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1.
马冬梅 《荆州师范学院学报》2010,(3):73-75,110
近年来,可视材料在英语听力测试中开始出现并逐步得到推广应用。要发挥可视材料在听力测试中应有的作用,提高测试的真实性和有效性,必须注意以下方面：听力材料的难易程度要适中;对可视材料进行有选择的应用;使图像信息与语音信息之间有更直接的联系;重新思考对听力构念的定义方式。 相似文献
2.
文章根据笔者的教学实践,探讨了可视材料在大学英语听力课堂中的应用优势,总结出基于可视材料的视听教学法需遵循的若干原则,认为这种方法对听力教学具有较大的促进作用。 相似文献
3.
张曼 《湘潭师范学院学报(社会科学版)》2009,31(1):198-199
近些年可视材料在英语听力教学中广泛运用。但由此也引发了种种分歧。本文主要分析异议产生的原因,进一步提出扬长弊端的方法,从而更好发挥可视材料在听力教学中的积极指导作用。 相似文献
4.
影视片的英语视听教学之方法和途径 总被引：6，自引：0，他引：6
近几年影视片在我国英语听、说、读、译教学运用中所占比例有明显上升趋势,其中以听力课的运用较多,而听力理解过程是一个复杂的认知过程,我们不仅要用耳朵,还要用眼睛来了解世界。所以,利用记忆中的图式知识,即可视材料,如:图像制品、图表、画面提供的信息来帮助理解是前景广阔和大有可为的。本文主要探讨以影视片为例的可视材料在听力理解中的作用及应用,提出基于影视片的英语视听教学的方法和途径,同时进行了几点理性的思考。 相似文献
5.
听力材料的选取是进行听力练习的首要步骤,许多一线教师和高校研究者都提出了丰富多样的、真实性的材料有助于引发学生学习兴趣并提高学生听力水平;高中英语听力现状调查表明,高中教师依然以传统的听力教学方式——教师播放专门录制的听力练习题,以考代练来对学生进行听力练习,听力材料大多选取考试真题或者模拟题。这就出现了理论与现实操作... 相似文献
6.
有效的教学首先基于对教材资源的充分运用。Go for it!教材图文并茂,大多是由经验丰富的专家经过反复深入研究而设计出来的。教材中丰富的听力文本资源就为学生学习英语提供了宝贵的场景。但是现在的英语课堂教学中,对听力材料的处理方面,方法比较单一,教师放听力材料,学生埋头听;听完后,教师给学生校对听力答案。这样的听力训练中,学生只是机械地听、被动地训练;而教师也只注重结果的正误,忽视了听力的过程和对听力材料的进一步挖掘,因此失去了听力的本真。因此,教师有必要对听力材料进行拓展和再利用,加强策略指导,树立学生对英语听力的信心,从而提高学生英语学习的兴趣。 相似文献
7.
真实性听力教学的两个重要构成因素：一是真实性的听力材料,二是真实性的听力任务活动。听力材料的真实性和听力活动的真实性能够体现学习者的真实性。学习者参与听力材料的收集和听力活动任务的设计对其听力水平的提高至关重要。 相似文献
8.
胡华 《南昌教育学院学报》2011,(9):139-140
语言测试与教学密不可分。交际性测试理论已成为当代测试的主流。该理论在听力测试中的应用为听力教学及听力真实性材料的使用做出了积极地反拨作用。本文从交际测试理论、真实性听力材料特点等方面对交际性语言测试理论与英语专业听力材料真实性研究进行了相应探讨。 相似文献
9.
王文君 《昆明师范高等专科学校学报》2013,(4):112-117
大学英语听力教学语篇由听力材料语篇和测试语篇组成。听力材料语篇通过书写平面、语义平面、词汇平面、句法平面等实现联结,而听力测试语篇与听力材料语篇之间通过照应、词汇衔接及连贯等进行反向联结。听力测试语篇联结及其与听力材料语篇反向联结研究揭示了词块、话题块及联想场在教学和学习中的重要作用。对联结及反向联结规律的掌握和运用,有助于提高多项选择选项和题目的解码速度以及对听力材料语篇的解码能力。 相似文献
10.
张莹 《湖北广播电视大学学报》2013,33(10):143-143,153
英语听力材料的选择对听力水平提高起着至关重要的作用。本文从学生听力学习动机、材料的体裁内容以及材料的难易度等三方面探讨了学生在英语听力的学习中应该如何进行听力材料的选择。 相似文献
11.
In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners. 相似文献
12.
黄晓苑 《四川教育学院学报》2012,28(4):86-89
以输入假设、冗余信息和听力理解信息处理过程理论为理论框架,以中国EFL学生为研究对象,通过实证研究的方法探讨语言冗余现象在听力理解中的作用。研究结果表明对听力材料进行冗余化处理有助于中国英语专业中级水平学生的听力理解,英语听力教学和教材的选用提供了一定的启示。 相似文献
13.
