引导学生形成独立学习策略 - 英语教学法原著选读85（首次附外教朗读录音！另附词汇系列文章目录）

分享是美德，好文别放过。感谢！

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今天点进本文的朋友们肯定会惊奇地发现一个新变化：开头多了个录音文件，还能听！我相信你们听了以后会更惊奇：这小姑娘的声音蛮不错嘛！实际上，这是本太白的好朋友、年轻的美国外教Cherry老师特地帮我录的，虽然是手机录音，效果不见得比得上录音室的效果，但总是外教，毕竟不凡。放上这个录音主要是为了帮助朋友们扫除生词，本来还要查字典的，这样一来直接听听就可以了。

当然，Cherry老师已经到中国来有几年了，口音可能也受了点国内英语的影响，朋友们多多海涵吧！

今天的选文说的是引导学生形成独立学习策略。说独立，不如说是独立自主。这其实是任何形式的学习过程的终极目标之一：老师的教，是为了未来“不教”；学生的学，是为了未来“会学”。以此作为词汇学习这个系列文章的终章，应该说是恰如其分的。

以下英文原文取自上海外语教育出版社出版、授权转载的“教学法丛书”中的《词汇：描述、习得与教学》分册：

原文

Thesis Title: Current Trends in Vocabulary Teaching

Author: Anita J. Sokmen

Encourage Independent Learning Strategies

It is, of course, not possible for students to learn all the vocabulary they need in the classroom. The final theme in current trends is to help students learn how to continue to acquire vocabulary on their own. All of the trends discussed so far culminate in this last point of emphasis. Students come to the classroom knowing that vocabulary acquisition is crucial to their skill in using a second language. There is no need to motivate them to want more words under their command. When vocabulary gets the attention it deserves, that is, when instructors model explicit methods of vocabulary acquisition which require deep processing and plan re-encountering of words, students not only learn words but experience what Resnick calls a 'cognitive apprenticeship’ (1989).

In this apprenticeship, they learn that vocabulary acquisition is a task that involves their active participation, collaborating with classmates and also requiring personal, quiet, self-reflective periods (Rubin et al., 1994). When new words are integrated with past knowledge, learners realize that their past experiences are valuable and that they have the skills to process degrees of meaning, image, and make concrete a huge body of words in another language.

An important step in being independent is to recognize one's own style of learning. Doing a variety of classroom vocabulary exercises will expose students to possible strategies which they may discover feel right for them, accommodating their verbal or non-verbal cognitive styles. Graves (1987) recommends helping students develop a personal plan of vocabulary acquisition since most vocabulary learning will take place outside of the classroom. One way to aid their insight is an evaluation of what techniques are working. For example, a questionnaire might include these questions:

Do I learn vocabulary more easily doing speaking activities with my classmates?

Am I comfortable analyzing word parts? Do I like learning word roots?

Does it work better for me to collect words on index cards or to make word lists?

Do games help me learn?

Do I remember words better when I illustrate them?

Ellis and Sinclair's (1989) student book, Learning to Learn English, contains useful self-assessment activities for vocabulary learners, which focus on attitudes about learning vocabulary, setting realistic short-term aims, personal strategies, and organizing vocabulary learning.

Another aspect of encouraging independence is to teach ways to learn vocabulary. Language teachers need to design class activities which capitalize on metacognitive training so that students are learning different ways to practise words and expand meaning while they are acquiring them. One approach is vocabulary notebooks (Schmitt and Schmitt, 1995). Students may keep their notebooks on index cards or in a loose-leaf binder. Words they encounter are placed on individual pages and they are translated, L2-L1. As other knowledge is discovered about the word, such as collocations, semantic association, frequency tallies, roots and derivations, they are added to the page. On a regular basis, students are asked to go through their notebooks, adding more information, in order to elaborate understanding of the words and rehearse their meanings.

Another approach is illustrated in interactive, student-generated lessons of Common Threads; An Interactive Vocabulary Builder (Sokmen, 1991). An introductory vocabulary activity elicits 'seed words' from the group, which may or may not be known by the whole class. Then the class does a series of expansion exercises which build on the seed words and broaden their understanding of these words in relationship to other words. Finally, students re-examine their collection of words through review activities. Following the directions of different activities, students are able to create the vocabulary exercises, learn new words, and also ways to learn new words.

译文

引导学生形成独立学习策略

当然，学生不可能在课堂上学会所需要的所有词汇。当前词汇教学趋势的最后一个主题就是怎样帮助学生学会持续独立习得词汇。前面所谈的各种趋势至此汇集到顶点，这就是要强调的最后一点了。学生来到课堂学习，他们知道词汇习得对他们使用第二语言的技能来说是至关重要的。无需发动，他们也想要掌握更多的单词。当词汇获得了应得的注意后，即教师已经展示过需要深度处理、需要计划词汇复现的词汇习得的显性教学方法，学生就不仅学到了单词，还体验到雷斯尼克（1989）所说的“认知见习”过程。

在这种见习过程中，他们了解到词汇习得是一种需要他们积极参与的任务，需要他们和同学合作，也需要个人化的、宁静的、自我反思式的时间（鲁宾等，1994）。当新单词和过去的知识整合起来的时候，学习者意识到他们过去的经验是有价值的，他们也具备把另一种语言中很大数量的词进行不同程度意义的处理、图像化、具象化等技能。

走向独立学习的一个重要步骤是辨识出自己的学习风格。进行多种多样的课堂词汇练习能够让学生接触到各种备选的学习策略，他们会发现其中一些感觉合适，能够充分利用他们言语、非言语的认知风格。格雷福斯（1987）建议帮助学生形成个人化的词汇习得计划，因为绝大部分词汇学习都是在课堂以外进行的。一种帮助他们获得深刻理解的方法是对哪些技巧起到作用进行评估。比如，可以在问卷中包括这些问题：

在和同学进行口语活动的时候学习词汇是不是更轻松？

分析构词成分是否觉得愉快？我喜欢学习词根吗？

对我来说是单词列表更合适，还是单词索引卡片更合适？

游戏能帮助我学习吗？

我给单词画了插图，会不会记得更牢些？

艾利斯和辛克莱尔（1989）的学生用书《学习英语学习》包含对词汇学习者有用的自我评价活动，其焦点是对词汇学习的态度，设定现实的短期目标、个人策略，并很好地组织词汇学习。

引导学生形成独立学习策略的另一方面是教会他们学习词汇的方法。语言教师要把课堂活动加以设计，充分利用元认知训练，以便学生能够在学会单词的同时学会练习单词、扩展意义的不同方法。一种方法是词汇笔记本（施密特与施密特，1995）。学生可以用索引卡片记笔记，或者用活页夹来记。遇到的生词放在单独的页面上，加上翻译，英汉对照（外语-母语）。随着该词的其他知识逐步积累，如连用关系，词义联想，出现频率统计，词根和派生，这些知识逐步都加入到这个页面上去。可以安排学生定期回顾这个笔记本，把更多的信息添加进去，从而能够扩展对词的理解，并反复识记这些词的意思。

另一种方法在《Common Threads; An Interactive Vocabulary Builder》（索克曼，1991）一书中有所示范——这是一本互动性的、学生生成的书。先以介绍性的词汇活动引出“种子词”，这些词班上的同学可能认识，也可能不认识。然后全班做一系列的扩展练习，以种子词为基础不断展开，从而扩展学生对于这些词和其他词相互关系的理解。最后，在复习环节，学生重新审视他们的词汇集。跟随不同活动的指令，学生们能够创建词汇练习，学会新词，还能学会学习新词的方法。

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