英语语言学习策略量表
英语语言学习策略考题及答案
2013-2014 Second TermTest Paper for “Language Learning Strategies”Name _______ Major _______ Scores ______I. Explain the following terms. (20%)1. language learning strategy : Language learning strategy are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable. According to Oxford, learning strategy is a plan, step or a conscious action toward achievement of an objective. O’Malley thinks that learning strategies are plans, actions, procedures, etc which the students adopt to effectively acquire, store, search and employ information. Moreover, LLS refer to many specific actions, behaviors or techniques that students use to improve their progress in developing L2 skills. Its features mainly contain communicative competence as the main goal, greater self-direction for learners and new roles for teachers. Oxford divided LLS into two major classes: direct and indirect strategies.2. Semantic mapping strategy：Semantic mapping strategy refers to a diagram in which the key concepts are highlighted or linked to related concepts via meaningful imagery, grouping and associating. This strategy is valuable for improving both memory and comprehension of new expression s. For example, thinking of “hair”, we can construct a series of new words ora picture that barbers are designing different hairstyles.3.cooperative strategies: 1.）Cooperating with peers: regular learning partner & temporary pair or small group. Control impulse toward competitiveness & rivalry via games, simulations & active exercises like jigsaw listening & reading activities, (via questioning, negotiating, cooperating) share journals, pen pal, letter . 2）Cooperating with proficient users of the new language (outside classroom)4. self-esteem: It is a self-judgment of value or worth, based on a feeling of efficacy. Self-esteem is related to your self-worth and your value. Building self-esteem is the first step towards your happiness and a better life. Self-esteem increases your confidence. If you have confidence you will respect yourself. If you respect yourself you can respect others, improve your relationships, your achievements and your happiness. Low self-esteem causes depression, unhappiness insecuri ty and poor confidence. Others’ desires may take preference over yours. Inner criticism, that nagging voice of disapproval inside you, causes you to stumble at every challenge and challenges seem impossible.II. Identify the strategies embedded in the situations given. In each situation you must find at least FIVE strategies (20%).1.N EWSPAPER: You are a foreign language student in your second year of study. With your classmates, you are writing and publishing a newspaper in the target language. Your task is to use written pieces of target information given to you and then to transform that information into articles—news, editorials, features—and format them into a readable newspaper. Which language learning strategies do you need to use?