运用英文原声电影,提高高职英语听力教学效果

英文原声电影是英语教学特别是听说教学的重要载体。本文以建构主义学习理论为指导,通过分析高职英语听力教学中英文原声电影的优势和选片标准,提出在高职英语听力教学运用英文原声电影的方法。     

浅谈在初学英语听力时应注意的问题

学习英语的基础是听和说,其中听力的学习又是一个非常重要的环节。初学英语的人往往会下很大的功夫在听力的训练上,但收到效果往往令学习者大失所望。听力学习是需要技巧的,对于初学者来说掌握一些学习方法,同时注意一些容易出现的问题是很重要的,这样可以帮助初学听力的人们更快的学好英语听力。     

汉语方言对英语听力的影响及应对策略

听力是英语学习最基本的技能之一,但也是英语学习者感觉最难掌握的一项技能。CET等级考试中听力部分失分多、得分低成为普遍现象,改变这种现状,已成为当务之急。实践证明,汉语方言影响着学生的语音语调,从而制约了他们听力水平的提高。从语音学的角度分析汉语方言对我国学生英语语音和听力水平的影响,并提出了加强听力教学的几点建议。     

Building Listening Theory: The Validation of the Conversational Listening Span

Gender differences in employee perceptions of the social support they received from sources in a multicultural organization are explored using a sample of employees born in Mexico and El Salvador currently working in the United States. Men reported receiving significantly more help with personal problems, praise, and job‐related help than women reported receiving. The relationship between emotional acculturative stress and perceived social support also was explored. Women experienced significantly more emotional acculturative stress than men reported. Intraorganimtional social support was unrelated to the emotional acculturative stress of women. Social support in the form of praise was significantly related to men's emotional acculturative stress.     

语音障碍对英语听力的影响及对策

听者的学习困难存在于无法正确解码、辨音能力差的自下而上的信息处理中。而这种学习困难是由不良的发音习惯所造成的,主要表现在单个音素发音错误,不熟悉语流音变中的连读、弱读、失爆、同化,忽视重音、语调以及英美音差异。这些问题对听力理解造成了极大的影响。针对于此,本文提出了一些语音训练作为提高听力的对策。     

认知与英语听力策略训练刍议

本文以认知语言学理论为基础,分析了英语听力理解的认知机制。并在认知理论基础上提出听力策略训练的必要性,指出听力策略训练在听力教学中的重要作用。最后,文章讨论了认知在听力策略中的具体运用。     

Interrupted experiences: reflection, listening and negativity in the practice of teaching

This inquiry explores the educative meaning of interruptions or breaks in teacher’s experiences by looking at their role in reflection and listening. Reflection and listening are not only two vital and distinct aspects of teaching, but are also interrelated and as such can serve to productively inform one another. In this context, I develop the notion of negativity of experience to describe the space that opens up when our experience has been in some way interrupted, the space where we dwell between old and new experiences and where new thoughts and ideas emerge. I demonstrate throughout my discussion that it is in this space that listening and reflection take place. To begin, I analyze the works of John Dewey and Donald Schön to take up a few particular aspects of reflective thinking and its relation to the practice of teaching. In this context, I point out similarities and important learning-theoretical differences between the notion of ‘negativity of experience’ and Schön’s notion of ‘messy situations’. The second section examines the role of negativity of experience in listening. Here, I seek to explore ways to include listening in the contemporary discussion on reflective teaching and practice. The inquiry concludes by considering the meaning of reflection, listening and negativity for the education of professional teachers.     

浅析英语交际能力训练方法

本文从如何培养良好的听的习惯和创造形式活泼的说的情境相结合入手,重点论述了一些行之有效的听说能力训练方法,并在提高教学技能和技巧,强化学生运用语言进行交流方面进行了探讨。     

弗兰德系统在听说教学中的应用

听说作为英语学习的一门基础课程,在知识和信息的摄入及语言交际能力的培养上起着十分关键的作用.本研究借助于弗兰德互动分析系统,对英语听说课上师生之间的互动进行分析,就如何提高学生语言比率、增强师生互动提出建议.将弗兰德互动分析系统应用于听说课程还是一种尝试.研究目的在于引发教师对听说课教学的思考.其实践意义在于:使教师了解师生课堂语言比例构成,改进课堂教学,为学生开口说英语创造条件,在提高语言输入的同时提高学生的语言输出能力.     

Improving Native American children’s listening comprehension through concrete representations

The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children’s memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers’ reading comprehension. Journal of Educational Psychology, 96, 424–436.] could be extended to the text processing of Native American children. Forty-five third through seventh-grade students with academic learning difficulties listened to four narrative passages under one of three instructional conditions: manipulate, where students moved toy objects to represent the story’s content; visual, where students observed the results of an experimenter’s toy manipulations; and free-study, where students thought about the content of the presented story sentences. Findings were consistent with the literature documenting the comprehension and memory benefits of text-relevant concrete representations, with students in the manipulate and visual conditions statistically outrecalling students in the free-study condition. In contrast to the results of the Glenberg et al. (2004) reading study, no conditions-related differences were observed on a final passage where students were instructed to generate internal visual images of story events in the absence of external visual support (i.e., when no toys were present).