共查询到19条相似文献，搜索用时 562 毫秒
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冯茵 《浙江教育学院学报》2014,(1):38-42
文章以某师范大学非英语专业二年级4个班205名学生为研究对象,从问题预览方式和篇章类型两个维度,探讨问题预览对英语听力理解的影响。实验结果表明：（1）听力理解分别受问题预览方式和篇章类型的影响,但两个因素不存在显著交互作用;（2）就总体而言,完全预览比题干预览与无预览更显著有利于听力理解,选项预览比无预览更显著有利于听力理解;（3）会话篇章采用不同的预览方式,答题的正确率不存在显著差异,但在讲座篇章中却存在非常显著差异。 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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本文通过问卷调查和有声思维的方法,调查研究大学非英语专业高水平者和低水平者听力策略使用差异。问卷调查显示高水平者在元认知策略、认知策略和社交/情感策略三方面使用频率都高于低水平者,在元认知策略和认知策略使用方面具有显著性差异,而在社交/情感策略使用方面不具有显著性差异。通过有声思维的方法研究高低水平学习者的听力过程,进一步发现高水平者比较善于使用策略,而低水平者忙于应付语音、生词等的基本困难,策略使用受到一定的限制。采用有声思维的质化方法研究听力策略在国内并不多见,本文抛砖引玉,研究结果对听力教学具有一定的参考价值。 相似文献
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如何提高英语的听力能力不仅是所有学习者所关心的问题,也是学习的重点所在.本文认为学习者应当提高听力理解的策略意识,抓住有助于听力理解的积极因素,这对英语专业的学生尤其重要.并针对高职高专英语专业学生介绍了一些听力策略. 相似文献
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本文探讨了英语专业学生听力理解的现状,并且以关联理论为听力教学指导,通过对英语专业八级听力的实例材料分析,得出了结论:英语学习者的背景知识、认知及推断能力是影响其听力水平的重要因素。 相似文献
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本研究以凯里学院二年级非英语专业的62名学生为研究对象,探讨学习者的工作记忆对英语听力理解的影响。研究表明,工作记忆与英语听力理解显著相关。本研究为听力教学提供了一定启示。 相似文献
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歧义容忍度与英语听力理解的关系——一项基于非英语专业学生的实证研究 总被引：1，自引：0，他引：1
宋静静 《牡丹江教育学院学报》2009,(2):156-157
歧义容忍度在听力理解中具有重要作用,直接影响学生的听力理解水平。对非英语专业学习者歧义容忍度与英语听力理解之间的关系进行调查后,数据显示,歧义容忍度与听力成绩呈显著正相关。对此,教师应给予足够重视,力求通过提高学生歧义容忍度来提高其听力理解水平。 相似文献
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影响学习者听力理解的因素有多方面的。其中学习者的英语语音能力这一影响因素不可小视。为提高听力教学效率,就有必要研究具体哪一项或几项语音指标与学习者听力理解的相关性较大。该文通过问卷调查的形式对41名江汉大学英语专业大一学生进行英语语音能力与听力理解相关性感受调查。调查结果进一步表明受试认为句子重音与不完全爆破这两项语音因素对他们听力理解的影响最大。语音能力较强与较弱受试在不完全爆破对其听力理解影响力方面的感受存在着显著差异。 相似文献
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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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The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students’ listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only. 相似文献
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听力课是学生普遍感到学习困难的一门课,因为听力不只是单纯“听”的过程,而是一个综合运用语言技能的过程。针对学习中常见的听力问题,结合教学实际,探讨听力的训练方法及考试中的解题技巧,对英语听力基础薄弱的学生将会有所帮助。 相似文献
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吴锦玉 《佳木斯教育学院学报》2011,(2):346+348-346,348
笔者依据自己四年大学英语听力教学经验,从提高英语实际应用能力出发,探讨了学生在听力理解中存在的障碍,并提出提高听力理解的对策,进而为帮助学生克服这些障碍提出相关对策,以求真正提高学生英语应用能力。 相似文献
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Sheau-Wen Lin Yu Liu 《International Journal of Science and Mathematics Education》2017,15(8):1485-1500
The purpose of this study was to explore elementary students’ listening comprehension changes using a Web-based teaching system that can diagnose and remediate students’ science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test, and 107 scaffoldings of listening strategies. The diagnostic and remediation system was trialed with grade 6 students (N?= 526) from southern Taiwan who were selected by cluster sampling. The participants were asked to take the 3 components individually on a computer. The students’ responses were collected and analyzed to document performance and changes. Results indicated that the diagnostic test had a positive influence on science listening comprehension proficiency and addressed potential problems, while the scaffolding helped remediate confirmed listening difficulties. Instructional implications for classroom diagnosis–remediation applications are discussed and future research is outlined. 相似文献
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Abdolmajid Hayati Firooz Mohmedi 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):181-192
The present study represented a preliminary effort to empirically examine the efficacy of subtitled movie on listening comprehension of intermediate English as a Foreign Language students. To achieve this purpose, out of a total of 200 intermediate students, 90 were picked based on a proficiency test. The material consisted of six episodes (approximately 5 minutes each) of a DVD entitled ‘Wild Weather’. The students viewed only one of the three treatment conditions: English subtitles, Persian subtitles, no subtitles. After each viewing session, six sets of multiple‐choice tests were administered to examine listening comprehension rates. The results revealed that the English subtitles group performed at a considerably higher level than the Persian subtitles group, which in turn performed at a substantially higher level than the no subtitle group on the listening test. 相似文献
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Mu-hsuan Chou 《Education 3-13》2017,45(4):419-436
Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools is to help pupils enhance their academic performance. However, how pupils use strategies to approach their learning, how they prefer to develop their listening skills, and their relation to different learning environments, say, formal and cram schools, are still unclear. The aim of the present study is to investigate how far formal and cram school English education and the degree of English listening comprehension influences different aspects of listening strategy use and learning styles. The research involved a questionnaire survey of 526 Year 6 primary school pupils. The analysis of the questionnaire was conducted through multivariate analysis of variance and chi-square tests of independence. Results showed that there was a close link between English listening comprehension, learning in English cram schools, certain types of strategy use, and learning styles. Pupils who preferred to learn English in cram schools reported better English listening comprehension and developed better cognitive strategies. 相似文献
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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
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英语听力理解是一个多层次的、复杂的过程,不仅与学习者的语言能力有关,而且与其非语言能力,特别是逻辑思维能力有着密切的联系。文章根据听力教学的课程要求,在分析听力障碍的基础上,从逻辑思维形式出发,结合专八考试听力实例,阐明了培养学生逻辑思维能力是从本质上全面提高学生听力的根本途径。 相似文献
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赵琼 《黄石理工学院学报(人文社科版)》2014,(2):75-78
文章基于图式理论和关联理论开展调查研究,分析背景知识、语言水平和生词密度三因素对EFL听力理解的影响。受试是以英语为外语的非英语专业大一和大二学生,工具为依实验要求设计的听力测试卷。研究发现,在对 EFL听力理解的影响方面,背景知识效应不显著,语言水平和生词密度效应显著,背景知识和语言水平交互作用显著。 相似文献