谈阅读理解与英语听力的关系

英语听力和阅读是两种本质相同的语言能力 ,它们所遵循的思维方式基本上是一致的。本文从三方面阐述了阅读是提高英语听力的有效途径 ,提出要想提高英语听力 ,必须重视英语阅读     

英语听力理解训练的障碍与对策

获得和实现语言交际能力是学习语言的最终目的 ,而听力理解训练是学习英语的主要途径之一。语音、词汇、文化和心理等方面的障碍 ,严重影响和制约着英语听力水平的提高。寻求并采取克服上述诸多障碍的有效对策是英语学习者的当务之急     

A longitudinal study of the differential social-cognitive foundations of early prosocial behaviors

A growing body of work has documented the emergence of instrumental helping and sharing in the second year of life; however, less is known about mechanisms that underlie development and production of prosocial behavior. The current study took a longitudinal approach to explore whether the origins of prosocial behaviors can be traced back to foundational social-cognitive capacities emerging in infancy. In a sample of 90 children, longitudinal relations were examined between intention understanding and joint attention measured in infancy (8–12 months) and later instrumental helping and sharing behavior assessed in the toddler years (18–25 months). We expected social-cognitive capacities supporting infants’ understanding of others to be positively related to their prosocial behaviors as toddlers. Measured variable path analyses revealed two distinct developmental pathways from infant social cognition to later prosocial behavior: 1) Instrumental helping in the toddler years was positively predicted by intention understanding in infancy; 2) sharing in the toddler years was positively predicted by infants’ initiating joint attention. These results lend support to proposals on the multidimensional nature of early prosocial behavior and offer the first longitudinal evidence that the origins of toddlers' prosocial behavior can be traced to social-cognitive capacities emerging in infancy.     

结构化认知语境模型与口译中的听力理解

听力理解是口译过程重要的第一步,而从认知的角度研究口译已是学术界一大趋势。结构化认知语境模型在口译听力理解中起着重要的作用,从认知的层面去分析口译中听力理解,能启发口译者,提高口译质量。     

略论元认知策略在听力教学中的应用*

听力是大多数外语学习者学习中的薄弱环节,而听力理解对促进第二语言学习起着重要的作用。结合听力训练特点,讨论了如何将元认知策略运用到听力教学中,以及培养学生元认知意识和发展元认知策略的途径。教学实践和学生反馈表明,听力元认知教学能让学生主动有效地运用听力策略,强化自主学习能力,对于提高听力教学质量与学生听力水平均有明显效果。     

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。     

大学英语听力教学新模式——英语视听学习网络的设计

当前英语听力教学的一种新趋势——基于网络的英语听力教学。文章对建设英语视听学习网站的原则进行了论述,着重对其结构设计进行了分析,并且对英语视听学习网站在大学英语听力教学中的应用进行了探讨,进而提出了利用英语视听网络的新的大学英语听力教学模式。     

Backtracking and the Ethics of Framing: Lessons from Voles and Vasopressin

When communicating scientific information, experts often face difficult choices about how to promote public understanding while also maintaining an appropriate level of objectivity. We argue that one way for scientists and others involved in communicating scientific information to alleviate these tensions is to pay closer attention to the major frames employed in the contexts in which they work. By doing so, they can ideally employ useful frames while also enabling the recipients of information to “backtrack” to relatively uncontroversial facts and recognize how these frames relate to their own values and perspectives. Important strategies for promoting this sort of backtracking include identifying the weaknesses of particular frames, preventing misunderstanding of them, differentiating well-supported findings from more speculative claims, and acknowledging major alternative frames.     

Understanding media constructions of volunteering: an Australian perspective

This paper explores the Australian public's understanding of volunteering from a media perspective. A content analysis of 137 news articles published in The Australian newspaper revealed that volunteering in Australia is framed in terms of eight perspectives by nine claim makers. Since media-led images of volunteering tend to influence peoples' decision to volunteer, the findings have several implications for organizers of social development projects involving volunteers.     

少数民族学前儿童双语教育推进中的双语教师认知研究

文章通过对乌鲁木齐、喀什等地的学前双语教师针对学前儿童课堂双语教学、语言使用及态度、师资培养、教材方面的问卷及访谈,数据分析发现大部分调查者对学前双语教育持肯定和积极支持的认知态度,但同时也反映出授课语言中民、汉两种语言使用的认识差异、教师“一缺两低”的问题、教材缺少地方特色内容等问题,并从师资培养、教学方法、教材编写、理论研究等方面提出相关建议。