高校英语演讲教学模式的创新性研究

本文从总结国内高校英语演讲教学情况出发,从转变教学理念、更新教学内容、优化教学设计、丰富教学手段四个方面探讨高校英语演讲教学模式的创新。     

英语专业本科口译教学中学生公共演说能力的培养

口译课作为实践性极强的一门课程,历来颇受学生的欢迎和重视。而公共演说课也成为很多学校学生的必修课。作者认为,在口译课的教学过程中,教师除了帮助学生养成良好的翻译习惯,也应该注重提高学生的各种口译技巧。而公共演说技巧是其中一项重要的内容。本文从口译课的特点及其与公共演说技巧的关系出发,探讨了如何在口译教学的过程中提高学生的公共演说能力,从而促进学生综合技能的发展。     

A psychological pattern of anxiety in public speaking

In previous research, a physiological pattern of speech anxiety has been established for the periods before, during, and after delivering a public speech. However, no corresponding psychological pattern has been reported. Although strong correlations between psychological and physiological measures have not been found, it seemed reasonable to expect public speakers to exhibit a psychological pattern of speech anxiety similar to the physiological pattern. The results of this study support that hypothesis. The observed pattern is a monotonic function decreasing from the beginning of the speech through the post speech period.     

从修辞角度浅析国内英文演讲赛的不足

本文从西方修辞的视角对国内两大演讲赛事进行了剖析,首先分析了比赛中的受众与演讲者的定位及关系,接着指出了在这两个方面选手所受到的制约,文章同时提出了相应的改进意见。     

The effects of audience pleasantness,audience familiarity,and speaking contexts on public speaking anxiety and willingness to speak

Two potential sources of anxiety about public speaking cited in previous research are audience pleasantness and audience familiarity. More familiar audiences, as well as more pleasant ones, usually evoke less anxiety, but research has shown some exceptions to this general rule. In addition, it is expected that as audiences become more pleasant and familiar, individuals would be more willing to speak. Ninety‐five university students each evaluated six situations, in which three levels of audience familiarity (strangers, acquaintances, and friends) were crossed with two levels of audience pleasantness (pleasant and unpleasant). Each student made their ratings with reference to one of three speaking contexts (academic, social, or professional). Using split‐plot ANOVA, a significant three way interaction was obtained for both willingness to speak and public speaking anxiety. In general, pleasantness exerted a stronger effect than familiarity. An audience composed of pleasant friends was the most preferred audience type in both the academic and social contexts. It is argued that previous research demonstrating conflicting effects of audience familiarity may have been generating different expectations for the anticipated pleasantness of the audience.     

Standardization of grades in public speaking

Communicators achieve increased rule consensus as they use talk to overcome problems. Two kinds of talk seem especially useful to increasing consensus: remedial talk, which uses rules to correct past problems; and legislative talk, which uses rules to propose guides for future conduct.     

论任务教学法在大学英语听说读写教学中的应用

任务教学法是当今教育界应用较为普遍的一种教学方法,其依靠对学生准确的定位及合理的任务驱动,能显著提升教学效果。本文结合以往的研究成果,首先简述了任务教学法应用中任务设置的基本原则和要素,然后对其在大学英语听、说、读、写中的应用做了简要分析,力求创新大学英语教学模式,提升教学效果。     

神经语言学与英语口语教学的关系探究

随着国家环境的日益开放,学习第二语言已经成为未来的发展趋势。在国家间交流合作日益频繁的背景下,提高英语的口语表达能力受到了越来越多的关注。社会各界均投入到了如何提高英语口语表达能力的研究工作中,而神经语言学则是专门针对这一问题而兴起的学科。文章首先简要介绍了神经语言学并分析了我国的英语口语教学现状,然后通过以神经语言学角度分析影响学生英语口语表达能力因素的方式探究了二者的关系,最后以神经语言学理论为基础提出了提高学生英语口语表达能力的相关措施。     

从实际出发,搞好教学改革与教材建设

本文就职业教育及其教材进行了深入地探讨 ,认为无论教学观念、教学方法和教材编写都应从实际出发 ,适应当前学生状况和社会需要 ,充分利用新的教学手段。     

基于《朗文交互英语》教学平台的大学英语听说课翻转课堂教学模式探究

英语听说教学始终是大学英语教学改革中的重中之重.随着信息技术的广泛应用和各类移动终端的日益普及,21世纪的教育正迈向一个崭新的时代.大学英语听说课翻转课堂教学模式以建构主义学习理论为支撑,依托《朗文交互英语》教学平台,充分发挥教师的主导作用和学生的主体作用以实现个性化和自主性学习的目标.     

怎样在英语听、说、读、写中体现整体教学的思想

新的《英语课程标准》注重培养学生的创新精神及学生语言技能、语言知识、情感态度、学习策略和文化意识等素养的整体发展，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。贯彻英语新课标的理念，应在英语听说读写的教学过程中体现整体教学思想，在教学各个环节的设计中和实施中体现整体性，坚持以学生为中心，融语言知识、言语技能和语言运用为一体，让学生在生动活泼的英语情景中学习英语，努力提高英语教学质量。