共查询到18条相似文献，搜索用时 546 毫秒
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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
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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
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在英语教学中如何提高学生的听力一直是广大外语教师关注的问题。本研究通过测试对比分析和问卷调查,探讨语篇长度、问题类型以及听者是否接受过笔记训练这三个因素是如何影响笔记对于短文听力理解的作用的。研究结果表明,笔记对于短文听力理解有积极作用;听力篇章越长,笔记作用越大;笔记对于回答总体问题的帮助要比对于回答细节问题的帮助大。 相似文献
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《南昌教育学院学报》2017,(3):72-74
影响非英语专业大学生英语听力水平的因素有多种,其中问题预览方式对学生听力成绩的影响具有统计学意义上的显著差异。全题预览平均分最高,问题预览成绩最低,选项预览成绩居中。这种差异在听力高分组和低分组学生群体中表现一致。 相似文献
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本文根据心理语言学中的"图式"理论,针对对外汉语听力教学中发现的听力课效率不高、学生兴趣不大的问题,提出假设,在听力篇章理解中,图式理论的运用是否可以提高学生的理解水平.以暨南大学华文学院初级下五个班留学生为对象做实验研究.通过两个月的课堂实验,根据数据的分析,得出结果证明在对外汉语听力篇章理解的过程中,激活学生头脑中已有的图式知识,可以促进学生的篇章理解,提高学生的听力水平. 相似文献
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陈菊 《集美大学学报(教育科学版》2010,11(4):106-108
如何有效提高学生的英语听力理解水平一直是英语教学中的一道难题。基于实证研究观察＂听前了解相关主题并进行讨论法（TP法）＂对学生英语听力理解的影响,结果表明：两平行班学生听力课后的英语学习情况相似,但后测英语听力水平在统计学意义上有显著差异,实验组学生的听力理解表现明显比对照组学生好。TP法能有效提高学生的英语听力理解表现。 相似文献
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采用实验法对37名聋童与40名听力正常儿童的情绪理解进行比较研究,结果发现：（1）在有提示语条件下,聋童情绪识别的准确性比听力正常儿童差,且受情绪类型的影响;（2）在无提示语条件下,聋童情绪表征的准确性差于听力正常儿童,且对不同情绪类型表征的准确性也有所不同;（3）聋童正确情绪表征线索的数量与丰富性比听力正常儿童都差,其对与自我评价有关的情绪表征的正确线索数要比对其他三类的正确表征线索多。 相似文献
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蒋莹 《集美大学学报(教育科学版》2011,12(1):118-121
Nunan(1985)发现在篇章理解方面,二语学习者的相关背景知识比语言能力起的作用更显著.用心理语言学和图式理论的主要内容分析听力理解的本质,探讨图式理论对提高英语听力理解的作用,并将图式理论运用到课堂听力教学中,提高学生的听力理解能力. 相似文献
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以英语专业大二学生为研究对象,采用实验方法研究句法的变化(句法简化和句法冗余)对听力理解的影响。通过对实验数据进行相关的统计分析,发现无论是句法简化还是句法冗余都有助于受试的听力理解,而且在推测含义、归纳信息方面,后者更甚于前者。最后,从认知的角度解释了实验结果,并认为句法变化对促进英语专业听力教学具有较大的现实意义。 相似文献
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Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
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How Should I Use My E‐Reader? An Exploration of the Circumstances Under Which Electronic Presentation of Text Results in Good Comprehension 
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下载免费PDF全文 The present research aimed to determine the circumstances under which comprehension between paper and e‐readers is comparable and what role working memory plays in successful comprehension of text presented in these formats. Narrative and expository texts were presented in electronic and paper formats to determine whether readers glean different information for these text types via different presentation formats. Results indicated that comprehension for paper and electronic formats may not be equivalent. Although comprehension of thematic information presented via e‐reader was better than when reading for detail (as in expository passages), it did not lead to comprehension as successfully as printed text. In addition, removing working memory led to the disappearance of the effects of presentation method and the type of questions, suggesting that it was important for individual differences in use of the e‐reader device. Implications for the appropriate use of e‐readers are discussed. 相似文献
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曾艺珊 《福建教育学院学报》2013,14(3):100-103
基于阅读体验学习论,建构英语文化教学TEACH模式。TEACH模式由tex(t文本选择)、experience(体验学习)、awareness(文化意识)、comparison(文化比较)、harmony("和而不同"的文化思维)5个环节构成。这5个环节依次进行,循环发展,逐渐提高。该模式旨在阐释英语文化教学思路,如选择较为完整、系统的文史哲文本,通过文本阅读体验,提高外语学习主动性,在文化比较学习中修正、完善文化理解,形成文化思辨能力,从而在文化大观中具备"和而不同"的文化观念,提高文化素养。 相似文献
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Ian Tudor 《Journal of Research in Reading》1990,13(2):93-106
The article describes two related experiments into the effect of pre-reading on the text comprehension of a population of L2 learners at three proficiency levels. Four sets of pre-reading materials were used, two in each experiment. All were geared to content-schemata activation, but differed in terms of the type of stimulus provided. The materials used in experiment I (a text summary and a set of pre-questions) involved the provision of a relatively elaborated set of interpretive cues; those used in experiment II (topic prediction and a vocabulary-based task) were more open and allowed for a greater degree of learner-based schemata activation. Two main lines of investigation were pursued: the first relates to the relative effectiveness of the different pre-reading formats, and the second to the possibility of an interaction between pre-reading format and L2 proficiency level. Results indicated the more constraining, schemata-provision formats used in experiment I to be more effective as aids to text comprehension. No level-treatment interaction was observed, though comprehension facilitation was observed only among the lower proficiency groups — the higher proficiency group deriving no benefit from any of the pre-reading formats used. 相似文献
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D. Jake Follmer Shin-Yi Fang Roy B. Clariana Bonnie J. F. Meyer Ping Li 《Reading and writing》2018,31(1):185-214
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts. 相似文献
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石伟 《湖南科技学院学报》2007,28(8):147-150
英语课前预习是大学英语教学过程中的一个重要环节，也是大学生学好英语的一种有效的方法。作者通过问卷调查的形式对大学生英语课前预习情况进行调查、研究，得到初步结论是：实施英语课前预习的学生并不太多；英语课前预习内容主要是单词、短语、语法、较少是课文、课后练习；大学生大多认为英语课前预习能够提高学习效率，激发学习英语的兴趣；大学教师较少要求学生英语课前预习，而且主要要求课前预习单词、短语、语法。 相似文献
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主位推进是语篇分析的重要概念,但不同体裁语篇的主位推进模式的特点不同。以七种主位推进模式为理论基础,选取40篇四种体裁的听力语篇,分析并归纳出各体裁主位推进模式运用的特点。在英语教学中,运用这一研究结果有助于掌握听力语篇内信息传递的脉络,更好地理解语篇的内容,从而提高英语听力理解水平。 相似文献