目的根据目前听力学发展、尤其是人工耳蜗植入评估的的需要,编辑、录制普通话言语测听词表(mandarin speech test materials,MSTM)中的单音节词表,并进行初步的等价性分析。方法在建立专家小组的基础上,设定单音节词表的目的。依据普通...目的根据目前听力学发展、尤其是人工耳蜗植入评估的的需要,编辑、录制普通话言语测听词表(mandarin speech test materials,MSTM)中的单音节词表,并进行初步的等价性分析。方法在建立专家小组的基础上,设定单音节词表的目的。依据普通话语音声、韵、调三维平衡和言语测听要求编辑了10张词表,每表50词。选词符合常用口语词和便于临床使用的原则,词源为普通话学界和国家公认的素材。然后由男声发音,录制合成磁带。对72例正常听力受试者进行单耳耳机测试,在其50%正确率水平评估各词表的等价性。结果通过试验证实有7张单音节词表具有良好的难度等价性,可以作为进一步验证和临床使用的基本材料。结论严格按照国际惯例和普通话规则编辑的普通话言语测听单音节词表,其中具有等价性者可以基本满足听力学临床、科研的需求。展开更多
EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English p...EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching展开更多
文摘目的根据目前听力学发展、尤其是人工耳蜗植入评估的的需要,编辑、录制普通话言语测听词表(mandarin speech test materials,MSTM)中的单音节词表,并进行初步的等价性分析。方法在建立专家小组的基础上,设定单音节词表的目的。依据普通话语音声、韵、调三维平衡和言语测听要求编辑了10张词表,每表50词。选词符合常用口语词和便于临床使用的原则,词源为普通话学界和国家公认的素材。然后由男声发音,录制合成磁带。对72例正常听力受试者进行单耳耳机测试,在其50%正确率水平评估各词表的等价性。结果通过试验证实有7张单音节词表具有良好的难度等价性,可以作为进一步验证和临床使用的基本材料。结论严格按照国际惯例和普通话规则编辑的普通话言语测听单音节词表,其中具有等价性者可以基本满足听力学临床、科研的需求。
文摘EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching
