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Learning Strategies,Behaviors and thoughts that a learner engages in during learning that are intended to influence the learners encoding process. (Weistein and Mayer 1986,P315) Four-stage encoding process: selection, acquisition, construction, and integration Through selection learners focus on specific information of interest in the environment, and transfer that information into working memory. In acquisition, learners actively transfer information from working memory into long-term memory for permanent storage.,In construction, learners actively build internal connections between ideas contained in working memory. The information from long-term memory can be used to enrich the learners understanding or retention of the new ideas by providing related information or schemata into which the new ideas can be organized. In the final process, integration, the learner actively searches for prior knowledge in long-term memory and transfer the knowledge to working memory. Selection and acquisition determine how much is learned, whereas construction and integration determine what is learned and how it is organized.,英语学习成功者与不成功者在方法上的差异,王红和李华于1989年秋进入南京某高校英语专业学习。她们有着类似的家庭背景，高考入学考试的中文和英文成绩几乎一样。两人都抱怨中学的英语教学忽视了听说技能的训练。两人都想把英语学好，但根据两人每星期课外花在英语上的时间，李华似乎比王红更加发奋。王红每星期花大约21个小时，李华却花了41个钟头。尽管他们几乎在同样的条件下学习，但两年后，她们的英语水平出现了惊人的差异。李华的成绩为64分，而王红为90分是1991年全国四级考试中的佼佼者。是什么造成了这一巨大差异。南京大学的文秋芳老师对他们进行了认真仔细的调查，并从各个不同的方面进行了分析归纳。 下面首先考察王红和李华在课外所从事的听、说、读、写活动，目的在于探究她们在语言观念和策略上的差异。然后报告她们在管理观念和管理策略上的不同之处。,听力,口语,阅读及词汇,写作,王红有出色的宏观调控能力。她经常对学习进展情况和策略的成效进行反思，并及时做出调整。她还有突出的微观调控能力。例如：在阅读前，她要区分不同类型的阅读任务，从而采取不同的策略。阅读任务完成后，她反思自己所选用策略的有效性。,The end,
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