(reception strategies, cover strategies, grouping strategies, meta-cognitive strategies, cognitive strategies)When we use target language to make news, we will use existing resource. It belongs to reception strategies. Mean while, we also use simplification of cover strategies to make it better for news to use simple meaning to express complex contents. So if we arrange layout of news, editorial and features, we should use grouping strategies to rehears a structure. In addition, selective attention to information which you want to stress, we can use planning strategies and selective attention strategies belonging to meta-cognitive strategies. At the last, it is unnecessary to summarize content and ideas, therefore, cognitive strategies are used as well.2.VISITING GRANNY: You are in your 30s. Three months from now you will go to Warsaw to visit your grandmother, whom you have never met. You know from your parents that your grandmother speaks only a few words of English. You speak only a few words of Polish. You need to learn as much Polish as you can in the next three months, so you can find out all you can about your grandmother’s life, the family history, and your Polish relatives when you get to Poland. Which language learning strategies do you need to use? (management strategies, memory strategies, cognitive strategies, compensation strategies, communication strategies)Because I don’t know much Polish so I select some ways for making up for insufficient linguistic resources, which are management strategies. I am not very good at Polish, so I need refer to a dictionary to memorize some daily words and expressions, which are memory strategies. I can seize every opportunity to practice the target language, which belongs to cognitive strategies. In the process of practicing, getting the meaning across using a circumlocution or synonym, which belong to compensation strategies. Moreovercommunication strategies are used.3. Church: You are a visitor from the USA in Germany. It is Friday, and you want to prepare yourself to go to church on Sunday to worship, participate in the service, and possibly meet some German people afterwards. You had 2 years of German study, but that was a very long time ago. Which language learning strategies do you need to use?(affective strategies, social strategies, cognitive strategies, communicative strategies, guessing strategies)Repeatedly encouraging myself not to be nervous and adapting to environment，I use encouraging and reducing anxiety strategies both belonging to affective strategies. Furthermore, social strategies are also used as I asked some information to go to church to worship. According to what natives told me, I can make some inferences to help seek clue. So I can use guessing strategies of cognitive strategies. Of course, if I want to ask questions from natives, I must know how to communicate with them, so communicative strategies are vital to use.4.THE PLAY’S THE THING. You are an American high school student in your third year of French. Your task is to work with a small group to write and participate in a 30-minute play, all in French, about teenagers in France. Yo u don’t know much about teenagers , and you are terrified about speaking French in the play, but you are relieved that your friends are involved in it with you. Which language learning strategies do you need to