Title: Metacognitive strategy teaching for junior secondary EFL learners

Speaker: Yuen-kwan, Wendy Lam

Abstract:

This paper will present the findings of an intervention study designed to examine the effects of meta-cognitive strategy teaching (MCST) on learners’ performance and on strategy use. Two classes in the secondary ESL oral classroom in Hong Kong participated in the study; one class received eight sessions of MCST and the other served as a comparison group. In weeks 1, 10 and 20, data were collected from the learners’ performance in group work discussions, from the self-report questionnaires, from the observations of learners’ strategy use, and from the stimulated recall interviews. The findings indicate that the treatment class generally outperformed the comparison class in the group discussion task. In addition, there was corroborating evidence from the multi-method approach to support the view that the learners tended to deploy ‘Problem identification’ as a global planning strategy to cope with an upcoming prioritization group discussion task. The findings will be discussed with respect to awareness-raising value of the MCST, interaction effect between strategy training and research method, explicit and implicit learning, and a match of task type and strategy choice. Finally, the distinct advantages of using a multi-method approach to gauging the effects of MCST are appraised.

标题: 自我评价在阅读策略培训中的作用研究

发言人:  陈皓曦（广州市协和中学）

摘要：

针对高中生阅读水平未能适应新课标要求的现状，本研究通过实验考查“自我评价”在阅读策略培训中的作用。在数据分析及学况反思的基础上，得出“自我评价作为阅读策略训练的教学辅助模式效果显著”的结论，并提出了今后研究的方向。

Title: Exploring Five Variables Affecting the Use of Learning Strategy in Chinese Monolingual EFL Context

Speaker: Meihua Zhu

Abstract:

This study examines five variables (i.e. cultural background, gender, proficiency, major and motivation) affecting the use of learning strategies by investigating 216 university students in China. It mainly reports on descriptive statistics of the data collected through implementation of the Strategy Inventory for Language Learning (SILL) and processed in order to determine frequency of learners’ strategy use and the affect of variables on the choice of learning strategies. The interviews were also conducted to understand participants’ strategy use from their own perspectives rather than according to researchers’ preconceptions. The results indicate that Chinese students do not use language learning strategies very frequently, but instead show distinct preferences for particular types of strategies. Besides, both proficiency and major are helpful indicators of successful learning and interactively affected strategy use. In contrast to previous studies, this study found that the gender differences are only relatively significant in social and affective strategies. In addition, it can be known from the interviews that Chinese students’ motivation is mostly affected by external variables and the examination-oriented system appears to greatly influence Chinese EFL learners’ motivation and learning attitudes. Some pedagogical implications have been drawn from the results of this study and suggestions for future research are discussed.

标题: 依托语境学习词汇，潜移默化形成策略

发言人：侯敏华（北京市十一学校）

摘要：

本文阐述了如何运用行动研究的方法，解决了作为一线英语教师的笔者词汇教学方法单一低效的问题。详细论述了制定和实施行动计划的过程，根据中后期的数据分析对教学计划所做的调整。教师反思也是本文的重要组成部分。

Title: Using Poetry to Promote EFL Literacy

Speaker: Susan Kelly

Abstract:

This presentation will offer ideas to enliven poetry reading and writing for young EFL students. Reading poetry can be used to reinforce phonics, grammar and pronunciation. Moreover, children, both native speakers and ELLs, can write charming, insightful poetry that expresses their feelings and captures their observations. Writing list poems, biographical poems, two-voice poems, picture poems, or preposition poems give students an opportunity to express themselves creatively in English, build their vocabulary and introduce them to the writing process. In addition a school or program can hold poetry contests and readings to share students’ work and celebrate World Poetry Day.

标题：小学中高年级英语阅读有效性研究

发言人： 张荣华（北京芳草地国际学校世纪小学）

提纲：

1. 课题的提出

2. 研究结果 
    2.1 关注培养学生英语学习和英语阅读的兴趣
          2.1.1 选择学生喜欢的阅读内容
          2.1.2 利用多媒体，激发学生兴趣
          2.1.3 良好的学习环境是阅读有效性的重要条件

    2.2 注重运用有效的阅读策略
          在阅读教学中我主要从以下几方面指导学生的阅读方法。
         2.2.1.引导学生学会整体把握语篇。
         2.2.2.引导学生学会细读、略读、跳读等阅读策略。
         2.2.3.引导学生学会猜测词意。
           举例：Look after the environment 教学设计

   2.3 注重教学设计有效性，提高学生的阅读理解能力
        下面从我设计的阅读教学过程来分析阅读教学的有效性
          2.3.1.搜集资料，提前了解阅读话题
          2.3.2.阅读前教学设计
              2.3.2.1 预测故事活动
              2.3.2.2 呈现相关知识和资料
              2.3.2.3 复习阅读文章中的语言点
         2.3.3.阅读过程中活动设计
              2.3.3.1 浏览全文，了解文章大意
              2.3.3.2 自主学习和解决文章中的词汇
              2.3.3.3 有效设计任务活动，提高学生理解能力
              2.3.3.4 探讨文章的中心和热点问题
         2.3.4 阅读后活动设计
              2.3.4.1 拓展和延伸
              2.3.4.2 语言输出,培养语言能力

    2.4 课内课外阅读相结合，提高学生阅读能力
          下面介绍我是怎样加强课外阅读，培养学生阅读能力的：
         2.4.1 中年级补充英文故事，进行故事教学
         2.4.2  高年级阅读《妙语短篇》，丰富语言知识

3.研究结论