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Title: 語言使用或是策略使用?在以英文為外語的環境中學習口說的策略
Other Titles: Language Use or Strategy Use? Strategies for Learning to Speak English in a Foreign Language Environmenta
Authors: Chiung-Ying Sub
Issue Date: Mar-2015
Publisher: 英語學系
Department of English, NTNU
Abstract: 語言學習策略是第二語習得領域內重要的次領域。然而語言學習策略研究最初要尋找「普世有效的語言學習策略」的立意以及量化的問卷資料蒐集,已經受到質疑和挑戰。另外,語言學習策略理論和實務中間的差距,也反映在口說學習策略研究聚焦在與以英語為母語者對談時的補救策略。為了闡述這兩個重要的議題,本文藉由在文獻中尋找「開口說英語的學習策略」為第一步,為缺乏與以英語為母語者對話機會的外語學習者,例如臺灣大學生,尋找更為符合其需要的「開口說英語的學習策略」。這篇文章呼籲更多研究者投入,找出最適合不同環境的「開口說英語的學習策略」,期能啟發外語教學實務,並能使語言學習策略理論更臻完備。
Language learning strategy (LLS) is an important subfield in second language acquisition (SLA). However, the initial pursuit of universally effective language learning strategies and the excessive use of survey methods have been called into question. There is also a gap between theory and practice with regard to LLS and this is manifest in LLS theories focusing on communication/compensation strategies. To address these issues, this paper conducts a review of the LLS literature on strategies for learning to speak English as the first step towards promoting more effective learning for adult learners learning to speak with very limited access to native speakers such as those in the Taiwanese English as a Foreign Language context. This paper urges researchers to conduct empirical research on strategies for learning to speak in EFL contexts to inform language teaching and learning practice and to refine LLS theories.
Other Identifiers: 8E8BFE2F-419A-CF28-2C01-564796E3E318
Appears in Collections:英語教學

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