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82名高职英语专业学生参加了英语听力焦虑问卷和英语听力策略问卷调查研究。研究发现,听力焦虑情绪在被调查的高职英语专业学生中普遍存在,大部分学生处于中低度焦虑状态。听力焦虑感与学生的听力水平呈负相关,与元认知策略的使用和认知策略的使用呈高度正相关。学生的听力水平与认知策略的使用呈负相关,与情感策略的使用呈正相关。英语水平和认知策略的使用对学生的听力成绩有预测力。 相似文献
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张源 《南昌教育学院学报》2010,25(3)
学习策略的研究已成为二语习得研究的一个新领域。作为四项基本技能之一的听力也引起了研究者的关注。国内外已有很多研究者对听力学习策略进行过调查和研究。但研究对象多以英语专业学生为主,针对大一入学新生听力学习策略状况的研究并不多。通过问卷调查后发现:1)学生已部分地掌握了一些认知和元认知策略,如预览、推测和自我调整等,但尚未形成系统。2)目前学生社交/情感策略严重缺乏。因此,今后的大学英语听力教学需有针对性地进行。 相似文献
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英语听力基础差、听力意识淡薄是四川省各普通高校大学英语听力教学长期存在的问题。汶川地震后,四川省高考英语听力的取消让主要生源为四川籍学生的四川各普通高校的大学英语听力教学面临空前的挑战。立足现有的条件和资源,探索出适合四川省普通高校的大学英语听力教学新形势下的有效路子是关键所在。 相似文献
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An Exploratory Study of Chinese University Undergraduates’ Global Competence: Effects of Internationalisation at Home and Motivation 
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下载免费PDF全文 Global competence is categorised into three dimensions: knowledge, skills/experience and attitudes. This study aims to investigate the global competence discrepancies of Chinese undergraduates in universities and regions of different development levels, as well as the effects of internationalisation efforts at home and students’ motivation on global competence. To this end, 2,695 students within nine universities (three 985 project universities, three 211 project universities and three provincial universities) in three Chinese cities (Beijing, Nanjing and Changchun) participated in this survey. The findings revealed that Chinese undergraduates have positive global attitudes, but they seem to lack sufficient global knowledge. Students from 985 project universities reported gaining higher global competence than students from 211 project and provincial universities, and students from Beijing reported higher global competence than students from Nanjing and Changchun. Competence discrepancies concerning fields of study were also found. The results of hierarchical regression analysis suggest that gender, 985 and 211 project universities, Beijing city, social sciences and humanities, experience of contact with foreigners on campus activities, enrolment in courses related to internationalisation and students’ motivation were predictive of Chinese students’ global competence. 相似文献
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戴圣虹 《合肥教育学院学报》2012,(5):124-127
当前,学生迫切需要提高自己的英语应用能力,尤其是听说能力。利用《大学英语学习系统》对学生进行听说训练,通过对问卷调查、听力和口语测试、网上学习记录等数据进行分析,结果显示：这种训练可以提高学生的英语听说能力,同时也能锻炼学生的自主学习能力。 相似文献
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英语听力是大学英语教学的主要任务之一,高校对大学生英语的教学都重视培养学生的听力。听力既重要又难以掌握。通过探讨英语听力教学中的几点建议,帮助大学生科学、系统地克服困难,提高他们的英语听力水平。 相似文献
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This short-term longitudinal study sought to identify the issues faced by a group of international Chinese students undertaking study in an Australian university. While the focus was on educational issues, socio-cultural and personal factors were also examined in an attempt to identify the sorts of strategies students used in settling into a new socio-cultural and educational context. Interviews conducted at the beginning and end of the first semester of study indicate a range of issues that are supported by previous studies. What has not previously been highlighted, however, is the emphasis on speaking and listening skills which students reported they needed to improve. Lack of proficiency in these areas was seen by students as hampering their active participation in class, leading to lack of confidence in approaching Australian students, and resulting in their inability to benefit from the “Australian experience”. Many existing academic support structures in Australian universities tend to emphasize support with written and study skills. While this is important because of the direct impact on assessment, it is perhaps now opportune to place some emphasis on developing strategies and programmes that will support the development of students' speaking and listening skills, with a focus on intercultural communication. 相似文献
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Sonja J. Ellis 《Higher Education》2009,57(6):723-739
The extent to which UK universities are ‘gay friendly’ has received some attention in the press. Whilst there are a number
of published studies exploring campus climate for lesbian, gay, bisexual and trans (LGBT) students and/or staff, these are
primarily localised studies undertaken in State Universities and Baccalaureate Colleges in the US. The present study is a
nationwide UK study of campus climate, based on survey data collected from a sample of 291 LGBT students from 42 universities
across the UK. The findings show that despite the increased implementation of an equality agenda (e.g. equal access; widening
participation) in UK Higher Education, homophobia on campus is still a significant problem and therefore universities are
not perceived nor experienced by LGBT students as ‘safe spaces’ in which to be open about sexual orientation/gender identity.