use? (communication strategies, self-assessment, evaluating strategies, affective strategies, grouping strategies)When I work with others to write and participate in a play, communication strategies are used. Considering my care of speaking French, encouraging myself and lowing my anxiety strategies are useful, they belong to affective strategies. After I finish my play, self-assessment is very necessary. Group strategies also should be used.III. Answer the following questions. You may choose any two of the first five questions. And you must answer Question No. 6. Each answer will be no more than 200 words and no less than 150 words long. (30%)1. What are the features of language learning strategies?（1.）Contribute to the main goal,communicative competence.（2.) Allow learners to become more self-directed.（3.) Expand the role of teachers.（4.) Are problem-oriented.（5.) Are specific actions taken by the learner.（6.) Involve many aspects of the learner, not just the cognitive.（7.) Support learning both directly and indirectly.（8.) Are not always observable.（9.) Are often conscious.（10.) Can be taught.（11.) Are flexible.（12.) Are influenced by a variety of factors.Other important features of language strategies are problem orientation, action basis, involvement beyond just cognition, ability to support learning directly or indirectly, degree of observability, level of consciousness, teachability, flexibility, and influences on strategy choice.2. How do you understand the affective domain of tolerance of ambiguity?3. What strategies can be used to overcome limitations in speaking and writing?4. How can you monitor your own learning performance?5.What are the disadvantages of competition?Competition is a common phenomenon in our social life. We compete when we play games, we try to do better than others in our study, and there is constant competition for job, customers, money, and so forth. We can say, to some extent,competition is one of the motive forces of the development of society. But there are some disadvantages during the competition: First, what makes many experts worried is that too many competitions may harm people’s physical and mental fitness because of too stressful to stand in the competition. Second, to some extent, it is a fact that competition between friends or colleagues may impair the friendship or team spirit. Third, for some people, many failures in the competition will reduce their morale.6. What do you benefit from this course?Through learning this course, I have known what is English language strategies, why theEnglish language strategies are important, the features of Language learning strategies and how to teach students effectively in the teaching.Language learning strategy are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence.And the features of language learning strategies:1.Contribute to the main goal, communicative competence.2.Allow learners to become more self-directed.3. Expand the role of teachers.4.Are problem-oriented.5.Are specific actions taken by the learner.6. Involve many aspects of the learner, not just the cognitive.7. Support learning both directly and indirectly.8.Are not