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1.
英语专业四级考试中的听写环节是测试学生综合运用语言能力的有效手段之一。教师在听写训练中运用元认知策略,引导学生进行有效规划、监控和合理评价,能有效地提高学生英语专业四级听写技能。 相似文献
2.
听写训练是英语学习的一个综合性训练。它既能训练学生的听力技能,获得口头语言的能力,又能训练学生的词汇语法等知识,是一个非常有用的英语训练方法。本文针对大学英语六级考试中的复合式听写测试,介绍了在平时的听写训练中应注意的方法及考试技巧。 相似文献
3.
伍彩芬 《开封教育学院学报》2015,(7)
听写是一项集语音、词法、句法和背景知识于一体的综合语言测试项目,主要考察学生接受性（听）和产出性（写）结合的语言能力。通过介绍听写的测试形式和心理机制,剖析英语专四中语义缺失、辨音、词法和句法等听写常犯错误,提出夯实语言基础、实施分级系统训练、提高短期记忆、培养良好的听写策略等有效措施,以提升学生听写技能。 相似文献
4.
英语听写能全面地反映一个人的总体语言水平,考察其多方面的语言能力和知识。它既是重要的综合性测试手段,同时也是一种积极的、创造性的学习过程。把握好听力策略中的认知策略、元认知策略和社会/情感策略等三大策略,在针对专业四级英语听写中的教学中,能为学生提供有效的策略指导和培训,引导学生形成既适合自己、又富有成效的学习策略系统,从而提高学生运用听力策略的能力,促进其语言技能的提高。 相似文献
5.
听力是英语学习的重要技能之一,在英语教学中占十分重要的地位,是大学英语四、六级考试测试的重要内容,也一直是考生失分较多的题目,尤其是复合式听写。本文就新四级听力理解的复合式听写的测试要求、特点等进行了剖析,探讨了应对复合式听写的策略和技巧。 相似文献
6.
听写是考查学生语言综合能力的重要测试手段。在中学英语教学中加强实施听写训练，不仅能够巩固学生对所学知识的记忆和理解，也能扩大词汇量，锻炼学生的思维能力和听力，对增强学生的英语素养大有裨益。本文主要探讨加强中学英语教学听写训练的重要性，根据课程目标和实际学情，论述优化听写训练模式的有效策略，以期最大化地发挥听写的作用。 相似文献
7.
彭新悦 《中国科教创新导刊》2012,(32):91-91
大学英语四级考试中的复合式听写是对听力理解和书面表达等综合能力的考察,其测试难度较大.在日常的教学中给学生打下扎实的语言基本功、掌握必备的听写技巧,有助于学生在此项测试中取得好的成绩. 相似文献
8.
听写是广大英语教师普遍采用的用来积累语言知识点的有效方法之一,是对学生听与写两种技能的综合训练.它可以考察学生词汇量、拼写、句法、听力和书面表达能力,提高学生单词拼写能力、阅读理解能力、写作能力和解题正确率,是一种有效的综合性测试.笔者结合日常教学实践,分析了传统英语听写存在的弊端,并介绍了多种有效听写教学手段,使传统的英语听写技巧最大限度地为初中英语的教学服务. 相似文献
9.
听写是广大英语教师普遍采用的用来积累语言知识点的有效方法之一,是对学生听与写两种技能的综合训练。它可以考察学生词汇量、拼写、句法、听力和书面表达能力,提高学生单词拼写能力、阅读理解能力、写作能力和解题正确率,是一种有效的综合性测试。笔者结合日常教学实践,分析了传统英语听写存在的弊端,并介绍了多种有效听写教学手段,使传统的英语听写技巧最大限度地为初中英语的教学服务。 相似文献
10.
《佳木斯教育学院学报》2015,(10)
听写是考察法语专业学生综合语言能力的一种有效测试手段。本文通过分析学生的短文听写,总结听写错误在语音、词汇及语法等方面的规律,并提出相应的听写训练策略,以期有效提高学生的短文听写能力。 相似文献
11.
李洁宏 《江西教育学院学报》2008,29(3):106-108
外语学习策略是学习者为了使语言学习更加有效而有意识地采取的特定行为。大学生英语学习策略的使用情况及其特点是文章关注的焦点。研究结果显示,相当数量的学生对外语学习策略的使用仍处于较低的水平,而英语学习策略的使用对英语成绩有显著影响。在外语教学中,教师应不断挖掘对自己学生有用的语言学习策略,培养学生的独立学习能力。 相似文献
12.
