高中英语翻转课堂在Listening and Speaking的应用

随着全球化的不断深入,英语作为国际交流的主要语言,其重要性不言而喻。在高中阶段,培养学生的英语听说能力,不仅是语言学习的基本目标,更是他们未来融入社会、实现个人价值的关键。然而,传统的英语听说教学往往存在诸多弊端,如教学模式单一、学生参与度低、缺乏实践机会等。翻转课堂作为一种新兴的教学模式,为高中英语听说教学提供了新的可能。

Analysis of Young Learners’Listening Skills

The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.

Research on Learner Needs Analysis and Listening Activities

Listening is the primary method to access language information.It is an essential part of L2(second language)teaching but also the most difficult skill to master for L2 learners.Based on this,it is necessary to analyze learners’needs in listening.This article aims to conduct a needs analysis of a selected learner from Iraq and describe course material selection and design.Methods including questionnaires,interviews,and observation were used to collect data.Additionally,targeted 60-minute online listening activities were designed.It was found that listening activities can improve both listening and speaking skills.Thus,language teaching should be student-oriented,and subsequent course materials and activity design should be selected based on the analysis of students’needs.

The relationship between age,acceptable noise level,and listening effort in middle-aged and older-aged individuals

Objective:The purpose of the study was to evaluate listening effort in adults who experience varied annoyance towards noise.Materials and methods:Fifty native Kannada-speaking adults aged 41e68 years participated.We evaluated the participant's acceptable noise level while listening to speech.Further,a sentence-final wordidentification and recall test at 0 dB SNR(less favorable condition)and 4 dB SNR(relatively favorable condition)was used to assess listening effort.The repeat and recall scores were obtained for each condition.Results:The regression model revealed that the listening effort increased by 0.6%at 0 dB SNR and by 0.5%at 4 dB SNR with every one-year advancement in age.Listening effort increased by 0.9%at 0 dB SNR and by 0.7%at 4 dB SNR with every one dB change in the value of Acceptable Noise Level(ANL).At 0 dB SNR and 4 dB SNR,a moderate and mild negative correlation was noted respectively between listening effort and annoyance towards noise when the factor age was controlled.Conclusion:Listening effort increases with age,and its effect is more in less favorable than in relatively favorable conditions.However,if the annoyance towards noise was controlled,the impact of age on listening effort was reduced.Listening effort correlated with the level of annoyance once the age effect was controlled.Furthermore,the listening effort was predicted from the ANL to a moderate degree.

Development, and validation of non-speech dichotic listening test

Background:Classic dichotic listening tests using speech stimuli result in right ear advantage,due to the dominant crossed pathway for speech and language.It is presumed that similar crossed dominance could exist for non-speech stimuli too.Hence,this is an attempt to develop and validate the dichotic nonspeech test using environmental stimuli and explore the effect of focused attention on this test.Materials and method:Three lists of dichotic stimuli were created using these sounds with fifteen tokens in each list.Four professionals and non-professionals validated these materials.Normative estimation was obtained by administering the newly developed test on 70 adults and 70 children using a free-recall and forced-recall condition.Result:The results showed a significant difference between the left ear and right scores where the left ear score was better than the right,depicting left ear advantage(LEA)for free recall condition in both groups.In the forced recall condition,LEA was not seen;rather the mean score was significantly higher in the attended ear,irrespective of the stimuli presented to the right or left ear.The test-retest reliability in free recall was good in both the ears and moderate for forced right ear conditions.Conclusion:The novel test consistently showed LEA with good reliability and can be used to assess the hemispheric asymmetry in normal subjects and also in test batteries for the clinical population.

A Study of the Application of Lexical Chunks Approach to College English Listening Teaching

Listening is an important input way of language learning,and is closely related to language learning.Now,listening is still a weakness for English learners in colleges.In recent years,many experts and scholars have explored the application of lexical chunks in teaching,trying to solve the problem of students’vocabulary acquisition.However,there are relatively few researches between lexical chunks and listening achievement.Based on the lexical chunks theory,the research finds that lexical chunks teaching can relieve students’anxiety in English listening,improve their English listening scores,and stimulate students’chunk consciousness.

College English Listening and Speaking Teaching Guided by Memetics

Memetics confirms the importance of recitation and imitation in college English teaching.Starting with the explanation of the replication cycle of language memes,this paper discusses how to use the memetic perspective in college English listening and speaking teaching,effectively transform the input language information into language output,and improve the classroom effect of college English listening and speaking teaching.

