英语测试学学年论文Word文档下载推荐.docx
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英语测试学学年论文Word文档下载推荐.docx
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2014年1月6日
Contents
Abstract3
KeyWords3
摘要3
关键词3
1.Introduction4
2.Psychologicalobstaclesurvey5
3.Analysisofthecausesofpsychologicalobstacles5
3.1Temporaryamnesia6
3.2Bedistracted6
3.3Tension7
4.Eliminatethepsychologicalbarriers8
4.1"
Syntax"
consciousness9
4.2"
Schema"
4.3"
Discourse"
knowedge10
4.4"
Pragmatic"
principle10
5.Conclusion11
Bibliography12
Englishlisteningtestofcommonpsychologicalobstaclesandcountermeasures
Name:
WangYananNo.:
20115061420
EnglishMajorSchoolofForeignLanguages
Supervisor:
LiXiaojingTitle:
Instructor
Abstract:
thefactorsinfluencinglisteningcomprehensioncanbedividedintofourcategories:
linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.ThispaperattemptstoclearthecommonpsychologicalobstaclesofcollegestudentsinEnglishlisteningtestprocess,thencarryoutanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseschemata,pragmatic,andmemoryintheprocessoflisteningcomprehensionintheutilitymethodisputforwardtoovercomethesepsychologicaldisorder.
KeyWords:
mentaldisorders;
memory;
syntax;
discourse;
pragmaticschema;
摘要:
影响听力理解的因素大致分为四类:
语言知识因素,听力内容因素,听力材料因素以及心理障碍因素。
文章试图明确大学生在英语听力测试过程中常见的心理障碍,然后就这些心理障碍开展认知心理纬度的成因分析,并就有关句法、语篇、图式、语用及记忆在听力理解过程中的效用提出克服这些心理障碍的方法。
关键词:
心理障碍;
记忆;
句法;
语篇;
图式;
语用
EnglishlisteningtestofcommonpsychologicalobstaclesandCountermeasures
1.Introduction
TheuniversityEnglishfour,sixlevelofteststartwillcontinuetousenewquestionsfrom2006toJanuary,whichheardthequestion"
improvetheproportionoffrom20%to35%"
.InCET4andCET6,theexaminee'
slisteningperformancecomparedwithotherpartsofthescoreisgenerallylow,withariseintheproportionofthehearing,itwillincreasethestudent'
spsychologicalpressure.Listeningcomprehensionisoneofthemostcommonformoflanguageunderstanding.Accordingtotheuseofdifferentlanguages,listeningcomprehension,listeningcomprehensionandlanguagecanbedividedintothemothertongue;
accordingtothemeansofcommunicationisdifferent,canbedividedintointeractivelisteningcomprehensionandlisteningcomprehension.Theforeignresearchofspeechcomprehensiontheorymostlyinteractivenativelanguageasthebackground,andthescholarsofourcountrybecauseofobjectivereasonmainlyisthestudyofcommunicationtypeofforeignlanguagelisteningcomprehensionprocess.Manyofthemstudydiscussesvariousfactorsinfluencinglisteningcomprehension,generallyspeaking,thesefactorsaffectinglisteningcomprehensioncanbedividedintofourcategories:
linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.CommonmentaldisordersofthepapertriestoclearthestudentsdemonstratedinEnglishlisteningtestprocess,andthencarryouttheanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseandpragmaticschema,andmemoryinthemethodintheprocessoflisteningcomprehensioneffectivelyovercomethesepsychologicalobstaclesusingtheproposed.
2.Psychologicalobstaclesurvey
UnderstandingthepsychologicalbarriersinEnglishlisteningtestandfindingsolutionstotheseproblemswillimproveflisteningcomprehensionofmentalstate,improvethestudents'
abilityoftaking.I'
minafinalexaminEnglishlisteningclass,conductedastudyaimedatunderstandingthestudents'
psychologicalbarriersinEnglishlisteningtestinvestigation.Asurveycarriedoutintwosteps,thefirststep,theauthortakeshisteachingtwoclassesof60studentsasthesubjects,letthemalonetothinkandwritedowntheeffectofthetestscorestoplaypsychologicalbarrier,inthepasttheEnglishlisteningtestresultsshowthat:
intheprocessofinthesebystudentstoenumeratepsychologicalbarrierstherearethreetypesofhigh,aretemporaryamnesia,distractedandpsychologicaltension.Commontofurthertestthesepsychologicalbarriersinlisteningabilityofthestudentsintheprocessoftest,theauthorcarriedoutthesecondstepistosurvey,surveyedthethreementaldisorderstudentslistedasthetestcontent,letthesesamesubjectsgavethemafivepointscaleevaluation.Theresultsshowedthat:
52peoplehaveforgottenphenomenonindifferentdegreeinthetest,42peoplehavetobedistractedtosomeextent,56peoplehavethepsychologicaltensioninsomeextent,ithaseffectivelydemonstratedtheresults.
