Brown, D. H. (2007). Principles of
language
learning and teaching.
(5th ed.). White Plains, NY: Addison
Wesley Longman, Inc.
Jamie & Candace
黃玉芳 & 謝佩如
Professor: Dr. Ming-Lung Yang (Roger)
Date: Oct 23, 2010
Preview
 Process, Style, and Strategy
 Learning Styles
- Field Independence
- Left-and Right-Brian Dominance
- Ambiguity Tolerance
- Reflectivity and Impulsivity
- Visual, Auditory, and Kinesthetic Styles
 Autonomy, Awareness, and Action
Process, Style, and Strategy
 Process: behaviors, types of learning, needs, neural
connections and emotional sets
 Style: general characteristics of intellectual and
emotional functioning
 Strategies: specific methods or techniques for
approaching a problem
Learning Styles
 - Field Independence & Field dependence
FI
FD
Deductive
Inductive
Holistic
Language
learning
Analytical (grammar, form)
Integrative
Details
Focus on meaning
Mastering of exercise
Drills
Focused activities
Affective
Independent
Socialized
Competitive
empathic
Self-confident
Derive self-identity from others
Perceptive of other people
Type of society
and home
Democratic, industrialized, competitive
society, freer rearing norms
Authoritarian, agrarian societies, socialized,
strict rearing practices
認知類型之父
魏特金 Herman A. Witkin
美國心理學家（1916~1917）
提出「場獨立」與「場相依」兩種典型的認知
風格
嵌圖測驗
EFT（Embedded Figure Test ）
克服隱藏內容的知覺辨析能力
 別名：隱圖測驗、藏圖測驗（1971）
 比分是平均時候在幾秒鐘內查出簡單的形式。
 看簡圖隱藏在繁圖的何處。
 能辨認準確者，屬場獨立型。
棒框儀測驗
RFT （rod and frame test）
在一個暗視場具亮框和亮棒。
棒在框的內部，二者皆可單獨作順時針或逆時針調節
對語言學習的影響
場獨：
對純理工較吃香。
應用題之計算--理性
 分析型：重視文法及格式
場依：
對人文科目較吃香。
實際生活的問題解決--感性
綜合型：重視整體意義的理解
Left-and Right-Brian Dominance
Left
Right
Logical
Remembers visual
Analytical thought
Tactile
Mathematical
Auditory images
Linear processing of information
Holistic
Separate words
Integrative
Gathering the specifics of language
Emotional information
Classification
Whole images
Labeling
Generalization
reorganization
Metaphors
Artistic expressions
Deductive style of teaching
Inductive style of teaching
Corpus collosum胼胝體
 我們的大腦一樣是由兩半，左大腦和右腦。 有一個胼胝體corpus collosum把左右
兩個獨立部份連在一起。
 胼胝體是哺乳動物大腦的一個重要白質帶。它連接大腦的左右兩個半球。胼胝體是
大腦最大的白質帶，其中約包含2-2.5億個神經纖維。大腦兩半球間的通信多數是
通過胼胝體進行的，胼胝體corpus collosum可被視為一個以電纜或網絡 連接兩個
不可思議的速度和無比強大的計算機處理器(左右腦)，每個每個左右腦接受相同的
資料,但卻以自己不同的程式運行。較為低級的脊椎動物，例如單孔目和有袋類的
動物沒有胼胝體。
 胼胝體最後側的部分叫做壓部（Splenium），最前側的部分叫做膝部(Genu)。壓部
和膝部之間的部分一般稱為主體（Body）。胼胝體喙部（Rostrum）指的是壓部下
方向後延伸的部分。與胼胝體相鄰的大腦皮質稱為扣帶皮層。胼胝體內的纖維包含
連接大腦兩半球各個葉的纖維。比如胼胝體前部主要包含連接兩側額葉的纖維，後
部主要包括連接兩側枕葉和頂葉的纖維。
腦: 胼胝體
從下方看人腦胼胝體。圖的上方對應於腦的前部。(圖一）
人腦的中矢面。胼胝體位於中央附近，顯示為淺灰色（圖二）
 Ambiguity Tolerance: a style, withstand or manage a
high degree of uncertainty in a linguistic context
1. Excess tolerance
2. Intolerance
 Reflectivity: take a relatively long time to make a
decision or solve a problem
 Impulsivity: make quick decisions in answer to
problems
 Visual Styles: prefer reading and studying
 Auditory Styles: prefer listening
 Kinesthetic Styles: prefer demonstrations and
physical activity
 Autonomy: individual effort and action
 Awareness: conscious attention
 Action
Preview
 Strategies
- Learning Strategies
- Communication Strategies
Avoidance Strategies
Compensatory Strategies
 Strategies-Based Instruction
- Identifying Learners’ Styles and Strategies
- Incorporating SBI into the Language Classroom
- Stimulating Strategic Action Beyond the Classroom
Strategies
 - Learning Strategies (deal with input)
- Communication Strategies (output)
Avoidance Strategies
Compensatory Strategies
Question
How do you learn English?