Efficiency in Teaching Speaker and Listener Repertoires:Comparing Three Instructional Sequences in Autistic Children

Previous studies have investigated the efficiency in teaching listener and speaker repertoires in children diagnosed with autism spectrum disorder(ASD).Some investigations focused on listener responding by function,feature,and class(LRFFC)and intraverbal by function,feature,and class(FFC).For some children,teaching intraverbal FFC was more efficient because it resulted in a better emergence effect of a related untaught repertoire(LRFFC).For other children,teaching LRFFC along with tacting pictures was more efficient,resulting in a better emergence effect of a related untaught repertoire(intraverbal FFC).In these cases,it is not clear whether the tact increased the efficiency of LRFFC training because a comparison with a condition in which tacts were not required was not conducted.This investigation consisted of a replication with two children diagnosed with ASD.Three instructional sequences were compared:teaching LRFFC-probing intraverbal;teaching LRFFC+tacts-probing intraverbal;teaching intraverbal-probing LRFFC.For a child,all sequences were equally efficient because all related untaught repertoires emerged without errors.However,the acquisition of intraverbals during training occurred with variability.In the case of the second child,the most efficient sequence consisted of teaching intraverbals,resulting in the emergence of LRFFC without errors.In both cases of teaching LRFFC,the emergence of related intraverbals was partial and acquisition of the trained repertoires occurred with variability.The case that did not demand tact responses was slightly more efficient.Data were discussed in the sense that the best instructional sequence may vary from learner to learner.

A Study on the Application of Indirect Speech Act Theory in CET-6 Listening

In recent years,the CET-6(College English Test,Band 6)has become an important standard to measure the English language ability of Chinese college students,and listening is a challenging task for many students.The application of indirect speech act theory in CET-6 listening is seldom studied.Therefore,it is crucial to study on it.Based on the two observation points of indirect speech act theory in CET-6 listening,this study analyzes the specific embodiment of conventional indirect speech acts and non-conventional indirect speech acts in listening,and discusses the effective teaching methods of CET-6 listening.

Let Your Listening Fly

Today I read an article about an emperor penguin.Without food and cave,he kept his babies safe and warm for two months.The penguin never gave up his children!All of us should learn his persistence.And now I know most of us are not good at English listening.Here is some advice for you.

On Promoting Listening Comprehension of English Majors through Original English Movies

In recent years,with the reform of College English Teaching in China,listening has occupied a great proportion of both the examination content and classroom teaching.When everyone is seeking a high-efficiency,fast teaching method,the use of English original film teaching methods arises spontaneously.Its authentic speaking style,real language environment and rich cultural connotation not only improve the listening comprehension ability of English majors,but also enable students to intuitively understand the culture of Western countries.In this study,by referring to a large number of books and documents,this paper puts forward corresponding strategies for various problems arising from the use of English original film teaching in colleges and universities.English original film teaching can not only create a better learning environment,and stimulate students’interest in learning,but also enable students to actively participate in class discussions.

高校英语专业学生听力认知策略实证研究

学习策略对提升学习者英语听力是至关重要的。将河北省某大学41名英语专业大二学生作为研究对象,对英语听力认知策略的使用情况进行问卷调查,并对英语听力的阶段测验成绩进行分析,整体上英语专业大二学生使用听力认知策略的频率较高,其中推理策略使用频率最高;听力认知策略的运用与听力成绩呈正相关,即听力水平越高的学习者,使用认知策略的频率越高;总体来说,在使用认知策略方面,低水平学习者和高水平学习者并没有表现出显著差异,但是在注意策略的运用上具有显著差异。

耳聋左慈丸治疗慢性分泌性中耳炎临床疗效及作用机制研究

目的 观察耳聋左慈丸联合西医疗法治疗慢性分泌性中耳炎的临床疗效,并分析其作用机制。方法 选择2022年1月—2022年12月于医院耳鼻喉科治疗的200例慢性分泌性中耳炎患者,采用随机数字表法将上述患者分为对照组和试验组,每组100例,对照组患者予以西医常规治疗,试验组在对照组基础上予以耳聋左慈丸治疗。比较两组患者的临床疗效、症状和不良反应情况,以及治疗前后听力水平、耳积液炎症因子水平变化。结果 对照组患者的有效率为(80.00%,80/100),试验组患者的有效率为(90.00%,90/100),与对照组比较,试验组的有效率明显升高(P<0.05)。治疗前、治疗后1周两组患者的ETDQ-7无明显差异(P>0.05);治疗后3周后,试验组患者的ETDQ-7水平相较于对照组均明显下降(P<0.01)。干预完成后,试验组患者耳鸣、耳闷、听力下降以及鼓室积液等主要症状评分水平相较于对照组均明显降低(P<0.01)。干预完成后,与对照组患者比较,试验组患者0.5、1、2 kHz的纯音听阈明显降低,差异具有统计学意义(P<0.01)。干预前两组患者的耳积液炎症因子水平差异无统计学意义(P>0.05);干预完成后,试验组患者耳积液中IL-1β、IL-8以及TNF-α水平相较于对照组均明显下降(P<0.01)。干预过程中所有患者的主要不良反应有恶心呕吐、食欲不振、腹痛腹泻、头晕头痛等,两组患者的不良反应发生率差异无统计学意义(P>0.05)。结论 耳聋左慈丸联合西医疗法治疗慢性分泌性中耳炎具有良好的临床效果,提高患者听力水平,改善临床症状,抑制局部炎症反应,且无不良反应增加。

