程的眼动研究》[M]，北京：教育科学出版社，2001．
41．束定芳．庄智象，《现代外语教学—理论、实践与方法》[M]，上海：上海外语教育出版社，2002．
42．王初明，《应用心理语言学—外语学习心理研究》[M]，长沙：湖南教育出版社，1990．
43．王立非，《现代外语教学论》[M]，上海：上海教育出版社，2000．
44．王茂金，《中国英语教学理论研究》[M]，西安：陕西师范大学出版社，2001．
45．杨朝霞，曹美兰，《中学生学习策略》[M]，太原：陕西人民出版社，2001．
46．张庆林，杨东，《高效率教学》[M]，北京：人民教育出版社，2002．
47．赵艳芳，《认知语言学概论》[M]，上海：上海外语教育出版社，2002．
48．朱曼殊，《心理语言学》[M]，上海：华东师范大学出版社，1990．
49．邹爱民，《英语写作教学研究与实践》[M]，济南：山东友谊出版社，1999．
50．邹惠玲，《大学英语写作学习指要》[M]，北京：北京理工大学出版社，2000．
51．刘雪岚，《阅读的策略》[J]，外语与外语教学，1998／11
52．汤富华，《关于大学英语口语教学的一些认知思考》[J]，湘潭大学社会科学学报，2000／8
53．王立非，《大学生英语口语课交际策略教学的实验报告》[J]，外语教学与研究，2002／11
54．杨淑娴，《英语写作成功者与不成功者在策略使用上的差异研究》[J]，外语界，2002／3
55．张萍，《英语学习者词汇观念和策略的性别差异研究》[J]，外语与外语教学，2002／7
56．周启加，《英语听力学习策略对听力的影响》[J]，解放军外语学院学报，2000／5
2. Arthur Brookes & Peter Grundy, Beginning to Write[M] , Cambridge University Press, 2001.
3. Bernard Spolsky, Conditions for Second Language Learning[M] , Foreign Language Teaching and Research Press, 2000.
4. Carroll, D. W, Psychology of Language Third edition[M] , Foreign Language Teaching and Research Press, 2000.
5. Christine Nuttall, Teaching Reading Skills in a Foreign Language[M] , Shanghai Foreign Language and Education Press, 2002.
6. Cook, V, Second Language Learning and Language Teaching Second edition[M] , Foreign Language Teaching and Research Press, 2000.
7. Francoise Grellet, Developing Reading Skills[M] , Cambridge University Press, 2001.
8. Gillian Brown, Teaching the Spoken Language[M] , Cambridge University Press, 2001.
9. Hedge Tricia, Teaching and Learning in the Language Classroom[M] , Shanghai Foreign Language and Education Press, 2002.
10. H. H. Stern, Fundamental Concepts of Language Teaching[M] , Oxford University Press, 1983.
11. Hoey, Michael, Patterns of Lexis in Text[M] , Oxford University Press, 1998.
12. Jane Arnold, Affect in Language Learning[C] , Cambridge University Press, 1999.
13. J. Michael O'Malley, Anna Uhl Chamot, Learning Strategies in Second Language Acquisition[M] , Cambridge University Press, 1990.
14. Marianne Celce-Murcia, Discourse and Context in Language Teaching[M] , Cambridge University Press, 2000.
15. Nattinger, J. P. & J. S. DeCamico, Lexical Phrases and Language Teaching[M] , Oxford University Press, 1995.
16. Penny Ur, Teaching Listening Comprehension[M] , Cambridge University Press, 2000.
17. Peter Skehan, A Cognitive Approach to Language Learning[M] , Oxford University
Press, 1998.
18. Richards, J. C. et al, Longman Dictionary of Language Teaching & Applied Linguistics[Z] , Foreign Language Teaching and Research Press, 2000.