3.Analysisofthecausesofpsychologicalobstacles
Cognitivepsychologyandpsycholinguisticstoexplain"
alotoftheoreticalmodeloflanguageperception"
buttheyareinessencearedividedintotwocategories.Aclassofthelisteningprocessasaprocessof"
frombottomtotop"
doesnottakeintoaccounttheword"
effect"
and"
highlevel"
cognitivefunction,anotherkindofthoughtintheprocessofspeechperceptioninawidevarietyofinformationsources(includingthebottom-upandtop-downinformation)combinedaction,constituteatheinteractiveprocess(GUI,DongYanping:
2000).Inrecentyearsthepsychologyexperimentssupporttheseinteractivetheory,theycanbeusedtoexplainthepsychologicalobstaclesofstudentsdemonstratedininEnglishlisteningtest.
3.1Temporaryamnesia
Theso-calledtemporaryamnesia,istheexamineeinEnglishlisteningtest,facethetestquestionsaboutthelisteningcontentextractionandtemporarypsychologicalphenomenonoffailure,itiscalledtemporaryamnesia,duetosomeoftheinformationinthewakeoftheintentionalorunintentionalextractioncanobtainsuccess.Englishlisteningcomprehensionpsychologicalprocesstosay,withtheinformationprocessingmodelofGagnecanvividlyexplained.Fromthismodelitcanbeseen,theenvironmentisbroadcastspeechandwrittenmaterials,thereceiverthattheearsandeyes,theeffectorisusedtoanswerourhand,othersectorsareourbrainfunction.Althoughlisteningandreadingareregardedasreceptiveskills,listeningcomprehensionisfarmoredifficultthanreadingcomprehension,thereasonisthatthelistenercouldnotrepeattestinghasreceivedinformation.Nodoubt,Godwillleadtopartialorevendistractedawayalotofinformationleakagelistening,memoryisveryimportant.Extractionoffailurereasons,onemaybeduetodistractionordistractiondidn'
tlistentotheinformationtobeextracted,i.e.no"
sensoryregister"
;
anotherpossibilityisthattheamountofinformationrelativetothelistener'
slisteningabilitytoaccepttoolarge,ashortperiodoftimetowaitsomeinformationprocessinginthebrain,leavingnotrace,cannotextract;
anotherpossibilityisthattheamountofinformation,listeningtotoolarge,evenafterprocessingbutwasinformationinterferewithsubsequentoff,intolongmemorybuttemporarilyunabletotake.Inthisway,informationextractiondoesnotcomeout,theformationoftheso-called"
temporarilyforget"
.,
3.2Bedistracted
Englishlisteningtestisnotthelisteningcomprehension,infactalsoinspectedthefastreadingcomprehension,andtheircoordinationdegree.Thisisbecause,inthereadingtestisalternativeanswersandlistentothedialogueoressayscontent,thatistosayinresponsetoaquestionaboutthelisteningmaterialproblemsbeforetheexamineeshouldbenotonlyaftermaterial,butistoreadthecompleteanswer.Explainthepsychologicalphenomenawiththeconceptof"
workingmemory"
wouldbebetter.BaddeIeyandHitchproposedtheconceptofshort-termstorageshouldbereplacedbyworkingmemory.Theworkingmemorysystemincludesthefollowingthreeparts:
(1)anotbysensorytracteffectsaresimilartotheattentionofcentraIexecutive.
(2)atokeeptheinformationinvoiceformofphonoIogicaIIoop.(3)aspecialvisualand/orspatialcodevisuaI-spatiaIscratched.
Thekeycomponentsofworkingmemoryisthecentralexecutivesystem.Itisoflimitedcapacitybutcanparticipateinanycognitiveactivity.Thephonologicalloopandthevisuospatialimageprocessorbelongstothecentralexecutivesystemandforthespecificpurposeofservice.Voicestorageringofwordorderofpresentation,andvisualimageprocessorisusedforstoringandprocessingofvisualandspatialinformation.Everycomponentsofworkingmemoryareenergylimited,independentofanyothercomponentandwork.Accordingtothistheory,workingmemoryisusedtounderstandtheprocessofinformationstorageandprocessing.Storageandprocessingofhumanenergyisveryhigh,andtheworkingmemorycapacityisextremelylimited.Solanguageprocessingduringthestoragerequirementsneedtobekeptatacertainlevel.Suchlooking,listeningtestisactuallyonthephonologicalloopandthevisuospatialimageprocessorcollaborativeprocessinglanguageinformationcentralexecutivesystem.Therefore,anysystemproblemsinworkingmemory,namelythepersonofavisualorauditoryinformationprocessingprocesswithitsownlimitedprocessingcapacitybetweenthecontradictions,humanpsychologicalactivityispronetodistractiondistractionforthephenomenon,sometimesmanifesteddistractiondistractionphenomenonhasnothingtodowiththethemeofinformationtoattracttheattentionoftheparties,causethethemeactivitiescannotsmoothly,butrareinthelisteningtest.
3.3Tension
EmotionalpsychologistsLazarus,thought,emotionistheindividualto
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