《俄语听力》课程对零起点专业学生听力能力的培养
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摘要
听力能力是培养交际能力的关键。听懂外语的神经生理机制是外语思维的基础。外语听力理解的认知心理过程是学习者认知能力在学习过程中思维形式的具体体现。外语听力思维能力的形成有其特定的过程和不可逾越的规律。《俄语听力》课程是大学俄语专业基础阶段的主干课程,大学一年级的教学重点在于俄语语音感知能力的训练,主要培养学生的听音辨音能力、词语掌握能力、语法运用能力;二年级的教学重点在于俄语语音认知推理能力的训练,主要培养学生的预测联想能力、捕捉主要信息的能力、识别文化差异的能力、语言分析记忆能力、分析归纳和综合能力、推理能力和复述能力。
Listening ability is the key to fostering students' communicative competence. The neurophysiological mechanism of understanding a foreign language is the basis of foreign language thinking. The cognitive psychological process of foreign language listening comprehension is the concrete embodiment of the learners' cognitive ability in the learning process. The formation of foreign language listening ability has its specific process and insurmountable law. The teaching focus of "Russian Listening" in the first grade is the perception ability training of Russian voice, including stranthening students' ability of listening, voice recognizing, words understanding and grammar applying. The course of "Russian Listening" in the second grade focuses on the training of students' Russian phonetic cognitive reasoning ability, which cultivates the students' ability of predicting association, capturing main information, identifying cultural differences, as well as the ability of language analysis and memorize,inducting, generalizing, and retelling.
Listening ability is the key to fostering students' communicative competence. The neurophysiological mechanism of understanding a foreign language is the basis of foreign language thinking. The cognitive psychological process of foreign language listening comprehension is the concrete embodiment of the learners' cognitive ability in the learning process. The formation of foreign language listening ability has its specific process and insurmountable law. The teaching focus of "Russian Listening" in the first grade is the perception ability training of Russian voice, including stranthening students' ability of listening, voice recognizing, words understanding and grammar applying. The course of "Russian Listening" in the second grade focuses on the training of students' Russian phonetic cognitive reasoning ability, which cultivates the students' ability of predicting association, capturing main information, identifying cultural differences, as well as the ability of language analysis and memorize,inducting, generalizing, and retelling.
引文
[1]O’Malley,J.M.Chamot,A.U.Kupper,L.1989.Listening comprehension strategies in second language acquisition[J].Applied Linguistics,(10):418-437.
[2]Vandergrift,L.1999.Facilitating second language listening comprehension:Acquiring successful strategies[J].ELTJournal,(3):168-176.
[3]陈昌来.2005.对外汉语教学概论[M].上海:复旦大学出版社.
[4]陈小曼邓小华.2007.语篇推理能力与教学策略运用[J].疯狂英语(教师版),(3):20-23.
[5]党争胜.2009.认知心理视角下的听力教学策略[J].外语学刊,(5):179-182.
[6]刘明东.1998.图式理论与大学英语阅读教学[J].国外外语教学,(4):28-30.
[7]李雅君.2004.高校俄语听力教学策略的心理语言分析[J].黑龙江高教研究,(3):120-123.
[8]王瑞.2009.大学英语听力教学理论与实践[M].长春:外语教育出版公司.
[9]王璐璐.2005.记忆理论在外语听力教学中的运用[J].安徽教育学院学报,(1):84-86.
[10]张海涛.1998.听力策略能力及培养[J].山西大学学报,(3):89-91.
[11]赵丽.2007.英语教学中的文化教学--中西方文化差异对比分析[J].北京联合大学学报,(2):77-81.
[12]朱纯.1994.外语教学心理学[M].上海:上海外语教育出版社.
[13]朱放成.2003.听力理解的思维特征与听力学习策略[J].外语电化教学,(4):13-16.
[2]Vandergrift,L.1999.Facilitating second language listening comprehension:Acquiring successful strategies[J].ELTJournal,(3):168-176.
[3]陈昌来.2005.对外汉语教学概论[M].上海:复旦大学出版社.
[4]陈小曼邓小华.2007.语篇推理能力与教学策略运用[J].疯狂英语(教师版),(3):20-23.
[5]党争胜.2009.认知心理视角下的听力教学策略[J].外语学刊,(5):179-182.
[6]刘明东.1998.图式理论与大学英语阅读教学[J].国外外语教学,(4):28-30.
[7]李雅君.2004.高校俄语听力教学策略的心理语言分析[J].黑龙江高教研究,(3):120-123.
[8]王瑞.2009.大学英语听力教学理论与实践[M].长春:外语教育出版公司.
[9]王璐璐.2005.记忆理论在外语听力教学中的运用[J].安徽教育学院学报,(1):84-86.
[10]张海涛.1998.听力策略能力及培养[J].山西大学学报,(3):89-91.
[11]赵丽.2007.英语教学中的文化教学--中西方文化差异对比分析[J].北京联合大学学报,(2):77-81.
[12]朱纯.1994.外语教学心理学[M].上海:上海外语教育出版社.
[13]朱放成.2003.听力理解的思维特征与听力学习策略[J].外语电化教学,(4):13-16.