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Language Learning Strategies in China: A Call for Teacher-friendly Research

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  • Victoria University of Wellington, New Zealand
Correspondence should be addressed to Yongqi Gu, School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Email: peter.gu@vuw.ac.nz

网络出版日期: 2020-07-25

摘要

The astronomical number of people learning English in China and a small proportion of success stories mean a practical demand of research that focuses on learning how to learn. Research interest in language learning strategies started in China in the early 1990s and gradually gained momentum and peaked around twenty years later. The staggering amount of publications on the topic, however, has not produced the expected impact on learning and teaching, mainly because of the fact that the research has not been well applied. Meanwhile, a few findings can be said to have been over applied. These mainly include an over-emphasis on memory strategies and on the intentional learning of explicit knowledge. Luckily, some research findings have been well applied. Apart from providing many insights into strategic learning, research on language learning strategies has seen its salient impact on the national curriculum for basic education and on the textbooks. It is contended that researchers should re-orientate our research agenda from knowledge accumulation to knowledge application, and from facilitating learning to empowering learners.

本文引用格式

YONGQI GU . Language Learning Strategies in China: A Call for Teacher-friendly Research[J]. 当代外语研究, 2014 , 14(12) : 1 -11 . DOI: 10.3969/j.issn.1674-8921.2014.12.001

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