19. Rod Ellis, Understanding Second Language Acquisition[M] , Oxford University Press, 1985.
20. Rod Ellis, The Study of Second Language Acquisition[M] , Oxford University Press, 1994.
21. Williams Marion & Burden Robert, Psychology for Language Teachers[M] , Oxford University Press, 2000.
22．Ausubel，David P 等著，佘星南，宋钧等译，《教育心理学：认知观点》[M]，北京：人民教育出版社，1994．
23．蔡基刚主编，《21世纪大学英语》教学论文集[C]，上海：复旦大学出版社，2001．
24．曹增渝，陈锋主编，《阅读理论与阅读教学》[C]，北京：龙门书局，2001．
25．陈坚林，《现代外语教学组织与管理》[M]，上海：上海外语教育出版社，2000．
26．程晓堂、郑敏，《英语学习策略—从理论到实践》[M]，北京：外语教学与研究出版社，2002．
27．丁言仁，文秋芳，《第二语言习得与英语学习策略》[C]，南京：东南大学出版社，1999．
28．杜晓新，冯震，《元认知与学习策略》[M]，北京：人民教育出版社，1999．
29．顾援，《课堂教学理论与策略》[M]，太原：陕西人民出版社，2000．
30．桂诗春，《实验心理语言学纲要—语言的感知、理解与产生》[M]，湖南：湖南教育出版社，2001．
31．桂诗春，《新编心理语言学》[M]，上海：上海外语教育出版社，2001．
32．蒋祖康，《第二语言习得研究》[M]，北京：外语教学与研究出版社，1999．
33．李绍山，《语言研究中的统计学》[M]，西安：西安交通大学出版社，2001．
34．林立等编，《语言与语言教学论坛》[C]． 北京：国际文化出版公司，2002．
35．刘伯奎，《口语交际策略》[M]，上海：汉语大辞典出版社，2002．
36．刘津开，《外语学习策略：优差学生英语猜词策略研究》[M]，天津：天津大学出版社，2001．
37．刘润清，《论大学英语教学》[M]，北京：外语教学与研究出版社，2001．
38．卢家眉，《情感教学心理学》[M]，上海：上海教育出版社，2000．
39．裘国祥，《元认知：理论与教育实践》[M]，杭州：浙江人民出版社，2001．
40．沈德立，《学生汉语阅读过程的眼动研究》[M]，北京：教育科学出版社，2001．
41．束定芳．庄智象，《现代外语教学—理论、实践与方法》[M]，上海：上海外语教育出版社，2002．
42．王初明，《应用心理语言学—外语学习心理研究》[M]，长沙：湖南教育出版社，1990．
43．王立非，《现代外语教学论》[M]，上海：上海教育出版社，2000．
44．王茂金，《中国英语教学理论研究》[M]，西安：陕西师范大学出版社，2001．
45．杨朝霞，曹美兰，《中学生学习策略》[M]，太原：陕西人民出版社，2001．
46．张庆林，杨东，《高效率教学》[M]，北京：人民教育出版社，2002．
47．赵艳芳，《认知语言学概论》[M]，上海：上海外语教育出版社，2002．
48．朱曼殊，《心理语言学》[M]，上海：华东师范大学出版社，1990．
49．邹爱民，《英语写作教学研究与实践》[M]，济南：山东友谊出版社，1999．
50．邹惠玲，《大学英语写作学习指要》[M]，北京：北京理工大学出版社，2000．
51．刘雪岚，《阅读的策略》[J]，外语与外语教学，1998／11
52．汤富华，《关于大学英语口语教学的一些认知思考》[J]，湘潭大学社会科学学报，2000／8
53．王立非，《大学生英语口语课交际策略教学的实验报告》[J]，外语教学与研究，2002／11
54．杨淑娴，《英语写作成功者与不成功者在策略使用上的差异研究》[J]，外语界，2002／3
55．张萍，《英语学习者词汇观念和策略的性别差异研究》[J]，外语与外语教学，2002／7
56．周启加，《英语听力学习策略对听力的影响》[J]，解放军外语学院学报，2000／5