always observable.9.Are often conscious.10.Can be taught.11.Are flexible.12.Are influenced by a variety of factors.Other important features of language strategies are problem orientation, action basis, involvement beyond just cognition, ability to support learning directly or indirectly, degree of observability, level of consciousness, teachability, flexibility, and influences on strategy choice.IV. Design a Strategy-based Teaching planning concerning any of the language skill or knowledge. (30 %)My First Day at Senior HighInstructional contents：High School Student’s Book1 Module 1, Section B Reading Part Instructional objects：High school grade 1, the first middle school in Fen Yang CityInstructional projects：(1) Help the students make sense of the whole passage.(2) Help the students to improve their listening and reading ability.Instructiona l Strategies：listening strategies, reading strategiesInstructional objectives：1. Knowledge an d Skills (1) Train the students’ listening skills. (2) Develop the students’ reading ability.2. Process and Methods (1) Individual work or pair work to get every students to participate in class. (2) Explanation to make the students master some language points. (3) Fast reading to make the students get the main idea of the passage.3. Emotion and Values. Through comparing consciously the new school and their original school the students will be accustomed to their new life sooner.Instructional task：write a short passage to describe your own first day at Senior High.Instructional processStep1. Leading inTime: 1-5 minutesT: First, let’s look at the following picture on the screen and talk about something about the picture. Then I will ask you to talk about your new life ------- your subjects, teachers and so on at high school. You can work in groups of four and discuss the following questions. ( show some questions to students)S1: What are the main differences between Junior High School and Senior High School?S2: …S3: Do you think that work at Senior High School harder than at Junior High School?S4: …S5: Are Senior High School teachers similar to Junior High School teachers?S6: …S7: …Objectives: class started, the teacher first leads in the theme by photos so that students understand that the main idea of this lesson. You can develop students’ thinking and make them interested in this topic.Step2 VocabularyTime: 5—10 minutesT: Part2, the purpose of this part is to study new words by answering questions, which can help you to think in English. Besides, it is a preparation for the reading passage. Let’s read the new words in the table.Ss: Read the new words.T: (Help clear the obstacles in their pronunciation) Then answer the following questions about the words in the box.Ss: …Objectives: T he students can use these new words to answer questions by reading new words and be prepared for the reading passage.Step3 SkimmingTime: 10---15 minutesT: Please read the passage quickly and find the answers to the following questions:(1)What are the differences between Li Kang’s Junior High School and Senior High School?(2)What are the two things the English teacher thinks important to do in class?