如何運用語言學習策略來提升語言知覺與改進溝通能力

Using Language Learning Strategies to Enhance Learners' Language Awareness and Improve Communicative Competence

李維德(Wei-Teh Lee)

語言能力 ； 社交情境 ； 注意理論 ； 語言知覺 ； Language competence ； Social context ； Noticing hypothesis ； Language awareness

明新學報

41卷2期（2015 / 08 / 01）

63 - 78

繁體中文

語言教學者最大的挑戰之一就是如何幫助學生培養語言能力，所以他們在不同的社交情境當中可以有效又適當的使用語言來與英文母語人士溝通。有許多研究顯示好的語言學習者知道如何運用許多不同的語言學習策略來改進與母語人士的溝通技巧，然而許多語言學習不佳的學習者卻不知有效運用各種學習策略。因此本研究的主要目的是提出一套有效的語言學習策略模式來提升語言知覺與改進溝通能力，而它的主要理論架構是依據注意理論、四種溝通能力架構模式與語言學習策略。本文最後會提供在這主要模式架構在理論及教學上所帶出的影響與啟示。

One of the challenges for language teachers is how to help students to develop language competence so that they can use the language correctly and appropriately in different social contexts. Many previous studies have indicated that good language learners know how to use a wide range of strategies to improve their communication skills with native speakers, whereas many poor language learners fail to know how to use strategies effectively. Therefore, the purpose of this study is to propose a theoretical framework based on Noticing Hypothesis, four-component model of communicative competence, and Strategies Inventory of Language Learning to enhance learners' language awareness and improve their communicative competence. Theoretical and pedagogical implications are also provided in this study.

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