What strategies do you use in
listening, speaking, reading and
writing?
Learning Strategies
Table 5.2. O’Malley
 Metacognitive Strategies
one’s “executive”, involve planning, thinking,
monitoring, and evaluating
 Cognitive Strategies
learning tasks involve direct manipulation of the
learning material itself
 Socioaffective Strategies
social-mediating activity and interacting with
others
Metacognitive Strategies (P134)
Advance organizers
預習計畫
Directed attention
直接性注意
Selective attention
選擇性注意
Self-management
自我管理
Functional planning
功能性的計畫
Self-monitoring
自我監控
Delayed production
延緩的表達
Self-evaluation
自我評估
Cognitive Strategies (P134-135)
Repetition
Imagery
Resourcing
Auditory representation
Translation
Keyword
Grouping
Contextualizaiton
Note taking
Elaboration
Deduction
Transfer
Recombination
Inferencing
Socioaffective Strategies
communication strategies
Cooperation
Question for clarification
Metacognitive Strategies
planning----monitoring----evaluating
｜
｜
｜
socioaffective (communication strategies)
cognitive
Communication Strategies
Source: Adapted from Dornyei 1995, p.58)
 Avoidance Strategies
 Compensatory Strategies
Avoidance Strategies (P138)
Message abandonment
Topic avoidance
Syntactic, lexical,
phonological avoidance
past tense / science ….
Compensatory Strategies(P138)
Circumlocution
Ex: corkscrew, paddle
Approximation
Ex: ship-sailboat
Use of all-purpose words
Ex: stationery--stuff, thing
Word coinage
Ex: vegetarianist for vegetarian
Prefabricated patterns
Ex: I don’t speak English.
Nonlinguistic signals
Ex: gesture, facial expression, sound
Literal translation
Ex: try try see, long time no see
Foreignizing
Ex: Chan Chu Nai Cha (珍珠奶茶)
Code-switching
Ex: unconscious / conscious
Appeal for help
Ex: What do you call…..?
Stalling or time-gaining strategies
Ex: well, uh, as you know, let’s see….
Strategies-Based Instruction
“teaching learners how to learn”
goal: the facilitation of the autonomy
Oxford’s strategy classification system (P141-142)
 Direct Strategies: Memory, Cognitive,
Compensation Strategies
 Indirect Strategies: Metacognitive, Affective,
and Social Strategies
Question
Has your teacher ever been to offer
you some strategies for learning
English?
Does any successful strategies for
achieving autonomy?
Identifying Learners’ Styles and
Strategies
 Method: self-check questionnaire
 Most widely used:
Oxford’s (1990a) Strategy Inventory for
Language Learning (SILL)
 teachers must help learners be aided in
putting certain strategies into practice
 Other forms:
self-reports through interviews
Diaries and journals
Think-aloud protocols
Student portfolios
Incorporating SBI into the Language
Classroom
 The manifestations of SBI:
1. Checklists / other forms
2. offer the suggestions, personal experiences
3. put the results of a style questionnaire
(Figure 5.2)
-- no advance “coaching”
-- discussion
4. embed strategy awareness and practice
into their pedagogy (ex. Table 5.4)
style questionnaire
 Lower inhibitions
 Encourage risk taking
 Build self-confidence
 Develop intrinsic motivation
 Engage in cooperative learning
 Use right-brain processes
 Promote ambiguity tolerance
 Practice intuition
 Process error feedback
 Set personal goals
Stimulating Strategic Action
Beyond the Classroom
 Not limited to the classroom
 Successful learners: self-motivated efforts to
extend learning
 Achieve toward autonomy
 Teachers’ help:
raising their conscious awareness of styles
and strategies
aids them in the authentic use of language
‘out there”