適讀人群 ：高校英語專業和非英語專業本、專科外語教師和外語學習者

《英語教學中的學習策略培訓：閱讀與寫作》是“全國高等學校外語教師叢書”中的一本，2011年首次出版，質量較好，是外語學習策略研究方面不可多得的學術著作。

《英語教學中的學習策略培訓：閱讀與寫作》作者精心設計了策略培訓模式和素材，教師通過這些行之有效的方式，可切實幫助學生掌握各種學習策略，並鼓勵學生將其廣泛運用於學習之中，逐漸形成有策略地解決問題的能力。本書包括閱讀策略與寫作策略兩部分。每部分包括九個策略培訓模塊，每個模塊一小時，各側重於一個具體策略的培訓，以教案的方式呈現培訓材料與步驟，清晰明確。本書適用於高校英語專業和非英語專業本、專科外語教師和外語學習者。

顧永琦，新西蘭惠靈頓維多利亞大學高級講師，在中國、新加坡及新西蘭有豐富的教學及教師培訓經驗，研究興趣主要為：learner autonomy, learning strategies, vocabulary acquisition 及 testing and assessment。.出版的專著包括Vocabulary Learning Strategies in the Chinese EFL Context (Marshall Cavendish Academic,2005)、Focus on vocabulary (與Paul Nation合作, NCELTR, Macquarie University, 2007)。

胡光偉，新加坡南洋理工大學副教授。他的研究興趣包括language assessment, psycholinguistics and research methodology in applied linguistics。在 academic literacy, bilingual education, language policy, second language acquisition and language teacher education等方面發表了大量學術作品。

張軍，新加坡南洋理工大學副教授。他的研究興趣包括strategy-based reading and writing instruction and teacher education，是Metacognition & Learning and TESOL Quarterly的編委會成員，在Applied Linguistics, Applied Linguistics Review, Language Awareness和TESOL Quarterly上發表了大量作品。

白蕊，新加坡南洋理工大學人文和社會科學學院講師，主教語言交流課程。他的研究興趣包括 writing in a second language (English), writing strategies, second language acquisition and language pedagogy。

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Table of Contents

外語學習策略培訓的理論與實踐(代序) iv
Reading Strategies 1
1． Inferencing for Word Recognition 6
2． Inferencing for Meaning 12
3． Predicting 18
4． Associating 24
5． Summarizing 29
6． Appreciating and Being Critical 34
7． Evaluating 44
8． Monitoring 50
9． Choosing Strategies 57
Writing Strategies 65
1． Setting Writing Goals 69
2． Planning for Content 76
3． Assessing the Audience 83
4． Getting Ideas—Reading to Find Out More 89
5． Attending to Language at the Word Level 97
6． Attending to Grammatical Structures 104
7． Writing an Essay 111
8． Revising an Essay 115
9． Getting Feedback and Revising 121
Appendices 129
1． How to Use the Questionnaires 130
2． Reading Strategy Questionnaire 132
3． Writing Strategy Questionnaire 135
References 138

Yongqi GU (PhD) is a senior lecturer at the School of Linguistics & Applied Language Studies， Victoria University of Wellington， New Zealand. He is also an adjunct research fellow at the National Research Centre for Foreign Language Education in China. His research interests mainly focus on leamer autonomy and leaming strategies， vocabulary acquisition and testing and assessment.
Guangwei HU (PhD) is an associate professor at the National Institute of Education， Nanyang Technological University， Singapore， where he teaches graduate courses in language assessment， psycholinguistics and research methodology in applied linguistics. He has published extensively on academic literacy， bilingual education， language policy， second language acquisition and language teacher education.
Lawrence Jun ZHANG (PhD) is an associate professor at Nanyang Technological University， Singapore. His research interests lie in strategy-based reading and writing instruction and teacher education. He serves on the editorial boards of Metacognition & Learning and TESOL Quarterly. His work appears in Applied Linguistics， Applied Linguistics Review， Language Awareness and TESOL Quarterly.
Rui BAI (PhD) is a lecturer at the School of Humanities and Social Sciences，Nanyang Technological University， Smgapore， where he mainly teaches English language communication courses. His research interests include writing in a second language (English)， writing strategies， second language acquisition and language pedagogy.