合作式听力教学对听力理解的影响

听力理解作为外语学习过程中的一项基本语言技能,是非常复杂和积极的一环,它愈来愈受到重视.本研究通过准实验研究方法,辅以学生的调查问卷和访谈,探讨合作式听力教学对二语听力理解的影响.甘肃政法学院人文学院一年级两个英语专业平行班的51个受试者参加了本研究,25个学生在实验组,26个学生在控制组.在实验过程中,两组学生均接受相同的英语听力课内容,但只有实验组的学生接受合作式听力教学.听力理解前测和后测的数据通过SPSS分析处理,实验结果证实合作式听力有助于提高学生的英语听力水平.通过对学生的问卷和访谈的分析,进一步验证了合作式听力对听力理解过程的有效性,合作式听力教学能促进和提高学生的自信心和学习动机.     

高中英语教学中的听力策略训练

听力是高中英语的重要部分之一,在高中英语教学中加强对听力策略的训练,能够促进学生在听力过程中的策略运用,进而有效的提升学生英语听力能力及水平。本文从高中英语听力教学所存在的问题进行分析,探究有效的听力策略训练措施,为高中学生英语听力水平的提升提供一定的参考价值。     

浅谈提高高中生英语听力能力

英语听力能力提高的过程是一个渐进而复杂的过程，非智力因素和智力因素都会在这个过程中驻足，主观因素和客观因素也会携手影响这个过程。要想提高英语听力教学水平和听力技能，教师和学生都必须共同夯实基础，利用好教材中的的听力训练材料和加强学生开口的习惯培养，还要循序渐进来逐步培养其学生的听力。     

浅谈大学英语听力教学

本文从预听活动、正确理解、适当选材等几个方面论述了听力教学的方法     

非英语专业高职优秀生与学困生听力学习策略对比研究

文章采用在Oxford和O＇Malley的学习策略表基础上修改而成的问卷调查表对深圳某职业技术学院73名学生所使用的听力学习策略进行调查研究。通过对比分析,发现优秀生和学困生在听力的元认知策略、认知策略和情感策略方面存在很大的差别。优秀生在听力过程中,在关注意义的基础上还非常关注语言的形式,善于运用各种听力策略,主动参与听力的信息加工过程,在策略运用上比较灵活多变,这使得他们能较好地克服听力中遇到的困难。     

提高高中生英语课外听力能力的探索

广东高考将听力从笔试部分独立出来后，全省英语教师都加强了对学生听力能力的培养，在课堂上通过恰当的精听练习和做大量的泛听练习相结合的方式来加强学生的听力能力。但就如何引导学生利用课外时间来进行英语听说训练做得不到位，导致学生课外听力能力得不到培养，英语听力成绩提不上去。本文立足学生对课外听力训练不重视的原因，在教学中不断探索提高学生课外听力训练的办法，提出帮学生建立自信心、采用多种听力训练模式、选择适合学生的听力材料和开展各种课外听力活动等四种措施来提高学生课外听力能力。     

插上歌声的翅膀,翱翔于英语的天空——发挥英语歌曲在英语听力教学中的独特魅力

听力是英语的基本技能之一,又是学好英语的重要手段.长期以来,听力教学遵循固定的教学模式,学生觉得单调、乏味,改革英语听力教学,在听力课中恰当地应用英语歌曲进行辅助教学是一种非常有趣而且有效的教学方法.     

如何培养听力推理能力

听力理解过程是一种看不到的抽象的思维活动 ,推理是其必然出现的心理现象 .笔者尝试从语言基础知识、语篇及背景知识出发 ,探讨如何在听力过程中培养听者的推理能力 ,从而提高听力理解水平。     

以"续"为桥促听力之教学

"续"理论认为语言是通过"续"学会的,高效率学习是通过"续"实现的.该理论为语言学习研究找到了一个新的切入点.该文主要以"续"理论为基础,采用实证研究的方法,通过不同的上文语境输入方式来对比实验班与对照班的听力成绩,验证读后续听写,视听后续听、续写以及直接听写的听力教学方法是否促进学生的听力成绩,进一步剖析"续"理论在英语听力教学中的促学功效.研究发现,基于"续"理论的情景输入方式会直接影响学生的听力成绩,实验班在语音、语法以及单词协同效应方面明显好于对照班,成绩存在显著性差异.     

语篇分析在大学英语听力教学中的应用

听力理解是自上而下和自下而上相结合的话语信息处理过程,影响听力理解能力的因素有语言因素和非语言因素。由于非语言因素与教学对象和教学条件紧密联系,一个确定的教师无法对此进行选择并加以改进,应将教学重点放在运用话语分析方法优化语言因素上,提升学生的听力水平。     

语言输入假说对高职英语听说交际能力培养的启示

Krashen的语言输入假说是二语习得理论的一个重要组成部分,此假说的四个基本理论对高职英语听说教学带来了很大启示。教师应提高听说教学输入的质与量,并尽量提供学生"可理解性"输入的机会,从而培养学生良好的听说交际能力和职业能力。     

Comments on the National College English Test

College English Test is an important national test for Chinese college students, this paper introduces the distribution of scores, time of examination, and analyses the four parts in CET ,such as listening comprehension, reading comprehension, integrated testing, and writing based on testing theories.     