(3)What are the two things that the English teacher wants to improve?Ss: … …(1) The method of teaching, more students in the class.(2) Reading comprehension.(3) Spelling, handwriting.Objectives: We can be able to grasp the general idea and catch the key words by viewing the text and answering the questions.Step4. ListeningTime: 15—25 minutesT: I will let you listen to the tape and then work in groups to finish activities 4and 6.Ss: …T: Please put the following jumbled sentences into the right order.( show the following sentences on the screen )A.My new school is very good and I can see why.B.The English class is really interesting.C.My name is Li Kang.D.Ms Shen wants to help us improve our spelling and handwriting.E.The teacher are very enthusiastic and friendly and the classroom are amazing.F.There are 65 students in my class -------- more than my previous class in Junior High.G.The teacher is a very enthusiastic woman called Ms Shen.H.I like her attitude very much.Ss: … C A E B G D H FObjectives: The students basically master the contents of the text by listening to the tapes and do the exercises.Step5. Language PointsTime: 25---35 minutesT: Explain some difficult language points and try to use as many examples as possible to illustrate the points. Have the students read the passage again and underline five sentences in the present simple and present continuous.Ss make notes.Objectives: Students master the knowledge accurately and firmly by explaining the language points and examples.Step6 Post---reading DiscussionTime: 35---40 minutesTeacher put the students into groups of three or four to discuss a few questions.1.Is your English classroom like Li Kang’s?2.Is your class the same size as his? Is the number of boys and girls the same?3.Are you looking forward to doing your English homework?Ss talk about it freely.Step7 Summary and HomeworkTime: 40—45 minutesThis is the first English class. I will summarize the main content of this class. In this class, you mainly learned some new words about the subjects you will learn in Senior High. At the same time, you also got some information about Li Kang’s first day at Senior High through the reading activities of a passage.I will give you homework ----- write a short passage to describe your own first day at Senior High.Objectives: Students can put knowledge that they have learned in class into their own writing.。
英语学习中的语言学习策略与方法
英语学习中的语言学习策略与方法在英语学习过程中，语言学习策略与方法的选择和运用对于学习者的学习效果起着至关重要的作用。
本文将介绍几种常用的语言学习策略与方法，帮助学习者更好地提高英语学习能力。
一、积极参与听说训练听说是语言学习的基础，因此积极参与听说训练是提高英语口语和听力能力的重要策略之一。
学习者可以通过多听多说的方式来提高自己的听说能力。
可以选择听英语广播、音乐、电影等，同时模仿并大声朗读英语材料，这样可以帮助学习者更好地掌握语音、语调和语速等要素，提高自己的口语表达能力。
二、阅读扩展词汇量阅读是提高英语词汇量和理解能力的有效方法。
学习者可以选择适合自己水平的英语阅读材料，如英语小说、报纸、杂志等，通过阅读来扩展自己的词汇量。
在阅读过程中，学习者可以使用词典查找生词，并将其记录下来，加深记忆。
同时，学习者还可以通过阅读来了解不同的语言表达方式和句型结构，提高自己的语言运用能力。
三、写作练习提高语法和表达能力写作是提高语法和表达能力的重要途径。
学习者可以通过写作练习来巩固所学的语法知识，并提高自己的表达能力。
可以选择写日记、作文等形式进行写作练习。
在写作过程中，学习者可以使用词典查找合适的词汇和短语，并注意语法的正确使用。
同时，学习者还可以请教老师或者朋友对自己的作文进行修改和指导，以提高自己的写作水平。
四、背诵和复述提高记忆和口语能力背诵和复述是提高记忆和口语能力的有效方法。
学习者可以选择背诵一些经典的英语文章、诗歌或者对话，通过反复背诵来加深记忆。
同时，学习者还可以选择复述一些自己听到或者读到的英语材料，通过复述来提高自己的口语表达能力。
在背诵和复述的过程中，学习者可以注意语音语调的模仿和语法的正确运用，以提高自己的口语流利度和准确性。
