英语听力策略教学优化探究
Journal: Educational Research DOI: 10.12238/er.v8i12.6649
Abstract
语言的声音信号具有瞬时性，一语听力理解通常是在自然、无意识的状态下对声学输入进行意义建构。然而，在二语环境中，听力理解不仅依赖语言知识，还受到认知加工、社会文化背景等多重因素的制约，因此往往需要投入更多的认知资源并承受更高的认知负荷。为了弥补理解水平的限制，二语学习者常常借助于不同于母语理解的听力策略与技巧，这一现象已在大量研究中得到验证。本文旨在深入探讨二语听力理解过程中涉及的认知策略、元认知策略及社会/情感策略，力图为英语听力教学提供切实可行的优化思路与教学参考。
Keywords
英语听力策略；听力策略教学；听力教学优化
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[5] 常鹏云,郝玫,LAWRENCE JUN ZHANG.元认知策略教学法对英语听力策略使用及听力风格的影响[J].外语界,2016(3):81-88.
[6] 杨坚定.听力教学中的元认知策略培训[J].外语教学,2003,24(4):65-69.
[7] 周芮,张再红.国内外听力策略研究述评[J].外语测试与教学,2017(4):36-45,62.
[8] 林勇.试论基于英语听力策略的英语听力教学模式改革[J].课程教育研究,2015(4):104-105.
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[11] Thompson I, Rubin J. Can strategy instruction improve listening comprehension?[J]. Foreign Language Annals, 1996, 29(3):331-342.
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[13] Renandya W, Farrell T S C. Teacher, the tape is too fast! Extensive listening in ELT[J]. ELT Journal, 2011, 65(1):52-59.
[14] O'Malley J M,Chamot A U.Learning Strategies in Second Language Acquisition[M].1990.
[15] HINKEL E. Current perspectives on teaching the four skills[J]. TESOL Quarterly, 2006(1): 109-130.
[16] Rost M. Teaching and Researching Listening [M]. London: Longman, 2002.
[17] Nooreen N, Shamshiri K, Sahandari M. Effects of Socio-affective Strategy Training on Listening Comprehension [J]. International Journal of Education and Research, 2015.
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