言语刺激强度对健听者听配能的影响——瞳孔测量研究

目的探究言语刺激强度对健听者听配能的影响。方法选取38例健听成人,采用语速x刺激强度的言语理解测试范式,将瞳孔扩张听配能测量和听觉任务完成准确度及反应速度相结合,观察阈上范围内20 dB SPL的强度变化对听配能和任务表现的影响。结果语速对平均瞳孔扩张有显著影响(P<0.001,η_(p)^(2)=0.618),但刺激强度对平均瞳孔扩张无显著影响(P=0.213,η_(p)^(2)=0.040)。增加言语刺激强度能够显著提升任务反应速度(P=0.043,η_(p)^(2)=0.099),在正常语速下,还能够显著提升言语理解准确度(P<0.001,η_(p)^(2)=0.374)。结论健听人群听觉舒适阈范围内将言语声刺激强度增加20 dB SPL能够提高聆听效率,但该效应可能并不是通过改变可听度或唤醒度,从而影响听配能结果,可能是改变听觉处理速度。

“潜水”还是“学习”:在线协作学习中“在线倾听”行为再审视

学习者“在线倾听”行为是一种复杂的社会化活动,是在线协作学习对话的前提和基础,但并未引起正视和积极理解。基于对话教学理论视角,研究采用滞后序列分析、内容分析、社会网络分析等研究方法,分析学习者“在线倾听”行为模式特征,及其对学习者认知过程、批判性思维和学习绩效的潜在影响。研究发现,学习者“在线倾听”行为是在线协作学习的常态行为,存在显著性差异,在时间结构上呈现周期性和阵发性;专注的“在线倾听”,高频次的回顾/反思倾听,有益于学习者高水平知识建构和批判性思维发展;高、低绩效学习者群体的“在线倾听”行为模式存在显著差异,高绩效组“在线倾听”行为更专注、行为路径更完整。这些发现为理解和解释数字教育场景下在线学习发生的内隐规律和内在机制提供理论支撑和实践参考。

图像中的声音表达--中国古代听松图的跨媒介阐释

图像何以表现声音,是一个艺术跨媒介表达的问题。中国古代听松图通过强化主体的听觉性在场、“一主一仆”图式的“合唱队”效果、构图留白隐喻风孔、以题画诗弥补画面松声等手段,使图像的松声得以审美显现。并且,频繁使用临水听松、松下士人图式,以音助圣,敞开自然的审美空间。此外,静听松风也是松声转化为遗音的过程,由实到虚,绵延回旋。对于听松图而言,与其说松声是通过画面空间表现的,不如说是由松声通过艺术动势,召唤空间、创造空间,以时间统领空间,从而完成了跨媒介的艺术表达。

听配能在中国的8年

本文通过回顾听配能概念进入中国8年间国内外关于该主题的研究进展,梳理了该领域的关键突破点,分析我国在听配能领域研究和临床应用的主要挑战和积极前景。

IEC/TC108 2023年秋季工作组会议综述

介绍TC108 HBSDT工作组2023年秋季虚拟会议情况,包括对IEC 62368-1:2023的新技术提案讨论、特别小组讨论、解释组文件讨论及相关决议讨论等。

移动音频平台中英语听力学习播客的实践图景研究

播客的发展前景受到多方关注,以喜马拉雅为代表的移动音频平台借助UGC+PGC+版权授权模式,为用户提供专业服务。本研究选定喜马拉雅APP英语听力分区中综合排名前100的账号,分别从中选取前三个作品,共300个样本进行研究,得出英语听力学习播客的现状为内容丰富、目的明确、呼应教材、系列出品,存在版权和资质的隐患。针对未来发展提出四条建议,以期为学习类播客行业发展实践图景增添新路径。

基于续论的大学英语“听读后续说”教学模式构建与实践研究

将“续论”指导下构建的“听读后续说”混合式教学模式应用于大学英语听说课程教学实践,采用问卷、访谈和案例分析的方法,探索“听读后续说”这一续作形式在《新未来大学英语视听说教程》教学中应用的可行性和有效性。结果显示“听读后续说”听说课堂对学生认知(如发散思维能力、想象力、创造力等)、情感(如学习态度、兴趣等)和语言层面都具有明显的促进作用。这对大学英语听说课程教学改革和“续说”研究具有借鉴和参考意义。