摘要
本研究通过分析双因子互动情况下的四次测试结果,对中国大学生英语听、读理解水平的差距状况进行探讨。调查结果表明,使用相同语篇时,学生的阅读理解率明显高于其听力理解率;采用相同的语言输入方式时,学生的广播语篇理解率均高于其散文语篇理解率,但差异状况会因输入方式而异。在此基础上,文章着重对两种显著性差异形成的原因进行分析,针对我国英语听、读教学中存在的几个问题及解决办法做了较为深入的思考,并提出相关建议。
This study investigated the issue of EFL listening-reading proficiency disparity among Chinese college students,based on analyzing four comprehension tests involving interaction between two input modes( listening,reading) and two language modes of the testing materials( a radio report,an essay). Results show 1) reading comprehension yields significantly higher scores than listening comprehension does,regardless of language modes; 2) using the radio report in both input modes yields higher scores than using the essay in the same fashion does,only that the significance level varies from listening to reading.Based on the analysis,the article focused on exploring some major causes and solutions to the disparity issue,primarily from the perspective of advanced EFL listening instruction.
出处
《外语教学理论与实践》
CSSCI
北大核心
2014年第4期66-74,94-95,共9页
Foreign Language Learning Theory And Practice
基金
教育部2011年人文社科研究规划基金项目《任务型语言教学和多模态话语交际框架下的高级英语视听说课程研究》(批准号11YJA740013)的部分成果
关键词
语言输入
书面语体
口语语体
language input modes
the written language mode
the spoken language mode
