图示理论下的英语专业听力教学策略研究

英语听力能力的培养是英语教学改革的重要目标,而作为外语教学重要理论之一的图示理论,在外语教学理论的探讨中受到人们的重视。鉴于此,文章首先对图示理论进行陈述。接着,通过探讨图示理论在英语专业听力理解过程中的重要作用,进一步提出如何在听力教学中运用其行之有效的策略,旨在帮助学习者提高听力理解能力。     

The Relationships among Language Self-Efficacy,Listening Strategy and Academic Achievements:A Case of Chinese Qinghai-Tibet Plateau EFL learners

The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance.     

Some Suggestions for College Students to Improve Listening

Language is the tool of communication. English is a compulsory course for every student. English listening, as an essential part of English learning, is an effective way to obtain new information. But for many students, the most difficult part for them is listening. The paper aims to give some suggestions to the college English learners and to help them to improve their listening comprehension abilities. Such as: to strengthen language knowledge, to build up self-confidence, to use listening strategies, to learn western culture, and to listen extensively.     

基于输入-输出假说驱动的独立学院大学英语视听说课出路探究

输入与输出假说于上个世纪70、80年代分别由语言学家Krashen和Swain提出,二者相互联系,并在二语习得领域贡献突出。该文从作者所在独立学院大学英语听说教学的实际问题出发,探讨了输入输出理论对大学英语听、说教学的启示,得出因三本院校学生在语言知识和非语言层面的特殊性,在听说教学中应突出语言的输出,强调目标驱动,以口语牵引听力、以听力推进口语的教学思路。     

A Brief Research on Listening Comprehension in the Light of Effort Models in Interpreting

As English interpreting majors,we know that listening comprehension is the fundamental element of interpreting,but we still encounter a lot of listening problem,such as missing some words,misunderstanding some sentences,and so on.This paper endeavors to analyze some main problems with Daniel Gile’s Effort Models in Interpreting.     

论英文短剧我院大学英语听说教学中的应用

英文短剧作为最真实的语言材料和信息是大学英语听说教学的有效手段。该文根据英文短剧在我院大学英语听说教学的研究背景及应用依据提出了英文短剧在大学英语听说教学中再现了真实的的语言环境、词汇及表达方式、视觉文化和经典对话的适用价值和文化价值,鼓励大学英语教师在实践教学中积极利用英文短片促进大学英语教学,从而提高大学英语听说能力,使之成为了我院大学英语教学的一种时尚。     

基于 TMM 教学体系的大学英语听说课程调查与研究

基于网络课程的混元英语教学模式是大学英语听说课程改革的新模式。通过问卷调查和访谈的方式。对学生的学习情况进行了调查。结果表明：学生的功利思想影响着学习效果;学生的学习观念较落后;学生对混元英语教学模式存在心理上的不适应。针对调查结果的分析,提出四点建议：改革评估模式;加强对学生自主学习的监控和管理：优化网络教育资源和环境;改变学生的学习观和教师的教学观。     

多媒体网络环境下大学英语听力自主学习模式研究与实践

运用定量及定性分析的方法,以138名非英语专业大学生为研究对象,探索网络多媒体环境下大学英语听力自主学习模式,以提高学生听力水平.研究发现：（1）非英语专业本科生听力自主学习能力中等偏下;（2）教师导学＋自主学习的模式能显著提高非英语专业大学生的听力自主学习能力;（3）教师导学＋自主学习的模式能显著提高非英语专业大学生的听力水平.     

不同语言水平的非英语专业学生模糊容忍度的差异研究

以某大学的298名非英语专业学生为研究对象,利用Ely的模糊容忍度调查量表（SLTAS）（1995）为主要测试工具,SPSS17.0统计软件分析得出：不同语言水平的英语学习者的模糊容忍度存在显著差异.高语言水平学习者的模糊容忍度比低语言水平学习者的模糊容忍度要高,在阅读、写作、口语、听力、语音、猜词意方面,高语言水平学习者的模糊容忍度明显高于低语言水平学习者.然而在语法、翻译和词汇方面没有发现显著差异.这就要求教师应不断调整自己的教学风格以适应不同学生的学习风格.     

Development of German reading comprehension in two-way immersive primary schools

Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar.