听力理解中的障碍及策略分析

在英语学习中,听力是应主要培养的能力之一。本文从听力活动中存在的主要障碍入手,分析了英语听力培养所面临的困难,结合日常教学实践,提出了解决听力障碍的策略及方法。     

The association among literacy proficiency,effortful control,and frustration

The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency.     

The Application of Task-based Language Teaching to Oral English Class

Task-based language teaching(TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.The present research aims to explore the correlation of TBLT and students’ oral proficiency and the effectiveness of TBLT.During a one-term experiment,the author chooses 82 English majors in two natural classes as the controlled class and experimental class.With the help of qualitative approach and quantitative approach,it proves that TBLT is effective in improving students’ oral proficiency.     

大学英语听力教学策略探析

听力教学是一种技能的培养,在听、说、读、写四种技能中,听力是基础技能,它不仅是获取语言信息的主要途径,还是提高其他技能的基础。本文从多方面分析了影响大学英语听力教学的因素,有针对性地提出了一些关于改进英语听力教学的策略。     

英语听力教学的问题策略研究

众所周知,听力在英语学习当中是最为学生难掌握的技能之一,本文将探讨英语听力教学过程中听力中存在的问题及其解决策略,掌握好了这些,学生可以及时有效地提高英语听力水平     

如何指导高职学生学习商务英语视听说

商务英语视听说课融视、听、说于一体,注重英语听说技能在常见商务活动中的实际应用,提供真实的商务环境,通过英语获取商务知识,提高技能。本文分析了商务英语视听说课程以及高职学生在学习目的、兴趣、词汇、听力和口语等方面的学习现状,重点探讨了指导高职学生学习商务英语视听说,掌握商务英语知识,提高商务英语交际能力的有效方法。     

浅析网络环境下多元智能理论对高职英语听力教学的影响

本文作者结合自身在高职英语听力教学中的实际经验和影响听力教学的因素,就如何在网络环境下.运用多元智能理论,指导和提高听力教学提出了建议.     

建构主义理论指导下的英语听力教学探讨

依据建构主义理论,教学活动应当围绕学生开展,教师要积极转变教学观念,使学习活动真正成为学生主动构建心理意义的活动,建构主义理论对于英语听力教学产生着极为重要的积极影响。本文在阐述建构主义理论的基础上较为详细的论述了建构主义理论指导下的英语听力教学。     

利用英语电影进行听力教学之初探

激发学生的学习兴趣并提高他们的听力水平是英语教学的主要任务之一。本文从听力教学的现状、英语电影的选择几方面入手介绍了如何利用英语电影进行听力教学。     

非英语专业大学生英语学习动机与听力成绩相关性研究

以非英语专业学生为研究对象,首先对其进行了学习动机问卷调查和英语听力测试,然后利用因子分析法提取并重新命名了研究对象的学习动机类型,利用相关分析法探讨了学习动机与听力成绩之间的相关性,最后通过独立样本T检验分析了高分组学生和低分组学生在学习动机方面的差异。研究为大学英语教学提出了有益的建议。