一般本科院校大学英语听力教学互文性模型探究  

On Intertextuality Model of College English Listening Teaching in General Undergraduate Universities

作　　者：曾力子[1] Zeng Lizi(Shaoyang University,Shaoyang,Hunan,422000)

机构地区：[1]邵阳学院,湖南邵阳422000

出　　处：《现代英语》2024年第20期10-12,共3页Modern English

基　　金：2024年度湖南省社科成果评审委员会课题“一般本科院校英语听力教学互文性模式构建研究”(课题编号:XSP24YBC525);2024年度邵阳学院博士专项课题基金“《海国图志》在海外的译介传播与影响研究”(课题编号:24KYQD44)

摘　　要：一般本科院校非英语专业学生的听力水平相对薄弱,这给大学英语课堂授课带来了困扰。语言习得者需以词汇为基础,加强练习,注重熟悉程度。互文性关注文本之间的关联性,听力过程介入互文性,可以让已知文本帮助生成新的信息,这一信息捕捉过程给英语听力教学带来了启示。参照克拉申的语言输入理论,听力教学中关注英汉双语对比和沉浸式学习,此过程中以学生的完全配合为基础,通过吸收—对比—沉浸—构建,完成ICIC互文性模型的建构。The listening ability of non-English majors in undergraduate universities is relatively low,which brings troubles to college English classroom teaching.Language acquisition should be based on vocabulary,strengthen practice and pay attention to familiarity.Intertextuality focuses on the correlation between texts.When listening process involves intertextuality,those known texts can help generate new information.The information-capturing process brings enlightenment to English listening teaching.With reference to Language Input Theory proposed by Krashen,listening teaching focuses on the contrast of English and Chinese and immersion learning.In this process,the full cooperation of students is necessary.Accordingly,the ICIC intertextuality model namely Intake—Conpariong—Immersion—Construction is proposed.

关 键 词：听力教学 互文性 ICIC模式 

分 类 号：G642.1[文化科学—高等教育学]