短文听写错误分析及教学策略 总被引：1，自引：0，他引：1
刘桢 《韩山师范学院学报》2007,28(4):102-106
听写是TEM4考试的重点也是学生学习的难点。该文通过分析听写过程中各类语言技能的协调运用以及学生出现的各类错误,指出听写技能的提高并不在于重复的机械式训练。教师在教学中应该有针对性地帮助学生逐一突破各个薄弱环节,从而提高学生的听写技能。 相似文献
13.
As for Chinese ESL (English as a second language) learners, one of the major problems in English learning is their poor performance of spoken English. Among various factors that improve spoken English skills, it is believed, learning strategies play an important role in acquisition of oral English. Beginning with the learning purpose and style of spoken English, this paper discusses the application of socioaffecrive, cognitive and metacognitive learning strategies in Chinese ESL learners' acquisition of spoken English. 相似文献
14.
Susan R. Butler 《Annals of dyslexia》1991,41(1):119-127
An innovative integrated remedial reading program has been developed based on recent research findings. My longitudinal studies
have revealed that poor reading compounds itself over the years. The majority of children with reading disabilities currently
remain in regular classrooms with varying techniques being used depending upon individual school directives and current educational
theory.
Despite current remedial techniques, the poorer reader tends to remain so throughout the school years. Innovative techniques
must be developed in the hope of altering this pattern.
This paper presents one alternative strategy which can be used to upgrade reading skills and break the cycle of reading failure.
The Reading Assistance Tutorial Pack (R.A.T. Pack) is a carefully sequenced series of activities that enables the learner
to experience the motivating and reinforcing properties of success through all stages of phonetic and reading skills development.
It is a systematic, multidisciplinary remedial reading program based on sound behavior, psycholinguistic and cognitive theories
of learning—incorporating listening, speaking, seeing, writing, thinking, and comprehension skills. The R.A.T. Pack demands
a high percentage of on-task behavior and trains phonological processing strategies. Functional language use is promoted through
enjoyable activities involving sentence construction, cloze passages, puzzles, games, and other creative manipulations of
the surface features of languages. The program has proven successful in schools, homes, and clinics. 相似文献
15.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
16.
周萌 《江苏经贸职业技术学院学报》2008,(2)
语言学习策略对高职高专院校学生英语学习有很大影响。在文秋芳教授的理论指导下,笔者设计了一套调查问卷,用于数据分析。根据一系列的分析研究,笔者希望找到语言学习策略对学生英语学习的影响。结果显示,高职高专院校学生英语表现较差,与其较少使用语言学习策略有关,尤其是认知策略及社会策略等。因此,必须在高职高专院校切实实行策略训练。 相似文献
17.
聂彬 《乌鲁木齐职业大学学报》2004,13(4):115-118
在英语教学听、说、读、写四项基本技能训练中，听力训练是语言专业一门重要的基础课程。它既是实现外语交际的基本技能，又是广泛接收有声语言材料的学习技能。本文结合英语教学实践，对英语听力障碍进行粗浅分析，并提出了克服障碍、提高英语听力的一些对策。 相似文献
18.
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth‐grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags. 相似文献
19.
告别言语行为分析 总被引：7，自引：0，他引：7
李丽娜 《安徽教育学院学报》2003,21(4):79-81,97
告别言语行为在日常生活中非常普遍．其表现形式多样，策略类型丰富。认识和掌握告别的技巧，对提高语言质量．增强交际能力．巩固交谈双方的社会关系．具有重要的现实意义。 相似文献
20.
Nineteen parent-child pairs completed the Parental Strengths and Needs Inventory (PSNI) and were interviewed about their relationships. Parent and child scores on the PSNI were above average, with parents expressing high interest in information about childrearing. Interviews revealed issues specific to deaf parents, such as using children as interpreters and frustration when children had poor sign language skills. Children with good sign language skills said they were generally willing to interpret for their parents, except during conflict situations. Children also reported advantages to having deaf parents: they enjoyed being bilingual and their parents tolerated noise and loud music. Study results underscore the importance of triangulation strategies in cross-cultural research. 相似文献