The continuum of listening

The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning, thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms an important part of any comprehensive theory of listening.

The problem of listening

MAJOR CAMPAIGN SPEECHES OF ADLAI E. STEVENSON—1952. New York: Random House, 1953; pp. 320. $3.50.

TRUTH IS OUR WEAPON. By Edward W. Barrett. New York: Funk and Wagnalls, 1953; pp. xviii+355. $4.00.

EDUCATION FOR FREEDOM AND RESPONSIBILITY. By Edmund Ezra Day. Ithaca, New York: Cornell University Press, 1952; pp. 203. $2.50.

MODERN EDUCATION AND HUMAN VALUES. By Arthur T. Vanderbilt, Philip Rhys Adams, Samuel H. Goldenson, Clyde Kluckhohn, and William G. Carr. Pittsburgh: University of Pittsburgh Press, 1952; p. 134. $3.00.

IMPATIENT CRUSADER. By Josephine Goldmark. Urbana: University of Illinois Press, 1953; pp. xii+217. $3.50.

WINSTON CHURCHILL: THE ERA AND THE MAN. By Virginia Cowles. New York: Harper &; Brothers, 1953; pp. 378. $5.00.

THE WRITTEN WORD AND OTHER ESSAYS. By Hardin Craig. Chapel Hill: University of North Carolina Press, 1953; pp. x+90. $3.00.

GENERAL EDUCATION IN SCHOOL AND COLLEGE: A COMMITTEE REPORT. Cambridge: Harvard University Press, 1953; pp. v+142. $2.00.

INTEGRATIVE SPEECH. By Elwood Murray, Raymond H. Barnard, and J. V. Garland, in collaboration with Guthrie E. Janssen. New York: Dryden Press, 1953; pp. 617. $4.75.

SPEECH FUNDAMENTALS. By Harry G. Barnes and Loretta Wagner Smith. New York: Prentice‐Hall, Inc., 1953; pp. 554. $3.45.

PROJECT TEXT FOR PUBLIC SPEAKING. By Clark S. Carlile. New York: Harper &; Brothers, 1953; pp. 180. $2.00.

EFFECTIVE COMMUNICATION: A GUIDE TO READING, WRITING, SPEAKING, AND LISTENING. By Howard H. Dean. New York: Prentice‐Hall, Inc., 1953; pp. 682. $4.95.

A CASE BOOK IN SPEECH THERAPY. By Charles Van Riper. New York: Prentice‐Hall, Inc., 1953; pp. 141. $2.75.

IMPROVING THE CHILD'S SPEECH. By Virgil A. Anderson. New York: Oxford Press, 1953; pp. 370. $4.00.

DIRECTING THE PLAY: A SOURCE BOOK OF STAGECRAFT. Edited, with an Illustrated History of Directing, by Toby Cole and Helen Krich Chinoy. New York: Bobbs‐Merrill Company, Inc., 1953; pp. viii+341. $4.00.

PLAY DIRECTION. By John Dietrich. New York: Prentice‐Hall, Inc., 1953; pp. xii+484. $7.35.

SHAKESPEAREAN STAGE PRODUCTION: THEN &; NOW. A MANUAL FOR THE SCHOLAR‐PLAYER. By Cécile de Banke. New York: McGraw‐Hill Book Company, Inc., 1953; pp. xviii+342. $6.00.

PLAYWRIGHT AT WORK. By John Van Druten. New York: Harper &; Brothers, 1953; pp. 210. $3.00.

THE STAGE MANAGER'S HANDBOOK. By Bert Gruver. New York: Harper &; Brothers, 1953; pp. xviii+202. $2.50.

THE SECRET OF PULPIT POWER. By Simon Blocker. Grand Rapids, Michigan: Wm. B. Eerdmans Publishing Co., 1951; pp. 209. $3.00.

STIR UP THE GIFT. By Paul S. Rees. Grand Rapids, Michigan: Zondervan Publishing House, 1952; pp. 159. $2.00.

COMMUNION THROUGH PREACHING: THE MONSTRANCE OF THE GOSPEL. By Henry Sloane Coffin. New York: Charles Scribner's Sons, 1952; pp. ix+124. $2.50.

READER IN PUBLIC OPINION AND COMMUNICATION. Edited by Bernard Berelson and Morris Janowitz. (Revised edition). Glencoe, Illinois: Free Press, 1953; pp. xi+612.

N. R. B. PUBLIC SPEAKING MANUAL. Compiled by the Editoral Staff of the National Research Bureau, Inc., Chicago: The National Research Bureau, Inc., 1953; pp. 237, 81/2”; by 11”;. $17.95.     