The implications of the findings for university policy and practice in relation to LGBT (and indeed all) students is also
explored. 相似文献
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This study surveyed what problems and puzzles college students have in English speaking and listening. A questionnaire survey was conducted among 157 English-major students in South-Central University for Nationalities. The result suggests that they seemed to be very anxious in communicating in English. Their problems are analyzed from the perspective of sociolinguistics and traced back to the way they are taught. This study calls for awareness of the current problems in college English listening and speaking course and provides solutions to them. 相似文献
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李霞 《柳州职业技术学院学报》2009,9(2):150-152
对地方高校学生元认知知识状况调查的结果表明,地方高校学生在元认知知识构成的三个方面掌握不足,特别是学生监管自己、策略选用等方面不够理想。基于此,项目组结合目前大学英语听力自主学习新模式,借助建构主义学习论和元认知学习策略的指导,完成对听力教学模式的解构,实现学生听力自主学习能力的提高。 相似文献
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徐丹 《河南科技学院学报》2014,(2):106-108
针对目前我国高校大学英语实践教学中由于缺乏相应的配套教学模式,学生“听说”能力得不到有效提高的现象,文章提出以听说为主导的大学英语实践教学模式,并从教学方法、教学内容、教学分配及评估方式四个方面进行探讨,以期为大学英语教学改革提供有效参考。 相似文献
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Isabella McMurray Cheryl Rafferty Cordelia Sutton Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285
The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale. 相似文献
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随着国际交流与合作迅猛发展,社会对外语人才的需求发生变化,英语的听说能力变得越来越重要。通过对赣南师范学院英语专业学生的听说现状、学习方法和对提高听说能力的认识等方面进行抽样调查并以此为基础进行分析,本文认为要提高学生的听说能力,应调整好心态,增强信心,同时要努力创造课外英语环境。 相似文献
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The modern language teaching theory highly emphasizes the effect of"listening"on the learning and the use of language. The teaching of English listening is not only a teaching of language, but also a kind of training of ability. In the four skills of listening, writing, reading and speaking, listening is considered as the basic, and the most important skill. It isn't only the main way of acquiring language information, but the base of improving other skills. Listening practice is especially important in classrooms where English is taught as a foreign language, that is, in situations where English is not the language of the country and where opportunities for hearing English outside the classroom are few. Students in such environments often learn to read and write English, and even to speak English, but they frequently have great difficulty comprehending English spoken to them.Plenty of Chinese students claim that the listening test is the most difficult part of English test. As a result, teachers should take particular pains to avoid such simplification and to provide opportunities for students to hear the kind of language that will prepare them for situations outside the classroom. Teachers should try to anticipate the kind of English the students will hear when the opportunity arises for them to be in an English-speaking country. In this article, I start with the factors which may exert an influence on listening comprehension, shows ways to improve listening comprehension and design some useful activities in the class. And I also focus on the activities of English listening teaching and insist that the activities should be both emphasized on the process of listening and the result of listening, due to different situations. 相似文献
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随着社会的发展,英语听说能力成为评估大学生语言能力的重要因素。但很多大学生的英语听说能力处于相对落后的状况,如何改变这一现状成为教学改革的重要课题。通过探讨学习策略的定义和分类,并对本校部分学生的语言学习策略使用情况进行走访调查,本文分析了目前存在的问题,提出了改进的具体措施,以期提高大学生的英语听说能力。 相似文献
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本文通过调查问卷收集数据,从元认知知识构成的三个纬度（即个体元认知知识、任务元认知知识和策略元认知知识）拟探讨地方高校学生的听力元认知知识的掌握情况。数据分析结果表明,高校学生普遍存在对元认知知识掌握不足的缺陷,具体表现为：学生听力学习目的不明确,无法对自己听力训练进行有效地监督,对听力任务的了解仅处于感知阶段,没有明显的策略意识,听力学习在很大程度上是无意识的、被动的。 相似文献
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通过对222名理工科大学生的听力策略问卷调查,旨在揭示其听力策略使用情况的特点。研究发现:情感策略在听力过程当中不容忽视;性别、认知策略和元认知策略与听力成绩相关。该研究为更好地进行课堂听力教学提供了科学的指导。 相似文献
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Fifty deaf and hard-of-hearing students who were mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. A subgroup of these students participated in an in-depth interview that focused on perceptions of communication ease, support services, and attitudes of teachers and students toward deaf students in mainstreamed classes. Quantitative analyses indicated that students more comfortable in using speech in this setting reported being able to receive and send a greater amount and a higher quality of information than did students who were less comfortable in using speech. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf peers, and in their concerns about access. It is a challenge for interpreting and other support services to serve these various needs, especially when it is not unusual for these variations to occur in the same classroom. 相似文献