“言外之力”在大学英语听力教学中的运用

“言外之力”是言语行为理论研究的重点,它的研究和应用为语言习得提供了新的思路。文章通过对听力材料中常见“言外之力”实现方式的总结和分析,指出语言知识、背蓄知识以及语境对学生听力对话理解的影响,从词汇积累、强化语境意识等方面对大学英语听力课堂教学提出新的观点,旨在探索高效的教学方法,以弥补传统教学的不足。     

基于建构主义的短剧表演法应用研究--以高职商务英语视听说教学改革为例

基于建构主义理论的短剧表演法为高职商务英语专业学生营造具备情境、协作、会话、意义建构这四大要素的学习环境,激发学生学习兴趣,延伸英语学习的时间与空间,提升自主学习能力、团队合作能力和应用能力。     

输入输出理论在高职英语听说教学中的应用

在输入输出理论的指导下,整合高职英语听说课程,将输入输出并重,提高学生语言运用能力。     

Listening,Language, and Colonialism on Main Street,Gibraltar

This essay explores the ways in which listening exists as a means for the maintenance and operationalization of power in the British overseas territory of Gibraltar. On Main Street, a struggle between Spanish ways of practicing space and British ways of representing space is played out in a discourse between the soundscapes of spoken Llanito and British nationalistic parades. Utilizing ethnographic research gathered in 2009, and drawing on practice theory and semiotic approaches, I argue that an examination of how people listen on Main Street makes legible the complex power dynamics between Gibraltarians, Spanish-ness, and the British state.     

Drinking glucose improves listening span in students who miss breakfast

Low blood sugar level resulting from fasting has been shown to reduce performance on a number of cognitive tasks. In this study, 80 non-diabetic A-level students missed breakfast. They completed a version of Daneman and Carpenter's Listening Span Test at 9.00 a.m. Half were then given a drink containing glucose, while the other half received a saccharine drink matched for taste. After 20 minutes, both groups completed another form of the Listening Span Test. A subset of the sample had their blood glucose levels determined immediately before the drink and again before the second application of the test. Blood glucose levels did not change, but listening span performance significantly improved after a glucose drink yet not after a saccharine drink. It is concluded that missing breakfast does not seriously affect blood sugar levels in healthy young students, but listening span performance which is a good predictor of listening comprehension is improved when fasting individuals imbibe a glucose-rich drink, although not when a saccharine drink is drunk. Ideally students should eat breakfast, but if this is omitted, then a glucose snack or drink before the first class may reverse any adverse effects.     

非语言障碍对英语听力理解的影响

用具体的实例阐述了非语言障碍也能阻碍学生正确理解听力材料，分析了学生由于缺乏目标语言的相关文化知识所引出的一系列问题，并建议通过介绍一些英语单词的起源，以英语为母语的那些国家的文化特点及习俗和相关的文化知识来帮助学生更好地掌握英语这门语言，从而提高他们对听力的理解．     

高职日语专业听力教学改革探索

听力一直是中国的外语学习者的短板。日语专业作为大学开设的零起点语言专业,学生如何在短时间内保证听力水平不掉队是困扰广大日语教师的难题之一。尤其在高职院校,学生缺乏主动性、持续性,如何使这样的学生学好听力显得更加困难。因此,本文从探讨学生听力水平低下的原因着手,试图从听力内容的甄选、课堂教学方法的多样化、语言的输入与输出相结合等方面寻求提高学生听力水平的途径。     

听力理解与以策略为基础的大学英语听力教学

听力理解是个复杂的认知心理过程,有其自身的规律和特点。大学英语听力教学中,充分认识其认知规律与特点,熟练掌握常用的听力策略,努力开展以策略为基础的大学英语听力教学,有利于改善大学英语听力教学效果。     

新形势下地方高校加强英语听力教学的应对策略

针对中国英语使用环境的飞速变化,国家教育部高等教育司颁布了<大学英语课程教学要求>,作为各高等学校组织非英语专业本科生英语教学的主要依据.其中,对大学英语听力教学做出了具体的要求.为了达到这些要求,地方高校应首先确定目标并从四个方面加强听力教学:即帮助学生打下坚实的语言基础,加强文化背景知识训练,掌握基本听力技能和培养有效的听音习惯.     

听力理解的心理机制与听力教学

听力教学应该依据听力理解的一般心理机制进行教学设计，重点培养学生预测上下、整体理解的能力，获取大意和主要信息的能力等；并且尽可能地将听、说、读、写融汇于任务型的语言交际活动中。