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Beliefs in Language Learning Strategy Instruction among College English Teachers in Guangxi

Author: PanRuiYong
Tutor: YangBingJun
School: Southwestern University
Course: English Language and Literature
Keywords: Idea English Teacher Language learning strategies Teaching Strategies
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 71
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Abstract

With education shifted focus from the teacher students, teachers and students has changed the traditional roles. On the one hand, in modern education, the students' own learning have more initiative and responsibility, they must be able to be more independent and autonomous learning. Students will use learning strategies more purposeful language learning, independence, autonomy and initiative (Oxford, 1990), while the other hand, the Department of Higher Education in 2004 promulgated the \Trial) \and social interaction can use English effectively both orally and in written communication, while enhancing their self-learning ability, improve the overall cultural quality to adapt to China's social development and international communication needs. \Therefore, to help students develop their own learning strategies, and promote the development of students' self-learning ability, has become an important task for current teachers. Brookhart and Freeman (1992) believes that teachers affect teachers 'understanding of concepts and ideas, thereby affecting teachers' classroom behavior. In other words, to understand their structure for teachers to improve teaching philosophy has played a crucial role. Therefore, it is necessary to understand their own language teachers for language learning strategies (Language learning strategies, referred to LLS) and language learning strategy instruction (Language learning Strategy Instruction, abbreviated SI) held philosophy. In this paper, language learning strategies and language learning strategy instruction as the theoretical basis to explore strategies language teachers teaching philosophy, strategies for analyzing a number of factors impact on teaching philosophy is to investigate language teacher teaching strategy implementation. The study questionnaire as the research methods to SPSSl3.0 as a data analysis tool, and from the Guangxi Nanning five random sample of 148 university teachers of English as a survey sample. By analyzing the data, the study achieved the following main results: 1) teachers of English language learning strategies and strategies for teaching with a high degree of acceptance. 2) gender, seniority, education, research, student type (English or non-English majors) and other factors for English teachers and SI acceptance LLS no substantial impact. 3) due to lack of system expertise, English teachers teaching the practical implementation of the strategy is not satisfactory. 4) English teachers need to participate in various forms of language learning strategies and teaching and training strategies. This study demonstrates for college English teachers for language learning strategies and the need for systematic training strategy instruction. Therefore, in order to improve teachers 'language learning strategies and strategy instruction knowledge, thus contributing to the implementation of strategies English teachers teaching, this paper proposes some suggestions: 1) to strengthen teachers' pre-service English language learning strategies and strategy instruction education, teaching practice for future strategy lay a solid foundation. 2) to support and sponsorship serving English teachers to participate in various language learning strategies and strategy instruction training to master the system of language learning strategies and strategy instruction knowledge. 3) to improve the current system of assessment to reflect the relevant language learning strategies and the importance of teaching strategies so that pre-service teachers and in-service teachers will be more emphasis on language learning strategies and strategy instruction.

Beliefs in Language Learning Strategy Instruction among College English Teachers in Guangxi

Abstract

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