外语教学 | 一对一语言教学中的学习策略

写在前面的话

 个体差异是影响外语教学的重要因素。无论是规模化教学还是一对一教学，根据学习者的性格、能力、志趣等因材施教、因势利导是保证教育质量的重要原则。

相比规模化教学，一对一语言教学有其特殊的复杂性：学习者可能是孩子、成人、亲友或者陌生人；老师可能是志愿服务，也可能收取报酬；所教授的语言可能是老师的母语，也可能不是。

因此，从事一对一语言教学的老师更需要关注语言习得中的某些原则，如学习动机、学习者自主性等，尽可能满足学习者的个性化需求。同时，老师也有了更多机会关注学习者的个体差异，并针对性地提供学习策略上的细致指导。学习策略不同于学习风格，是可以被学习的。

在“语言教学新环境”丛书的《一对一语言教与学：理论与实践》一书中，作者Tasha Bleistein和Marilyn Lewis分析了一对一语言教学的利弊，结合理论基础和教学实际为一对一语言教学的师生提供实践指南。

相关链接：

以读促教 | 英语教师暑期学术阅读指南（基础篇）

外语教学 | 适合语言教师的开放教育资源（OER）有哪些？

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今天，让我们跟随作者们的分解步骤和互动小任务，来看看如何帮助学习者确定有效的学习策略。（文末附有针对不同语言技能的学习策略简表。）

STEP 1

Strategy matching

Here is a list of strategies collected by Oxford (in Richards & Renandya, 2002). Put yourself for a moment in the shoes of an intermediate or above learner. See if you can match the examples from “a” to “f” in Table 5.9 with each type of strategy. It may be that the terms used here are too complex for your learner. If so, try expressing the same idea more simply. For example, “affective” can be changed to “about your feelings.”

点击空白处查看答案

f

d

b

a

c

e

STEP 2

Show what other learners have done

Here is another example of a learner helping himself to be a better learner. Underline the words that explain what he does. The first one is done for you (Lewis, 1999, p. 161). Could you use something like this account with your student? How about collecting different examples from other students? You could then show these to your student and invite him or her to decide what is worth imitating.

I was a listener more than a speaker but when I did eventually put an effort into my speaking, my knowledge of the written code and grammars was far beyond my speaking ability which helped me immensely to become reasonably proficient in the language. Confidence was the biggest thing to overcome, or should I say lack of it. I could hear my English accent when I spoke French, and I hated it. So I would go around repeating sentences and colloquial sayings over and over, either in my mind or out loud. This helped me master the strange vowel and consonant sounds that French has and improved my confidence, which seemed to be directly correlated to my progress.

STEP 3

Remind the learner of previous steps

Remind learners of good strategies they are already using. For instance, if this is their third or more language, then they could recall ways they have used in the past to learn vocabulary. Some learners may struggle with isolating strategies, so providing some examples can get them started.

STEP 4

Discuss strategies used in L1 (or other languages)

Show that some strategies are transferrable from the first to the second language. Here are some questions to start the discussion with an emphasis on reading strategies.

What do you do when you are reading and you meet a word you don’t know?

Do you usually read word-by-word or in word groups? Ask someone to watch your eye movements as you read silently.

Do you mark in your books while reading? If so, how?

Do you do anything before reading a text? What about after?

Can you remember any strategies your teachers taught you for reading your own language when you were a child?

Which of these strategies do you still use and which have you changed?

Now discuss which of these strategies could be usefully transferred to reading in a second or third language.

STEP 5

Teach about specific strategies

Still using the example of reading, teach the student a range of ways of reading. For yourself, try matching the strategies in Table 5.11 with their definitions. Then decide which of these would be useful strategies for the particular student you are working with.

点击空白处查看答案

1. Recognizing text structure

2. Identifying main ideas

3. Using prior knowledge

4. Scanning

5. Skimming

6. Guessing from context

STEP 6

Give some practice

Once strategies are introduced, they need to be practiced. The following ideas would suit an intermediate or advanced reader.

Say it another way

Invite the student to take one difficult idea in the reading passage and reword it more simply.

Headings and subheadings

Read a paragraph and then give it a heading.

Summarize the meaning

Underline the main ideas in a passage. Then write two or three sentences summarizing these ideas in your own words.

What does the writer think? 

This one is for advanced learners studying for academic purposes. The writer quotes many people with different viewpoints. What do you think his belief is?

What might happen next?

Stop reading at the foot of a page. Now try to say what might happen next. Turn the page and check how close you were to what follows, not necessarily in words but in ideas.

Recall synonyms

See how many synonyms you already know for some of the words in the passage.

Work out a new word

Find a word that you don’t know in the passage. Then see if you can work out its meaning from the rest of the sentence or paragraph.

Strategies for different skills

Table 5.12 provides a brief overview of some strategies to be used as a starting place for further research or to serve as a springboard to incorporate strategy learning in sessions. Specific skills are addressed in greater depth in the final chapter of this volume.

（本文内容节选自《一对一语言教与学：理论与实践》第79—86页）

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