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1、PartTwoStrategytraining:Trainingeffects,misconceptionsandsuggestions1EncouragingNote“Englishcoursestandardsforprimaryandsecondaryschools”(2001)EnglishCourseRequirementsforNon-EnglishMajors(2004)“EnglishteachingsyllabusforEnglishmajors”(2000)2Thelanguagecurric
2、ulumSyllabusdesign:What?Methodology:How?Evaluation:Howwell?(Nunan,2004)3DifficultiesinimplementingthenewcurriculumNospecificationsinthecurriculumHowtoincorporatethestrategycomponentintoadailylesson？Howtoincorporateitintoaweb-basedcourse？4Thequestionthatarises
3、inthiscontextHowtointegratestrategytrainingwithuniversity-levelforeignlanguageprograms?5WhatamIgoingtotalkabout?ReviewingtheprogressinstrategytraininginmainlandChinaCriticallyexaminingcommonassumptionsunderlyingstrategytrainingprogramsandresearchonstrategiesS
4、trategytrainingprinciplesandtheirjustifications6TopicOneReviewingprogressinlanguagestrategytraininginChina7PioneeringeffortsinMainlandChinaForstudentsGeneraltrainingSpecifictrainingForteachersThesummerinstitute(2003,2004)WorkshoponSB!(April,2006)8ExamplesForg
5、eneraltrainingZhuWeifang&CaoWen(1999)MaXiaomei&GaoYanjieetal.(2003)9ExamplesforspecifictrainingLüChanghong,(2001):ListeningWangLifei(2002):SpeakingFanLin&WangQinghua(2002):Vocabularylearning10Generaltraining(1)ZhuWeifang&CaoWen(1999)BeijingUniversityofForeign
6、Studies57first-yearstudentsenrolledin1997TheEnglishOrientationCampthreeweekshelpfreshmenadjustthemselvestouniversitylifeandstudy11L2learningstrategytrainingTextbook“Learningmatters”byDavidNunan15strategieswereintroducedtothestudentsEachcycleconsistsofthreeact
7、ivities12L2learningstrategytrainingReflectingonandsharingthelearningstrategiesusedbeforeDiscussing15introducedstrategiesinrelationtodifferentteachingsituationsAccomplishingdifferenttasksbyavarietyofstrategies13Results31%students:benefitfromstrategytraining12%
8、students:tooabstractandnotusefulConclusion:strategiesteachableandsomewhateffective,butnotaseffectiveaswasexpected14Generaltraining(2)MaXiaomei&GaoYanjieetal.(2003)Xi’anJiaotongUniversity2