五、参加语言交流活动提高实际运用能力参加语言交流活动是提高实际运用能力的重要途径。
学习者可以选择参加英语角、英语俱乐部等活动，与其他学习者进行交流和讨论。
通过与他人的交流，学习者可以提高自己的听说能力，并学习到一些实际运用英语的技巧和表达方式。
英语语言学习策略量表
英语语言学习策略量表SILL （Oxford ）1- 完整不切合我的状况； 2- 往常不是我的状况； 3- 有时是这样； 4- 往常是这样；5- 完整切合我的状况重量表 -- 记忆策略1.我会思虑在英语中学到的新知识与我已有的知识间的联系。
2.为了记忆生词，我尽量使用生词造句。
3.我尽量将单词的音、形、义联合起来记忆单词。
4.为了记着单词，我常常想一想在什么情形下这个单词有可能用到。
5.我用英语的节奏来记生词。
6.我将生词写在卡片上以便更好的记忆单词。
7.我借助肢体语言记忆生词。
8.我常常复习英语课文。
9.我经过记忆单词在册页、广告牌或路标上的地点来记忆生词。
重量表—认知策略10.我经过重复读写来记忆单词。
11.我试试像以英语为母语的人同样说英语。
12.我常常练习英语的发音。
13.我经过多种方式来运用已经掌握的英语单词。
14.我试试用英语谈话。
15.我常常看一些英语电视节目或电影。
16.用英语阅读对我来说是一种享受。
17.我用英语记笔录、写条子、信函或报告等。
18.我往常先迅速地阅读一下英语短文，而后再重新认真地阅读。
19.碰到新词时，我往常回忆一下它与汉语中哪些单词相对应。
20.我注意总结英语句型。
21.假如知道单词各部分的含义，我就能知道整个单词的意思。
22.我尽量不字对字地直译。
23.关于听到或读到的英语内容，我要作一下总结。
重量表—赔偿策略24.关于不太熟习的单词我就猜它的意思。
25.在用英语谈话想不起某些单词时，我就借助手势来表达。
26.当不知道应当用哪个单词时，我就用知道的单词造词。
27.在阅读英语文章时，我不会去查每个生词的意思。
28.我尽量展望发言者将要说什么。
29.假如想不起用正确的单词来表达，我就意图义最邻近的单词或短语来取代。
重量表—元认知策略30.我经过全部门路来练习英语。
31.我经过意识到自己的错误，来提升自己的英语水平。
32.有人讲英语时，我的注意力特别集中。
33.我试着找出怎样学好英语的方法。
第二语言学习策略研究综述
第二语言学习策略研究综述摘要：第二语言学习策略的研究从20世纪70年代开始已有四十几年的历史，至今已发展成为一个自成体系的应用语言学研究热点。
本文简要叙述这些年来国内外的研究成果，并针对目前的研究现状结合社会实际提出未来的研究方向。
关键词：第二语言学习策略；研究成果；研究展望一、引言随着“以学生为中心”思潮的产生，语言教学研究的重点开始从教学法的研究转向对学习者的研究。
研究者们开始积极关注学习者的个体差异对语言学习的影响，其中包括学习者的年龄、性别、语言学技能、认知与学习风格、学习策略、情感因素（如动机、焦虑）等。
作为学习者个体差异的重要组成部分，学习策略在语言学习中的作用一直是研究者关注的重点问题之一，第二语言学习策略的研究就是在这样的社会背景下产生和发展起来的。
二、国外研究成果总结o’malley和chamot（1990）将策略分为三大类：元认知策略、认知策略和社会情感策略。
oxford（1990）将策略分为两大类：直接策略和间接策略。
直接策略又包括记忆策略、认知策略和补偿策略。
间接策略包括元认知策略、情感策略和社交策略。
根据这个分类系统，oxford还制定出了相应的语言学习策略量表（sill）。
cohen （1998）根据运用策略的目的，把学习策略分为两大类：学习语言的策略和运用语言的策略。
ellis（1994）指出，善学者与不善学者在策略使用上存在着以下五大差异：（1）善学者关注语言的形式，多用参考书获得相关语言知识，对语言的新知识（包括语音、语法和词汇）比较敏感，善于从错误中学习。
（2）善学者也关注语言的意义，从上下文中猜测意义，并设法表达自己的意思。
（3）善学者通常积极参与一切可能对语言学习有益的活动。
（4）善学者通常对自己的学习过程具有较高的意识程度，并能根据自己学习的情况很好地进行调控。
（5）善学者能灵活、恰当地使用策略，并不是同时注意语言的形式和意义，而是根据需要，有时注意语言的形式，有时注意语言的意义。
英语教案三维目标
英语教案三维目标
英语教案三维目标
一、语言技能目标：
1. 听：学生能够听懂并正确理解老师用简单句式进行的日常对话和口头指令。
2. 说：学生能够用简单句式和正确的语音语调进行简单的日常对话。
3. 读：学生能够阅读并正确理解简单的短文，获取基本信息。
4. 写：学生能够用简单句式和正确的语法结构书写简单的日常用语。
二、语言知识目标：
1. 词汇：学生能够掌握一定的日常用语和基础词汇，并能正确运用。
2. 语法：学生能够掌握一些基本的语法结构，如一般现在时、一般过去时等，并能正确运用。
三、语言学习策略目标：
1. 学生能够使用一些简单的学习策略，如听写、口头表达、写作等，提高学习效果。
2. 学生能够形成一些良好的学习习惯，如复习、整理笔记、参与课堂活动等。
四、语言交际策略目标：
1. 学生能够运用一些简单的交际策略，如请教、请求帮助、提出建议等，促进语言交流。
2. 学生能够学会尊重他人，培养良好的沟通和合作能力。
五、情感态度目标：
1. 学生能够对英语学习产生浓厚的兴趣，保持积极的学习态度。
2. 学生能够培养自信心，勇于表达自己的想法和观点。
3. 学生能够培养相互尊重和合作的精神。
六、文化意识目标：
1. 学生能够了解一些英语国家的文化习俗，如节日、饮食、传统等。
2. 学生能够尊重不同文化，增强国际意识。
七、学习目标：
1. 学生能够按时完成作业并认真复习。
2. 学生能够积极主动地参与课堂活动。
3. 学生能够按时提交书面作业，并保持优秀的书写质量。
(完整word版)语言学习策略测量量表
语言学习策略测量量表（SILL）说明这份语言学习策略测量量表主要为以英语为第二语言或外语的学生设计。
你会看到一些有关英语学习的表述，请仔细阅读一下表述。
请将你对这些表述的认同度(1、2、3、4或5）填写在问卷卡上.1、从不2、很少3、有时4、经常5、总是针对你个人情况与问卷中的表述内容相符程度来作答，不要回答你应该怎样或其他人是怎么做的。
对于这些表述没有正确活错误的答案。
请将你的答案填写在问卷卡上，请不要在每一项上做任何标记。
尽可能快速而又仔细地作答。
问卷通常在20—30分钟内完成。
如果有任何疑问，请立刻告知老师.比如：1、从不2、很少3、有时4、经常5、总是请阅读一下题目，从以上答案（1—5)中选出1个答案，并将答案填写在横线上.我积极主动地寻找机会与英语为母语的人交谈。
__________语言学习策略测量量表(SILL）性别: 民族：高考英语成绩：毕业于（城市/农村中学）父亲学历: 母亲学历：Part A1.学英语时，我将新旧知识联系起来。
2.我用新学单词造句来帮助记忆。
3.我把新学单词的发音和它代表的形象联系起来帮助记忆。
4.我设想与新学单词有关的情境以帮助记忆.5.我使用音韵帮助记忆单词。
6.我使用卡片帮助记忆新学单词。
7.我把新学单词用动作表演出来以帮助记忆.8.我复习英语课文。
9.我通过记忆单词在课本、黑板或街道标识上的位置来帮助记忆新学单词。
Part B10.我反复说或写英语单词。
11.我尝试着与英语为母语的人交谈。
12.我练习英语发音.13.我用各种方式练习学过的英语单词。
