英语学习困难的认知因素分析及其教学策略  

Analysis of Cognitive Factors of English Learning Difficulties and Teaching Strategies

作　　者：蒋友梅 蒋友莲 Jiang Youmei;Jiang Youlian(Guangdong University of Education,Guangzhou Guangdong 510303,China)

机构地区：[1]广东第二师范学院,广东广州510303

出　　处：《基础教育外语教学研究》2023年第7期18-26,共9页Foreign Language Teaching & Research in Basic Education

基　　金：“青少年成长型思维增值评价和培养机制研究”(课题号:GD21CJY05)的部分成果。

摘　　要：本文界定了英语学习困难的涵义并依据初中学生的心理特点对英语学习困难进行了科学的分类,认为初中英语学习困难包括三个类型:母语依赖型、元认知质乏型、语言交际焦虑型。利用脑科学、语言迁移和元认知理论分析造成初中学生英语学习困难的认知原因,并通过课例研究的方式让初中英语教师了解初中英语学习困难学生语言学习的障碍。在英语教学过程中,初中英语教师要针对不同类型的英语学习困难学生采取相匹配的教学策略,考虑从中介语言表征的建构、元认知能力提升和英语思维品质养成三个维度来解决初中英语学习困难学生的问题从而取得突破性的英语学习效果。This paper defines the meaning of English learning difficulties and makes a scientific classification of English learning difficulties according to the psychological characteristics of junior high school students.It believes that junior high school English learning difficulties include three types:mother tongue dependent type,metacognitive lack type,language communication anxiety type.This paper analyzed the cognitive causes of middle school students with English learning difficulties using brain science theory,language transfer theory and metacognition theory so that English teachers can get the characteristics of middle school students with English learning difficulties,and know about the cognitive process of English learning of students with English learning difficulties;In order to help students with learning difficulties establish their own cognitive mechanism in the process of English learning,teachers should adopt matching teaching strategies for different types of students with learning difficulties.The teaching strategies of middle school students with English learning difficulties is constructed from three dimensions:cultivation mechanism of English thinking,intermediary transition mechanism and metacognition promotion mechanism.

关 键 词：英语学习困难 认知因素分析 教学策略 

分 类 号：G63[文化科学—教育学]