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在外语学习中,人们把“听、说、读、写”定为外语学习者所需具备的语言能力。因此在外语教学研究中,听力教学的研究占据了重要的地位。上世纪70年代开始,随着认知心理学的快速发展,研究者们把目光从教师如何教转移到学生如何学上。一方面认知心理学认为学生是学习的主体,与学生自身相关的因素,如背景知识、学习风格等等都会影响学生的学习效果。另一方面,认知心理学家J.S.Bruner和Auber通过研究表明,学生越积极的参与学习,学习水平提高得越快。在这样的背景下,对学习策略的研究应运而生。
In foreign language learning, people regard “listening, speaking, reading and writing” as the language ability required for foreign language learners. Therefore, in the study of foreign language teaching, the study of listening teaching occupies an important position. Since the 1970s, with the rapid development of cognitive psychology, researchers turned their attention from how teachers teach to students how to learn. On the one hand, cognitive psychology thinks that students are the main body of learning, and the factors related to students themselves, such as background knowledge, learning styles and so on, will affect students’ learning effects. On the other hand, cognitive psychologists J.S. Bruner and Auber have shown through studies that the more actively students engage in learning, the faster they can learn. In this context, the study of learning strategies came into being.