The third wind of language learning strategies research
The third wind of language learning strategies research
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语言学习策略研究的第三次风
DOI：
10.1017/s0261444822000015
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发表时间：
2022
影响因子：
3.6
通讯作者：
Hernandez-Gonzalez Teresa
中科院分区：
文献类型：
--
作者：
Thomas Nathan;Rose Heath;Cohen Andrew D.;Gao Xuesong (Andy);Sasaki Akihiko;Hernandez-Gonzalez Teresa
研讨会由内森·托马斯和希思·罗斯组织，由七次演讲组成，由开场白和组织者的进一步讨论组成。每一次选定的演讲都侧重于推动语言学习策略领域朝着新的方向发展：理论上、方法上和/或教学上。在这里，我们集中讨论与主题最相关的四个专题介绍，并将每一个专题介绍的第一作者包括在本报告中。我们所说的第三风是什么意思？第三种风是我们为本次研讨会提出的一个术语。定义它需要对该领域的历史和更广泛的扩展进行简要讨论。虽然每年发表的越来越多的研究可以很容易地记录下来，但绘制理论-概念演变的图表是一个更微妙的过程。在最近的一篇综述中，Thomas等人(2021年)确定了与该领域的主要理论和方法发展相吻合的时期：语言学习策略研究的开始(1975-1990)；策略研究的繁荣(1991-2005)；以及策略研究的“第二风”(2006-2019年)，Dörnyei和Ryan(2015)将其称为“致力于重新解释语言学习策略的新一波严肃出版物”(第148页)。因此，第一股风可以被描述为大约始于20世纪70年代的前30年的研究，通常是以实践为重点的，重点是好的语言学习者做了什么，并以对策略进行分类和分类的尝试而与众不同。第二股风，正如Dörnyei和Ryan(2015)所描述的，指的是在世纪之交后不久进行的研究(见上文)。第三种风与最近的工作有关--我们希望看到未来的工作--超越了以前的第一风和第二风传统，或以新的方式重新解释它们，如下所述。尽管不是一个详尽的主题清单，但第三股风包括了一些工作，这些工作推进了以前探索不足的理论观点，挑战了僵化的战略分类的永恒概念，并试图更好地代表影响战略行为的社会影响。这类工作可以受到复杂性理论(牛津，2017)、社会文化(Gao&
Organized by Nathan Thomas and Heath Rose, the symposium consisted of seven talks framed by opening remarks and further discussion by the organizers. Each selected presentation focused on pushing the field of language learning strategies in new directions: theoretically, methodologically, and/or pedagogically. Here, we concentrate on the four presentations most relevant to the theme and include the first author of each of those presentations in this report.2. What do we mean by THE THIRD WIND? THE THIRD WIND is a term we proposed for this symposium. Defining it requires a brief discussion of the history and expansion of the field more broadly. While the increasing number of studies published each year can be easily documented, charting theoretical-conceptual evolution is a more nuanced process. In a recent synthesis, Thomas et al.(2021) identified time periods that coincide with major theoretical and methodological developments in the field: the start of language learning strategy research (1975–1990); a boom in strategy research (1991–2005); and the ‘second wind’of strategy research (2006–2019), which Dörnyei and Ryan (2015) referred to as ‘a new wave of serious publications dedicated to the task of reinterpreting language learning strategies’(p. 148). As such, THE FIRST WIND can be described as approximately the first three decades of studies that began in the 1970s, often with a practical focus on what ‘good’language learners did and is distinguished by its attempts to categorize and taxonomize strategies. THE SECOND WIND, as described by Dörnyei and Ryan (2015), refers to studies taking place shortly after the turn of the century (see above). THE THIRD WIND pertains to very recent work—and future work we hope to see—that goes beyond the previous first and second wind traditions, or reinterprets them in new ways, as is discussed below. Though not an exhaustive list of themes, the third wind includes work that advances previously underexplored theoretical perspectives, challenges perpetuated notions of rigid strategy categorizations, and seeks to represent better the social influences that impact strategic behavior. Such work may be informed by, but is not limited to, complexity theory (Oxford, 2017), sociocultural (Gao &