英语论文网

ggested thatteachers should teach students those shared effective vocabulary learning strategies to theordinary students, hoping that they can make full use of those strategies in their Englishlearning process.
…………

II Literature Review

2.1 Of high-achieved English Learners
High-achieved English learners usually have a comparatively high level of test scoresand strategies than the average English learners in the class. As a typical group of languagelearner, the high-achieved students worth researchers’ attention. The study of high-achievedstudents’ learning method and strategies are favorable for both understanding the essence oflearning and the low-achieved students to get a shortcut. There are always someone that has a more successful academic achievement than others,who have a higher level of understanding and memorization. And it seems that learningEnglish, especially the vocabulary is strikingly easy for whom we call good language learners.Many researches center on high-achieved language learners, some also call them “successfullanguage learners” or high-effective learners (Tian Liangchen, 2005).Naiman (1978) concludes that the good language learner is someone who activelyinvolves himself in the language learning process. They take advantage of potentially usefullearning situations, and if necessary, create them; they develop learning techniques andstrategies appropriate to their individual needs. Rubin (1975) pointed out that there is nostereotype of the “good language learners”. The learning result is influenced by aptitude,attitude and learning style all together. However, Rubin also suggested that in order to beeffectively in charge of learning, learners must be aware of the benefits of strategies. BothNaiman (1978) and Rubin (1975) highlighted the learning process and strategy use.
…………

2.2 Of Language Learning Strategies
Quite a number of linguistic researchers abroad and at home make great contributions tolearning strategies, such as Rubin, O’Malley and Chamot, Wen Qiufang and so on.Rubin (1981) divided learning strategies into two aspects: direct and indirect aspects. Thedirect learning aspects refer to the strategies that have affects on learning in a direct way whilethe indirect learning strategies contribute indirectly to learning. He also proposed that all thesuccessful learners of foreign language largely resemble both in learner psychology andlearning approaches, which include: learner psychological development characteristics,learner communication strategies, learner social strategies, and learner cognition levels.Rubin’s (1981) classification is based on the influence of strategies on language learning.While O’Malley and Chamot (1990) put forward a new strategic teaching model of CALLA,which has become the Reference of many language researches. CALLA is short for thecognitive academic language learning approach.O’Malley and Chamot published their masterpiece in 1990—Learning Strategies insecond Language Acquisition. In this book they advocated the cognitive theory of learning. Acombination of the descriptive study in second language acquisition and empirical study inpsychology could produce a better method of study. In this book, they laid the foundation ofapplying learning strategies based on the cognitive theory to research as well as practice insecond language acquisition. They本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。