14.我用英语交谈。
15.我看英语电视节目、英语电影或收听英语广播。
16.我喜欢阅读英语读物。
17.我用英语做笔记、留言、写信或写报告。
18.我略读整篇文章后才会仔细阅读。
19.我将新学单词与类似的单词联系起来。
20.我尝试寻找英语的模式.21.我把英语生词分解成几个我认识的部分以理解它的含义。
22.我努力做到不逐字地翻译。
英语语言学习策略
七. 影响语言学习策略的因素
年龄 学习风 格类型 教师 学习 环境 影响语言学 习策略的因 素 学习者 态度 智力 学习者 动机
个性
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英语语言学习策略
一. 学习策略的定义
1. Stern (1983):学习策略是语言学习者采用的学习路子总的 倾向或总体特征，而学习技巧是可观察的学习行为的具 体形式。 2. Weinstein and Mayer (1986):学习策略是学习者在学习过程 中为了促进其信息处理过程而采取的行为或形成的思想。 3. Chamot (1987):学习策略是学习者为了优化学习过程、加 强语言知识和信息知识的记忆而采用的技巧、路子或其 它有意识的行为。 4. Rubin (1987):学习策略是学习者自己构造并直接作用于学 习过程、旨在促进学习者语言系统发展的策略。 5. Oxford (1989):语言学习策略是学习者为了使语言学习更 成功、更有目的、更愉快而采取的行为或行动。
学习策略与学习者策略learnerstrategieslearningstrategies学习者策略learnerstrategies学习策略learningstrategies交际策略communicativestrategies社交策略socialstrategies认知策略cognitivestrategies元认知策略metacognitivestrategies摘自wenden根据学习策略的用途分类可分为语言学习中的策略和语言使用中的策略
五. O’Malley 和 Chamot在1990年修订了 在 年修订了 他们的学习策略分类表（ 他们的学习策略分类表（共23种）： 种
1. 元认知策略，其中包括事先计划、指导注意力、功 能准备、选择注意力等七种策略； 2. 任知策略，包括使用参考资料、重复、分组和分类、 推理等十四种策略； 3. 社交策略，包括提问和澄清、合作两种策略。
oxford学习策略量表
oxford学习策略量表英语语言学习策略量表SILL1-完全不符合我的情况；2-通常不是我的情况；3-有时候是这样；4-通常是这样；5-完全符合我的情况分量表--记忆策略1.我会思考在英语中学到的新知识与我已有的知识间的联系。
1 – 2 – 3 – 4 – 52.为了记忆生词，我尽量使用生词造句。
1 – 2 – 3 – 4 – 53.我尽量将单词的音、形、义结合起来记忆单词。
1 – 2 – 3 – 4 – 54.为了记住单词，我经常想想在什么情景下这个单词有可能用到。
1 – 2 – 3 – 4 – 55.我用英语的节奏来记生词。
1 – 2 – 3 – 4 – 56.我将生词写在卡片上以便更好的记忆单词。
1 – 2 – 3 – 4 – 57.我借助肢体语言记忆生词。
1 – 2 – 3 – 4 – 58.我经常复习英语课文。
1 – 2 – 3 – 4 – 59.我通过记忆单词在书页、广告牌或路标上的位置来记忆生词。
1 – 2 – 3 – 4 – 5分量表—认知策略10.我通过重复读写来记忆单词。
1 – 2 – 3 – 4 – 511.我尝试像以英语为母语的人一样说英语。
1 – 2 – 3 – 4 – 512.我经常练习英语的发音。
1 – 2 – 3 – 4 – 513.我通过多种方式来运用已经掌握的英语单词。
1 – 2 – 3 – 4 – 514.我尝试用英语交谈。
1 – 2 – 3 – 4 – 515.我经常看一些英语电视节目或电影。
1 – 2 – 3 – 4 – 516.用英语阅读对我来说是一种享受。
1 – 2 – 3 – 4 – 517.我用英语记笔记、写便条、信件或报告等。
1 – 2 – 3 – 4 – 518.我通常先快速地浏览一下英语短文，然后再从头仔细地阅读。
1 – 2 – 3 – 4 – 519.遇到新词时，我通常回想一下它与汉语中哪些单词相对应。
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英语语言学习策略量表SILL（Oxford）
1-完全不符合我的情况；2-通常不是我的情况； 3-有时候是这样；4-通常是这样；5-完全符合我的情况
分量表--记忆策略
1.我会思考在英语中学到的新知识与我已有的知识间的联系。
2.为了记忆生词，我尽量使用生词造句。
3.我尽量将单词的音、形、义结合起来记忆单词。
4.为了记住单词，我经常想想在什么情景下这个单词有可能用到。
5.我用英语的节奏来记生词。
6.我将生词写在卡片上以便更好的记忆单词。
7.我借助肢体语言记忆生词。
8.我经常复习英语课文。
9.我通过记忆单词在书页、广告牌或路标上的位置来记忆生词。
分量表—认知策略
10.我通过重复读写来记忆单词。
11.我尝试像以英语为母语的人一样说英语。
12.我经常练习英语的发音。
13.我通过多种方式来运用已经掌握的英语单词。
14.我尝试用英语交谈。
15.我经常看一些英语电视节目或电影。
16.用英语阅读对我来说是一种享受。
17.我用英语记笔记、写便条、信件或报告等。
18.我通常先快速地浏览一下英语短文，然后再从头仔细地阅读。
19.遇到新词时，我通常回想一下它与汉语中哪些单词相对应。
20.我注意总结英语句型。
21.如果知道单词各部分的含义，我就能知道整个单词的意思。
22.我尽量不字对字地直译。
23.对于听到或读到的英语内容，我要作一下总结。
分量表—补偿策略
24.对于不太熟悉的单词我就猜它的意思。
25.在用英语交谈想不起某些单词时，我就借助手势来表达。
26.当不知道应该用哪个单词时，我就用知道的单词造词。
27.在阅读英语文章时，我不会去查每个生词的意思。
28.我尽量预测讲话者将要说什么。
29.如果想不起用准确的单词来表达，我就用意义最相近的单词或短语来代替。
分量表—元认知策略
30.我通过一切途径来练习英语。
31.我通过意识到自己的错误，来提高自己的英语水平。
32.有人讲英语时，我的注意力非常集中。
33.我试着找出如何学好英语的办法。
34.我制定时间表，以便有足够的时间来学习英语。
35.我注意寻找那些能够和我用英语交谈的人。
36.我寻找一切机会尽可能多的用英语进行阅读。
37.对于如何提高自己的英语技能，我有明确的目标。
38.我经常回想自己在英语学习中的进步。
分量表—情感策略
39.每当感到害怕英语时，我便努力放松自己。
40.尽管我害怕出错，但我还是鼓励自己去讲英语。
41.每当在英语学习取得进步时，我就奖励自己。
42.我尽力去注意在学习或运用英语时自己是否情绪紧张。
43.我在日记中写下自己学习英语的感受。
44.我与他人交流学习英语的心得体会。
分量表—社交策略
45.如果我听不懂，我会请求讲话者放慢速度或重复。
46.当我讲英语时，我请别人改正我的错误。
47.我与其他同学一起练习英语。
48.我经常从英语老师那里寻求帮助。
49.我用英语来提问题。
50.我努力学习英语国家的文化。