基于认知心理学探赜高职学生CET-4听力理解困难原因  

Probing into the Causes of Higher Vocational College Students' Difficulty in CET-4 Listening Comprehension Based on Cognitive Psychology

作　　者：胡惜春[1] 

机构地区：[1]扬州职业大学,江苏扬州225009

出　　处：《扬州教育学院学报》2013年第4期68-71,79,共5页Journal of Yangzhou College of Education

摘　　要：听力理解在中国CET-4听力考试中起着重要作用,也给高职考生造成了很大困扰。文章采用个案访谈的研究方法,以著名认知心理学家安德森提出的语言听力理解过程三阶段模式为理论框架,探究高职学生在感知、分析、整合三个从低级到高级的信息处理阶段中存在的具体困难及其成因,有助于学生提高听力理解能力以及教师在听力教学中采取针对性教学策略。Listening comprehension plays a decisive role in Chinese CET4 test. However, it has brought many difficulties for those students in higher vocational colleges. By using the research method of case study and based on the theory frame of cognitive processing in L2 listening comprehension of Anderson, this paper explores the specific diffieuhies and the corresponding causes in each ladder of the information processing （perception-parsing-utilization） , which is helpful for both students to improve their listening comprehension and teachers to take efficient teaching strategies.

关 键 词：CET-4听力理解困难 个案访谈 感知 分析 整合 

分 类 号：H319.9[语言文字—英语]