影响英语听力理解的障碍因素及应对策略     

李旸 《唐山师范学院学报》2003,25(4):79-81

英语听力的费时低效一直是困扰英语学习者的一大难题。要解决这一难题，必须从语言和非语言障碍两个方面分析影响英语听力理解的障碍因素，采取应对策略提高听力理解水平。  相似文献   

阅读·背诵·听说·训练——听力课教学模式初探     

王晓燕 《零陵学院学报》2004,(7)

构建合适的听力教学模式能提高英语学习效率。阅读能强化学习者的宏观结构意识,背诵能促进学习者的知识积累,听说能激发学习者的浓厚兴趣,训练能大幅度地提高学生听力理解水平。  相似文献   

Should the Simple View of Reading Include a Fluency Component?     

Suzanne M. Adlof  Hugh W. Catts  Todd D. Little 《Reading and writing》2006,19(9):933-958

The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the Simple View of Reading. A battery of reading and language measures was administered to 604 children in second, fourth, and eighth grades. Approximately half these children had language and/or nonverbal cognitive impairments in kindergarten, but weighting procedures were used to reduce the potential bias this sampling characteristic may have entailed. Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension. Individual profile analyses were conducted to determine the number of individual participants who␣had poor fluency in the spite of good word recognition accuracy and listening comprehension. Results showed that fluency did not account for unique variance in reading␣comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension. Thus, it does not appear that a separate fluency component should be added to the Simple View of Reading.  相似文献   

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls     

Tami Katzir  YoungSuk Kim  Maryanne Wolf  Becky Kennedy  Maureen Lovett  Robin Morris 《Reading and writing》2006,19(8):845-872

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

电影在英语视听说课中的应用     

陈奕曼 《怀化学院学报》2007,(2)

如何将电影应用于英语视听说课中提高学生的听说能力和影视鉴赏评论能力日益成为搞视听说教学工作者所关心和探索的课题。分析探讨电影应用于视听说课优势,并从实际的教学实践出发,试探性地总结该课型的一些教学方法和途径。  相似文献   

语音和语音图示对大学英语听力教学的积极作用     

陆懿媛 《教育教学论坛》2019,(21):192-193

正确的英语语音对提高学生听说有很重要的意义,很多学者注重由上至下的信息处理模式,却忽视了学生在听力过程中由下至上的信息处理过程。本文通过对临床医学专业学生的个案研究,探究语音对他们听力水平的影响,验证了语音图示对提高听力水平的积极作用,同时也反映出大学英语教学对语音教学不够重视,而建立语音图示对大学英语听力教学能起到积极作用。  相似文献   

论图式理论指导下的篇章信息度降级解读策略及其应用     

罗钱军 《培训与研究》2008,25(10):30-33

篇章信息度指对于接受者而言篇章信息超越或低于期望值的程度。语言学家de Beaugrande和Dressler把信息度分为三个等级。好的篇章接受者应该知道如何有效地利用信息度的降级手段。篇章生产者为了提高某一篇章的趣味性和文采,增强篇章的可读性,会适当提高篇章的信息度。完全属于一级信息层次的低信息度篇章既不容易建构,又缺乏可读性和趣味性。作为篇章接受者,首先要正视并接受这一事实,更重要的是找到切实可行的信息度降级解读策略。本文探讨了图式理论指导下的“篇章信息度降级解读”策略,并且探讨了如何在阅读教学实践中贯彻实施“篇章信息度降级解读”工作机制。  相似文献   

自我提问对大学生英语阅读理解的效应     

吴春明  吕丽珊 《韩山师范学院学报》2008,29(4):71-77

该文以图式理论、元认知理论和积极加工理论为依据,采用微变化的研究方法,以华南农业大学122名学生为实验对象,就自我提问策略对中国大学生外语阅读理解的效应进行了探索,结果发现：自我提问策略能够促进中国大学生外语阅读理解;通过自我提问策略培训,阅读水平较低的学生阅读理解能力收获最大;学生的阅读理解水平与他们能提出的问题类型显著相关,提出问题的认知水平越高,其阅读理解水平越高,反之亦然;对外语学习进行自我提问策略培训能够提高学生的提问水平。  相似文献   

图式理论与英语听力能力的培养   总被引：2，自引：0，他引：2  

王秀杰 《大连大学学报》2008,29(5):132-135

听力理解过程是背景知识或图式与输入信息相互作用的心理过程。而图式理论中的语言图示与内容图式恰恰与听力理解过程的自下而上与自上而下两种信息处理方式相合。这两种信息处理方式的有机结合有助于听者完成听力中由具体到抽象再到具体的听解过程。所以,将图式理论应用到听力理解过程必将有效地提高学生的听力水平,并培养其逻辑推理能力。  相似文献   

情感因素与英语听力教学     

邱志华  孙宗芹 《保山师专学报》2008,27(3):70-71

情感因素在人的认知过程中起着非常重要的作用,影响着学生的听力理解能力。从课堂教学中因忽视情感因素所导致严重的知、情分离等现象为切入点,阐明了情感因素是影响学生课堂听力理解的关键因素之一,并提出相应的改进听力课堂教学的方法。  相似文献