English language education in formal and cram school contexts: an analysis of listening strategy and learning style

Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools is to help pupils enhance their academic performance. However, how pupils use strategies to approach their learning, how they prefer to develop their listening skills, and their relation to different learning environments, say, formal and cram schools, are still unclear. The aim of the present study is to investigate how far formal and cram school English education and the degree of English listening comprehension influences different aspects of listening strategy use and learning styles. The research involved a questionnaire survey of 526 Year 6 primary school pupils. The analysis of the questionnaire was conducted through multivariate analysis of variance and chi-square tests of independence. Results showed that there was a close link between English listening comprehension, learning in English cram schools, certain types of strategy use, and learning styles. Pupils who preferred to learn English in cram schools reported better English listening comprehension and developed better cognitive strategies.     

"听写法"与英语听力教学

在英语学习过程中，听力往往是薄弱环节。“听写法”不但能以写促听，而且能提高听力策略、听力技能和培养学生积极的情感体验。     

语文课堂教学的新异向——轻分析重实践

语文新课程的实施。教师注重了学生的主体地位。但过分教给固定方法。我们的语文新课程更应“轻分析重实践”。在读、演、听、说中发挥学生的主体性和学习潜能。     

谈影响英语听力理解的因素

在英语学习过程中，听力起着重要作用，但往往又是薄弱环节。要提高英语听力水平，就必须首先了解影响英语听力理解的因素。文章在讨论英语听力理解过程的基础上，从语言因素和非语言因素两个方面分析了影响听力理解的各个因素，并简要的提出了一些相应的对策。     

影响听力理解的几个因素及解决途径

听、说、读、写、译是语言学习者必须掌握的五种基本技能,而“听”也是语言交际的方式之一。人们通过各种方式,寻求各种方法来提高听力,但对影响听力理解的因素却不甚了解,从而无法找到行之有效的解决办法,致使听力水平的停滞不前。本文以此为中心,从学习策略的角度,分析并详细介绍了影响听力的五大因素,并有针对性地提供了可行的解决途径。     

听力理解过程与英语听力技能的训练

英语听力理解过程是一个复杂的心理过程和积极主动的思维过程,英语听力水平的提高必须加强记忆能力、预测和猜测能力、记录能力及思维能力的训练。     

基于E-portfolio的视听课探究性教学模式探索

E-portfolio的视听课探究性教学模式是现代信息技术创建以学习者为中心的共享的真实的、实践和发展的E-portfolio,将教与学的中心转移到重学习过程和学习方法,强调“做中学”,使“合作”与“反思”真正成为每个学习过程的必须;将被动接受性学习转变为主动探索性学习,鼓励学生根据个体的兴趣爱好和学习能力选择学习方式和内容,体现了学习的自我导向性和探索性;教师成为学习的协助者和引导者,而不再只是静态知识的传授者。     

Listening and questioning

In the article that follows, I take up a debate that has arisen over the past three years concerning the following issue: Does every act of listening involve the listener in questioning? I argue that the answer to the questions is yes. I give background on the question and then consider one instance of listening that may suggest no role for questioning to play. Drawing upon Gadamer, I present an argument in support of my claim. I conclude with an implication for research.     

大学英语听说教学课程新要求与教改方法试探

根据大学英语课程教学要求,本文通过分析大学英语听说教学的现状及影响听说教学的几个方面,从而探讨大学英语听说教学的主要途径.目的在于有利于改善和提高听说教学.     

英语交际能力的培养——《全新版大学英语——听说教程》的实际应用

培养学生的语言交际能力（Communicative Competence）是大学英语教学的目标之一。文章从《全新版大学英语——听说教程》在实际英语教学中的应用出发,通过语言输入与输出规则的运用,交互式教学的进行。语言交际功能的实施等方面,从而有效地开展大学英语教学,使学生能更好地在不同情境状况下表达自己的想法,完成语言学习的目标,实施一系列语言行为。