【摘 要】
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目前,中外学者业已确认的独立的学习策略多达600余种,而有效的学习策略应结合不同的学习目的、学习阶段、个性特点,通过思考、对比、调整,摸索适合个体的学习策略和方法.关于
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目前,中外学者业已确认的独立的学习策略多达600余种,而有效的学习策略应结合不同的学习目的、学习阶段、个性特点,通过思考、对比、调整,摸索适合个体的学习策略和方法.关于英语学习,笔者通过多年的高职教学体验,感受到中小学学生学习英语的目的仍着眼于应试,而非语言的社会功能.因此,高职英语教学面临着挑战.本文着力从英语学习策略和能力方面,分析中国学生英语学习困难的直接原因,以及中小学生英语学习对高职英语学习形成的影响,强调从中学到大学在学习策略和能力方面的迁移对高职英语学习阶段的重要性和必要性,提出了培养学生学习策略和能力的一些建议和方法,对于引导学生从英语的社会功能出发掌握英语、提升综合素质具有借鉴价值.
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