英语讲座听力的特点与教学策略研究——以大学英语六级考试新题型为例

2015年12月,全国大学英语四、六级考试委员会对英语六级听力考试进行了调整,增加了英语讲座听力的测试内容。这一调整反映了《大学英语课程教学要求》的内容和新制定的《大学英语教学指南》的改革趋势,这对学生的听力能力以及大学英语教学提出了新要求。文章分析了英语讲座的几个重要特点,并在此基础上探讨了英语讲座听力的课堂教学策略,以及学生应对大学英语六级考试新题型的微技能。

话语标记语对学术英语讲座听力理解的影响

探讨话语标记语在二语环境下对学术英语讲座听力理解的作用。在实验中,受试分别听四个不同版本的学术英语讲座(包含宏观话语标记语;包含微观话语标记语;既包含宏观话语标记语,也包含微观话语标记语;所有话语标记语已被删除),然后测试受试听不同版本讲座的听力理解水平并进行评分统计。实验结果表明,话语标记语对二语环境下学术英语讲座的听力理解没有明显促进作用。另外,实验设置了实验组和控制组,对实验组受试进行话语标记语语用功能显性教学,四个月后测试两组对带有话语标记语的英语学术讲座的听力理解水平。结果显示,对听者进行显性的话语标记语语用知识的教授对其听力理解有明显的促进作用。

近50年英语学术讲座话语研究述评

随着国际学术交流变得日益频繁,英语学术讲座话语引起了广大学者的研究兴趣。本文旨在述评国内外近50年英语学术讲座话语的相关研究,并对其今后的研究方向进行了展望。

基于COCA的财经类英语学术讲座高频语块研究

介绍语块的内涵、特点及其相关研究,概述网络公开课支持下的英语学术讲座语块研究。以语块trade agreement和earning capacity为例,具体分析基于COCA的、与时代潮流紧密相连且特征更为鲜明的财经类英语学术讲座中的高频语块。指出我国英语学习者可以凭借COCA强大的搜索与分析功能,确定财经类英语学术讲座中目标语块的使用频次,以及其在口语、报纸、流行杂志、学术期刊、小说等语域的使用情况和各个时间段的使用趋势,从而学习最地道的英语表达,提高语块的储备、积累,避免出现"中式英语"。

On the Politeness in College English Teachers＇ Classroom Talk

Teachers＇ talk is an important aspect for conducting college English class effectively. It plays crucial roles in giving instructions, organizing classroom norm, and facilitating students＇ language acquisition. Based on Leech＇s Politeness Principle, this paper has analyzed the politeness in teachers＇ classroom talk and explored the functions it possesses as well. The study shows that the politeness feature of college English teachers＇ classroom talk is the consequences of observing each maxim of the Politeness Principle and is of the functions such as making effective cornmnication, keeping friendly relations with students, saving students＇ face, etc.. Conducting research on politeness in teachers＇ talk is conducive to understanding the process of language teaching and learning.

A Preliminary Study of ＂I＂ and ＂We＂ in Teachers＇ Talk in a Military Academy

This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers＇ use of/and we in the taped videos, some differences in the frequency use of inclusive we and exclusive we have been found and a number of effects the inclusive pronouns create are illustrated. Specifically, the paper reveals how 1 and we help teachers create a sense of authority in the classroom, showing how teachers are aligning with the students. Inclusive pronouns can act as a positive politeness device by imparting knowledge, organizing the contents, and highlighting the important and difficult points. It is noticed that there is fuzziness between inclusive personal pronoun and exclusive pronoun, which can be manipulated by the teacher to create authority or closeness with students.