浅谈大学生英语听力理解中的焦虑问题

随着我国外语教育事业的不断发展,外语学习者的队伍在不断壮大,但是外语学习效果却不显著。目前,随着大学英语四、六级考试听力部分所占比率的增加,大学英语听力教学越来越被大家所重视。本文结合当前大学生英语听力实际情况,分析了大学生英语听力焦虑产生的原因,主要有内部因素和外部因素两类。笔者在结合这两类原因的基础上提出了四点应对大学生英语听力焦虑的对策。     

Maltreatment type and behaviors: Does listening matter?

This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers.     

高职高专英语听力教学现状分析与对策研究

高职高专院校英语听力教学难度大,长期以来缺乏一个有效提高学生听力水平的教学模式,听力一直成为学生英语学习的薄弱环节。我们通过加强语音基础,培养听力策略和课外自主学习能力等措施,有效提高学生的听力水平。     

英语听力策略训练的实证研究

本实验由140名大学生参加,其目的旨在测定课堂听力教学的有效性,并对课堂听力进行针对性的诊断式策略训练,以便弄清这种诊断式训练是否比学生自己随机自我学习更有利于提高学习者的听力理解水平。在进行策略训练的试验开始之前和之后,分别对两个小组进行了测试。统计数据显示,①实验前后对比,非实验组平均成绩提高6．3分;实验组平均成绩提高13．8分。②实验后,两组进行对比的独立样本T检验,平均成绩均差显著水平值达到统计显著意义。（3）两组分别与自己实验前平均成绩相比,配对样本检验的均差显著水平值分别达到统计显著意义。实验组取得的成绩更为显著：统计量t值为27．2;而非实验组统计量t值仅为11．7。检验结果启示,课堂听力策略诊断式训练有其必要性,它能更为有效地提高学习者听力理解能力,促进自主学习能力的培养。     

The Interactive Teaching in College English Listening Practice

This paper discusses about how to enhance the interaction of teaching in College English Listening class,thus to change the single teaching situation and stimulate the students’interest in English learning and mobilize the students’enthusiasm for learning,so that it can make sure that each section of the listening class really has a good teaching result.     

影响听力理解的文化因素及教学对策

中国学生学习英语时,影响他们听力理解的因素是多方面的。词汇量不足,对某些语言结构没有完全掌握或对英美文化缺乏一定的认识,这些都会对他们听懂英语造成障碍。本文从语言与文化的关系入手,主要通过分析听力理解中的教学实例,说明文化因素对听力理解造成的障碍及提出一些相应的教学对策。     

加强听读促说写

本文结合高职院校学生生源特点、英语基础和高职英语教学要求，指出听读在英语教学中的作用，阐明加强听读的训练，尤其在起始阶段，是非常必要的。它对实现高职英语教学目标要求及快速提高高职学生的英语水平有很大的帮助。     

听力理解与母语思维的认知过程

本文从认知理论的视角,探讨了听力理解与母语思维的认知过程,从而使人们意识到更有效的听力教学方法     

Supportive Communication and the Adequate Paraphrase

The active listening paradigm recommends that helpers paraphrase the thoughts and feelings of support seekers. But how? This study compared evaluations of four types of paraphrase messages derived from the work of Polanyi. Results showed that certain forms of paraphrasing are evaluated as more helpful, sensitive, and supportive than others, though differences were not in full alignment with theoretical predictions, and results were dependent on narrative prompt. Our study provides initial empirical data that question the practical advice given to informal help providers found in our academic scholarship and textbooks. Formal and informal helping relationships have many similarities and differences that should be acknowledged and tested with a variety of methods and populations.     

谈如何提高高职英语专业听力教学效果

针对目前高职英语专业听力课程存在教学方法落后、师资力量相对薄弱等问题,本文提出了更新教学模式、激发学生学习兴趣、注重社会文化背景知识输入和积累等改进建议。