CLIL(Content and Language Integrated Learning)自从在欧洲大陆兴起之后,不断扩散至欧洲以外许多国家。我国在本世纪初开始引入这种以内容和语言教学并重且融合的教学方法。了解CLIL如何对教师自身发展产生影响,以及如何利用CLIL完成我国高等教育阶段外语教师角色的转换,有利于我国外语教育的长足发展。
Based on theories and empirical study of autonomous learning, this paper analyzed the correlations between English learners' autonomous learning strategies and learning efficiency. The research showed that meta-cognitive strategies, cognitive strategies, affective strategies, communicative strategies were closely related to the English learning efficiency and aptitude. It also revealed that the traditional English teaching mode strongly influenced the English learners' learning strategies and that meta-cognitive strategies were more frequently used than cognitive strategies while affective and communicative strategies were employed inadequately. Therefore, the development of the English learners' awareness of learning strategies, especially the awareness of meta-cognitive strategies, could help them learn English more effectively.