魏洁 《佳木斯教育学院学报》2012,(3):310+312
从目前已有的国内外研究成果来看,词块在听力理解方面的研究十分缺乏。本文主要从二语习得过程中广泛存在的语言现象——词块的研究理论入手,探讨在听力理解这一动态过程中词块对英语听力理解的影响,揭示词块教学对听力理解的影响,旨在寻找一种提高大学生英语听力理解能力的新方法。 相似文献
14.
在外语教学研究领域,听力教学策略研究逐渐成为焦点。以认知心理学为基础的图式理论为外语教学开辟了一条新途径,为改革传统被动听力教学模式,充分发挥学生在听力理解中的主动性,提高其听力理解能力,该文以图式在听力理解过程中的作用为核心,着重阐述了在图式理论指导下的外语听力教学策略,指出听力理解过程是一种解码过程与信息重构的结合,在这一过程中需背景知识与输人信息间的相互作用,才能完成信息处理的系列过程。 相似文献
15.
Chen-Hong Li 《Technology, Pedagogy and Education》2016,25(3):301-315
Video comprehension involves interpreting both sounds and images. Research has shown that processing an aural text with relevant pictorial information effectively enhances second/foreign language (L2) listening comprehension. A hypothesis underlying this mixed-methods study is that a visual-only silent film used as an advance organiser to activate learner prior knowledge, followed by a subsequent full audiovisual presentation (V→V+A), yields the most facilitative effect on L2 learner video comprehension compared with a full audiovisual presentation (V+A) and a visual-only silent film presentation followed by audio-only narration (V→A). The authors showed a video to 124 intermediate L2 English university-level students in Taiwan, and measured their video comprehension using a multiple-choice listening test. They also conducted a survey and a focus group discussion to provide a more comprehensive analysis. The results show the V→A Group was substantially lower in video comprehension performance; the results of the V→V+A Group, however, did not differ substantially from those of the V+A Group. Although the results failed to confirm the hypothesis that a visual-only silent film showing followed by a full audiovisual presentation would be most effective in facilitating video comprehension, the L2 learner preference for and positive response to such a viewing experience contributes to L2 listening pedagogy. 相似文献
16.
Yola Center Louella Freeman Gregory Robertson Lynne Outhred 《Journal of Research in Reading》1999,22(3):241-256
A study was carried out to assess the effectiveness of a representational visual imagery training programme on the reading and listening comprehension of a group of poor listening comprehenders in Year 2 (mean age: 7 years 8 months). Results indicated that relative to a matched control group, the experimental group improved significantly on a curriculum-based test of listening comprehension, a standardised test of reading comprehension and a measure of story event structure, with results approaching significance on an adapted test of listening comprehension. The implications of the results for early institution of visual imagery training in the context of listening comprehension instruction are discussed. 相似文献
17.
柴省三 《云南师范大学学报(教育科学版)》2011,(5):1-7
在听力理解测验中,虽然选项预览（question preview）策略是考生最常用的应试策略之一,但是国内的研究成果并不多见。文章在对听力理解策略进行探讨的基础上,通过卡方检验法和方差分析技术分别对HSK考生在听力理解测验中,选项预览策略的使用频率分布情况以及对听力理解测验成绩的影响程度进行了实证检验。研究结果显示：选项预览策略的使用频率分布与考生的语言水平之间并没有显著性差异;选项预览策略对考生的听力理解测验分数也不具有显著性影响。 相似文献
18.
曾国秀 《常熟理工学院学报》2011,25(12):76-78
非英语专业学习者听力理解水平受多种因素影响,有无问题预览是其中之一。高、低水平组非英语专业学习者在有无问题预览情况下的听力测试成绩显示：问题预览对英语学习者的听力理解有影响,且对低水平者促进作用更大;英语水平仍然是决定听力理解的关键因素。 相似文献
19.
Irene Cadime Bruna Rodrigues Sandra Santos Fernanda Leopoldina Viana Séli Chaves-Sousa Maria do Céu Cosme Iolanda Ribeiro 《Reading and writing》2017,30(3):591-611
Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension. 相似文献
20.
Kit-Ling Lau 《The Journal of educational research》2017,110(5):503-514
Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative methods, including a listening comprehension test, questionnaires, and interviews, were adopted. The findings indicated that HLs possessed more types of strategies and used strategies more frequently and effectively than LLs. HLs not only reported fewer listening problems but also had a better awareness of listening problems and use of problem-solving strategies than LLs. Both HLs and LLs agreed with the importance of listening but showed little interest in doing listening tasks. The similarities and differences between the findings of this study and those of second-language listening research and implications for planning effective instruction to enhance native language listening proficiency are discussed. 相似文献