论孔子与苏格拉底的教学倾听

在中西方教育史上,孔子与苏格拉底都是伟大的教师形象,对后世教育实践产生了重要影响。孔子与苏格拉底都是善于倾听的教师,有值得称道的教学倾听实践。从倾听目的、倾听态度、与言说者之间的关系、与知识之间的关系四个维度,对孔子与苏格拉底的典型教学片段及相关材料进行比较与分析,有助于深入思考当今教学倾听的若干问题,从中获得重要启示。     

Sensuous stories in the Indian Ocean islands*

Abstract

Providing examples from the islands of the Indian Ocean Region, this article focuses on the multisensory nature of storytelling and listening. Drawing on anthropological fieldwork in the region (1998–2016), the author proposes a sensuous epistemology that turns on listening to “sense”. She reveals that storytelling can be a profoundly sensuous experience that elicits emotional and physical responses in both the teller and listener. The sensuous quality of stories enable the listener to fully encounter politically inscribed, complex social experiences. Ultimately, the article advances a notion of listening as sense-work, thereby deepening sensory scholarship’s recent, politically reflexive analysis on listening to hear.     

Language Maintenance versus Language of Instruction: Spanish Reading Development among Latino and Latina Bilingual Learners

Latino/a children who attend schools in the United States must learn English well for schooling success. However, bilingualism is associated with achievement in both cognition and general literacy, which are core components of academic development. We examined the growth of Spanish reading comprehension among 101 Spanish-English bilingual Latino/a children in second through fifth grade in three urban U.S. districts. The students received literacy instruction in one of three groups: English-only, Spanish-only, and bilingual. Language of instruction had a significant effect on Spanish reading, but students who received Spanish language instruction were losing Spanish literacy skills relative to the norming sample for the reading assessment. English reading and Spanish vocabulary were predictive of Spanish reading, but socioeconomic variables were not. Heritage language loss is described as paradoxical because Spanish and English reading skills are intertwined and biliteracy is associated with better economic opportunities for Latino/as in the U.S. job market.     

To Know Beyond Listening

ABSTRACT

In music production, “monitoring” refers traditionally to audile strategies intended to reveal the “true” sound of mediated audio. Here, it is expanded to include new, digital technologies intended to better know and control the record-object beyond what listening and listening technologies allow. Surveying traditional, contemporary, and emerging tools of record production and distribution, this essay addresses three types of monitoring: audio, visual, and data.

In sum, monitoring entails the supplementation and subversion of the ear through protocols promising to surmount the biases and distortions of audio media. Key technologies include reference speakers, room correction systems, digital audio workstations, open mixes, pre-sets, social networking sites, and automatic music information retrieval. Situating these within a “techoustemology” of monitoring, the central argument is that many innovations in digital audio are non-auditory and, therefore, displace sound and listening as the central means of producing relevant knowledge about music mediated in the digital age.     

Abstracts of dissertations 1965: Smith college school for social work

Contemporary psychoanalysis is a multisensory collaboration between patient and analyst that is deeply compatible with core social work values. It is a process requiring creative ways of listening and responding to facilitate new understanding and transformation. This report proposes that dedicated artistic pursuit serves to nurture and expand the empathic capacity of the clinical social worker. The author’s synchronous study of partnered dance and training in psychoanalysis offers an example of the arts as a model and parallel process of healing as well as a source of restorative and generative functions.     

The social bases of language acquisition

A language is composed of conventional symbols shaped by their social-communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social-pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition process.     

Whose agenda? Issues of power and relationship when listening to looked‐after young people

Listening to children and young people is for social workers a legal requirement, it is also believed to lead to better outcomes and is increasingly promoted in policy. The practice of listening is, however, rarely straightforward, and this is particularly the case with socially excluded groups. As a result, the voices of the marginalized are less likely to be heard. In this paper the author draws on interview data from a research study into communication between social workers and looked‐after children for the light it sheds on why effective dialogue with disaffected young people can be hard to achieve. It is argued that much that appears unsuccessful in an interaction can be understood in terms of power plays, with young people resisting the adult's agenda and trying to impose their own. True listening to disaffected young people requires time, so that a trusting relationship can be developed. It also demands an acceptance that the adult agenda may be flawed and a willingness to consider alternative possibilities. This can challenge the preconceptions, not just of individual workers, but of agencies and of national policy‐makers.     

Individual Differences in Infant Skills as Predictors of Child-Caregiver Joint Attention and Language

Current research suggests that the extent to which child-caregiver dyads engage in interactions involving episodes of joint or coordinated attention can have a significant impact on early lexical acquisition. In this regard it has been recognized that individual differences in early developing child communication skills, such as capacity to follow gaze and early infant language, may contribute to these child-caregiver interactional patterns, as well as to subsequent language development. To address this expectation, 21 infant-parent dyads were recruited for participation in a longitudinal study. Early infant language, responding to joint attention skill, and cognitive development were assessed at 12 months of age. Child-caregiver joint attention episodes, as well as responding to joint attention skill and child language, were assessed at 18 months of age. Developmental outcome, using the MacArthur Communicative Development Inventories and the Bayley Scales of Infant Development-II, was assessed at 21 and 24 months of age. Consistent with previous findings, results indicated that individual differences in child-caregiver episodes of joint attention were related to language at 18 months. In addition, though, 12 month vocabulary and responding to joint attention skill were associated with some aspects of 18 month child-caregiver interaction, as well as subsequent language development. In general, 12 month child measures and 18 month child-caregiver interaction measures appeared to make unique contributions to language development in this sample. These results suggest the need to further consider the role of infant skills in the connections between child-caregiver joint attention episodes and language development.