听力策略在大学英语听力教学中的应用

大学英语听力教学中,学习策略和指导并没有得到足够的重视,学生的能动性和自主性没有得到充分的调动,并且缺乏运用知识解决问题的能力。本文以学习策略为理论框架,重点讨论了听力策略在大学英语听力教学中的应用,希望增强学生的听力策略意识,增加策略的选择范围,形成自主学习英语听力的能力,最终提高学生听力水平和听力教学质量。     

语文素质教育要重视听力训练：厦门市听力测试的启示

能否在语文教学中实施听力训练与测试 ,一直是中学语文教学论而未决的问题 ,厦门市的听力训练与测试的实践 ,已很好地回答了这个问题。　　 一、不懈的探索探索需要胆识和气魄。胆识和气魄是建立在对探索对象的深刻认识上。厦门市对“听力”训练与测试的认识是深刻的。一是“听”与语言是同时产生的 ,是最为复杂的心智活动 ,最能促进人的思维和智力的成熟和发展 ;二是“听”是“听说读写”四种语文基本能力中的首要能力 ,也是用得最为频繁的语文能力 (“听”占人的语言活动的 4 5 % ,几乎与“说读写”的活动总量相等 )。语言的习得和语用能…     

浅谈大学英语听力的教学

众所周知,英语听力能力是英语听,说,读,写,译五种基本能力之一。英语听力是英语语言能力的重要表现,能有效地促进语言知识的内化。如何提高英语听力教学的效率,培养大学生的英语听力兴趣和能力?在进行英语听力教学时,我们除了要对学生的听力现状进行正确分析以发现问题之外,更要有计划地帮助学生提高听力技巧。为了搞好英语听力,反思这几年的英语教学,我认为可以从以下几方面加深认识,逐步提高英语听力的教学效果。     

听力教学的心理语言学阐释力

听力理解是一种复杂的心理过程。本文从言语的听辨、理解、记忆、综合处理的过程特点来阐述其对听力教学的重要启示。     

动机对听力学习的影响

听力技能是获取信息的重要手段。如何提高听力能力是学习者的一大难点 ,本文主要研究动机与听力的关系。动机分为内在动机和外在动机 ,研究表明内在动机对学习的作用大于外在动机。本文分析了动机对大学生听力能力的影响 ,并提出要通过培养学生的学习兴趣 ,帮助学生确立学习目标来激发内在动机 ,促进听力能力的提高     

高职英语专业学生听力焦虑、听力策略与听力水平的相关性研究

82名高职英语专业学生参加了英语听力焦虑问卷和英语听力策略问卷调查研究。研究发现,听力焦虑情绪在被调查的高职英语专业学生中普遍存在,大部分学生处于中低度焦虑状态。听力焦虑感与学生的听力水平呈负相关,与元认知策略的使用和认知策略的使用呈高度正相关。学生的听力水平与认知策略的使用呈负相关,与情感策略的使用呈正相关。英语水平和认知策略的使用对学生的听力成绩有预测力。     

Creative listening

The purpose of this article is to: (1) identify the types of subjects used in published speech communication research; (2) report the results of a survey of 100 speech communication departments to determine existing practices and policies regarding the use of subjects in research; (3) explain the potential effects of existing subject selection practices on generalizing from research results; and, (4) provide methods for resolving generality problems arising from subject selection practices and policies. This review indicated excessive use of male college students and subjects enrolled in basic speech communication courses. The departmental survey indicated that most subjects participate as part of a course requirement. The generalizing of speech communication research to non‐college populations is questioned. It also is suggested that researchers should take more cognizance of ethical considerations when requiring subjects to participate in research projects.     

图示理论在听力教学中的应用

随着大学英语四六级考试中听力分值的提高,听力在英语教学中的重要性更为突出;但是分析学生们的英语期末考试成绩得知,听力是失分最多也是学生们认为最难的题型。如何在大学英语的课堂中开展行之有效的听力教学,给学生们树立信心,提高他们的听力水平,显得尤为重要。将图示理论应用到大学英语的课堂教学中,提高听力课的效率,快速提高学生们的听力水平。     

The Effect of Mobile Terminal for English listening

In English listening learning, based on Mobile Terminal, the mobile learning can make students looking for more resources conveniently, at the same time more autonomous learning arrangements, which make the listening study easily and interesting, and can use it for learning anytime and anywhere, the study is not restricted by time, space and geography.This article tries to introduce this phenomenon on how to use Mobile Terminal for learning listening and its effect on English listening study.     

词块教学对于听力理解的影响

本文针对英语学习者在听力过程中遇到的困难,以词块教学为切入点,通过实证研究得出结论：词快教学对于促进听力理解有显著影响。最后提出词块教学方法的建议和它在听力教学中的潜在优势,并指出词块在二语习得过程中的普遍意义。     

企业局域网上网络侦听与侦听存在检测技术实现

本文介绍了网络侦听潜在的安全隐患，阐述了侦听和侦听存在检测技术的基本原理，并结合桌企业局域网的具体结构，探讨了具体的实现方法，同时用C语言程序实现了基于Windows平台的侦听与侦听检测的主要功能。     

语境因素对英语听力教学的作用

听力理解在人类交际活动中起着非常重要的作用,为了提高学生的听力理解能力,首先要分析影响听力理解的因素。在此基础上,重点探讨利用语境提高听力理解能力,找出利用语境进行听力教学的方法。     

浅谈兴趣的培养与英语听力的关系

人们常说:兴趣是学习最好的老师。它是人们积极探索研究某种事物或进行活动的一种心理情绪,是学习动机中最现实、最活跃的因素。在英语听力的学习过程中,很多来自郊区或县区的学生在中学阶段缺乏必要的听力指导和语音知识的讲解,导致他们在进入高师的英语专业学习中谈听色变。慢慢的很多学生就对听失去了兴趣,听力成绩始终不理想。本文试图从学习兴趣的培养与听力教学的关系谈谈怎样进一步提高学生的听能水平。