英语听力策略在教材设计中的应用分析  

An Analysis on Listening Strategies Applied in Teaching Materials Design

作　　者：郭子靖 宇文刚 GUO Zijing;YU Wengang(Shanxi Vocational University of Engineering Science and Technology,Taiyuan,Shanxi,030606)

机构地区：[1]山西工程科技职业大学,山西太原030606

出　　处：《山西广播电视大学学报》2023年第4期30-34,共5页Journal of Shanxi Radio & TV University

摘　　要：语言的声音信号转瞬即逝,一语听力理解是在下意识自然状态下对声学信号的语义解码,而二语听力理解受到语言学、认知、社会文化等诸多因素的制约,耗用更多的认知资源,承担更高的认知负荷,为了弥补理解水平的限制,二语听者会采用一语理解以外的认知策略与技巧,这些在大量研究结果中已得到证实。文章旨在探讨二语听力理解的认知策略及过程,以剑桥高级英语教材为分析语料,探析任务类型与认知策略间的契合度关系,揭示教材设计对听力教学有效性的影响。The sound signals of a language are fleeting,and native speakers can subconsciously and easily acquire the semantic information they hear,whilst non-native speakers such as Chinese English learners usually make use of more cognitive control and higher cognitive load when listening to English,which has been evidenced in a number of studies.The purpose of this paper is to analyze the cognitive strategies and cognitive processes occurred in second language comprehension,by referring to Cambridge Advanced English textbook,to explore how to reasonably and effectively develop L2 learners’comprehension competence in listening,how to strengthen learners’effective use of cognitive strategies during classroom teaching by virtue of teaching task design,so as to help learners improve their ability to process and integrate auditory and verbal information as a whole.

关 键 词：教材设计 二语听力理解 认知策略 认知过程 

分 类 号：H740.3[语言文字]