学习者特征之学习者信念 - 英语教学法原著选读107（附导读、家长指南、讲解视频、作业与签到）

原创不易，公益翻译，请随手转发。感谢！

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导读与家长指南

在英语教学的过程中，如果所面对的学生不是初学者，而是此前有英语学习经历的，或者是成人学习者，具备相当其他学习经验的，往往会遇到学习者对教学的看法和教师不一致的问题，这就是“学习者信念”在起作用了。

学习者信念的表现：1、“我们老师不是这样教的”；2、我以前不是这么学的；3、你这样教，我们能学到啥呢？……

要想消除不正确的学习者信念对英语教学的影响，教师必须有扎实的英语学习与教学的理论功底，要能够利用自身的知识优势说服学生；要能够设计出过程愉悦、结果丰硕的教学方案，以成果说服学生。只要能做到这两点，学习者的“信念”再强，也不难逐步消除。

家长在这件事情上一般来说要站在老师一方，尤其是在老师的教学方法比较先进、孩子对于教学的认知还不够全面的时候，更应该摆事实讲道理，告诉孩子老师的教学是对的，不能因为跟以前的老师不一样就跟老师拧着来，这样做的结果只有害自己。

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以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第三章“Factors affecting second language learning（影响第二语言学习的因素）”：

以下在线视频，建议全屏播放，能够看得更清楚，尤其是第一段，文字较多，不放大眼睛受不了。

原文（作者：Lightbown & Spada）

译文（翻译：Liz，审校：武太白）

Heading: Research on learner characteristics

学习者特征研究

Second language learners are not always conscious of their individual learning styles, but virtually all learners, particularly older learners, have strong beliefs and opinions about how their instruction should be delivered. These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn. This is another area where little work has been done.

第二语言学习者并不总是意识到他们的学习风格，但是几乎所有的学习者，特别是年龄较大的，对他们的教学应该如何开展有着强烈的信念和观点。这些信念通常基于以前的学习经验和一个假设（不管对或错），该假设认为特定类型的教学是他们学习的最好方式。这是另一个基本没有研究过的领域。

However, the available research indicates that learner beliefs can be strong mediating factors in their experience in the classroom. For example, in a survey of international students learning ESL in a highly communicative program at an English- speaking university, Carlos Yorio (1986) found high levels of dissatisfaction among the students. The type of communicative instruction they received focused exclusively on meaning and spontaneous communication in groupwork interaction.

然而，现有研究表明，学习者的信念可以是他们的教室经验中强大的调解因素。例如，在一个讲英语的大学中，对一个高度交际性项目中学习ESL（以英语为第二语言）的国际学生的调查中，卡洛斯·尤里奥（1986）发现学生的不满情绪很高。他们所接受的交际性教学的类型完全集中于意义和小组讨论中的自发交流。

https://v.qq.com/txp/iframe/player.html?vid=y0511aehcpw&width=500&height=375&auto=0

In their responses to a questionnaire, the majority of students expressed concerns about several aspects of their instruction, most notably, the absence of attention to language form, corrective feedback, or teacher-centred instruction. Although this study did not directly examine learners' progress in relation to their opinions about the instruction they received, several of them were convinced, that their progress was negatively affected by an instructional approach which was not consistent with their beliefs about the best ways for them to learn.

在接受问卷调查时，大多数学生对他们所接受的教学的几个方面表示了关注，最值得注意的是，他们对缺乏语言形式、纠正反馈或以老师为中心的教学表示了关注。虽然这项研究没有直接考察学生的进步和对教学的意见之间的关系，但是其中有几个人认为，他们的进步受到教学方法的负面影响，该教学方法与他们心中最佳的学习方式不一致。

https://v.qq.com/txp/iframe/player.html?vid=f0511kgk0i4&width=500&height=375&auto=0

Learners’ preferences for learning, whether due to their learning style or to their beliefs about how languages are learned, will influence the kinds of strategies they choose in order to learn new material. Teachers can use this information to help learners expand their repertoire of learning strategies and thus develop greater flexibility in their ways of approaching language learning.

学习者的学习偏好，无论是他们的学习风格还是他们心中认为的如何学习语言的想法，都会影响他们学习新材料时所选择的策略类型。老师可以使用这些信息帮助学习者扩展他们的学习策略，从而在他们的语言学习方式方面发挥更大的灵活性。

（本段讲解视频因未能通过腾讯视频审查，无法放上来，抱歉！只能把音频放在这里了）

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作业：

Decide whether the follwoing statements are True or False:

1. Adult learners of English are more likely to have strong opinions about the way they are taught.

2. Teachers should stick to their teaching methods rather than give in to learner opinion about how instruction should be done.

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