大学英语课堂中的听说策略训练

对非英语专业本科生听说策略培训进行研究,并对采集的数据以定量和定性相结合的方式进行分析.结果发现：学生经过听说策略培训后,听说能力得到提高,能够有效使用元认知策略、情感策略和社交策略.得到的启示有：教师应发现工作记忆以及语言学习策略使用动机的作用,帮助学生及时掌握听说策略的使用,不要把不适合的策略强加给学生等.     

A Comparison of Four Measurement Models for the Watson–Barker Listening Test (WBLT)–Form C

This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and constitutes the first confirmatory test of this listening comprehension measure. Results show that data does not conform to (a) a 5-factor correlated model, (b) a second-order model, or (c) a unidimensional model; and no model was sufficiently better than (d) the independence model. Exploratory analyses provide additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.     

Family Communication Patterns and Cognitive Processing: Conversation and Conformity Orientations as Predictors of Informational Reception Apprehension

This study examined the unique and combined associations among family communication patterns (i.e., conversation and conformity orientations) and young adult children's informational reception apprehension (IRA; i.e., listening anxiety and intellectual inflexibility). Participants included 592 young adult children from first-marriage and postdivorce families. Results indicated that family conversation orientations are inversely associated with listening anxiety and intellectual inflexibility, whereas conformity orientations are positively associated with both traits. Furthermore, an interaction effect between conversation and conformity orientations emerged, such that high-conformity orientations moderate (or reduce) the inverse association between family conversation orientations and young adults' listening anxiety. Among the more important implications in this study is the finding that family communication patterns have a small but meaningful association with individuals' information-processing skills.     

Investigating pupils' questions in the primary classroom

The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner.     

试谈大学英语听力教学的有效策略

根据教学实际,着重分析了听力的特点和难点。指出只有采取有效的听力策略,加强听力基本功训练,培养听力技能,增强预测能力,才能提高学生的听力水平。     

在高职英语听力课堂中合理运用影视教学

英语听力课是英语教学中一门重要的基础课程,教学内容贴近学生日常学习生活无疑可以极大地提高其学习兴趣。针对一些硬件条件不足或缺乏语言环境的高职院校来说,在听力课堂上灵活的使用影视教学可以说是一个效果良好又节省财力的方法,学生在真实情境中学习语言、在实践中锻炼其语言交际能力有利于课堂效果的提高。     

Toward Developing a Cross-Cultural Metacognition Instrument for Listening in First Language (L1) Contexts: The (Janusik-Keaton) Metacognitive Listening Instrument

This study has three main goals: (1) to test an instrument designed to measure first language metacognitive listening strategies in other cultural contexts, (2) to refine and revise the scale if necessary, and (3) to discern whether the notion that first language listeners use intuitive strategies to make meaning regardless of language is supported. Toward these goals, authors developed the Intercultural Metacognitive Listening Strategies Instrument, which displays evidence of validity in four populations and three distinct cultures: the United States, Germany, and Japan. Ultimately, this study supports the notion that there are intuitive strategies that listeners use to make meaning regardless of language.     

Development and Validation of the Imhof-Janusik Listening Concepts Inventory to Measure Listening Conceptualization Differences between Cultures

Listening is a cognitive process that is perceived behaviorally, and past listening research has focused on perceptions of listening behaviors. This study shifts the focus to the perceptions of listening cognitions. In a cognitive model of listening, listening concepts are assumed to determine listening behavior, the process, and the outcome. In this context, it is of interest to develop a diagnostic instrument to describe the composition of the listening concept. This factor-analytic study seeks to identify the underlying dimensions of listening concepts using a sample of N?=?358 students. Results suggest that four factors need to be taken into account as listening concepts are mapped and analyzed. In a subsequent study comparing a US and a German student sample, it could be shown that listening conceptualization is culture-driven. Implications for research and practice of intercultural oral communication are discussed.     

语文学科性质略谈

语文学科是一门综合性的基础学科,要区分语言和言语的教育与训练,听、说、读、写并重,绝不可忽视听、说．语文既有工具性,又有人文性．语文教学要把二者结合起来,处理好二者的关系,才不至于走弯路而取得多快好省的成效．