摘要
针对国内外语学习者“读得懂却听不懂”的普遍现象以及外语教学中日渐僵化的“听录音—答问题—对答案—重听”的套路问题,借鉴Krashen的语言输入假说,提出大学英语课字幕视听法教学策略。强调要从教师和学生的角度,利用“读”“听”之间的互补作用,将听力任务通过阅读字幕变成“可理解输入”,完成音频资料的视听步骤,实现“以阅读促视听”的习得目标。
It is a common phenomenon for foreign language learners in China that they can read to understand but cannot listen to understand.“Listening to the recordings-answering questions-checking the answers-listening again”is the increasingly rigid routine in foreign language teaching.In order to solve the two problems,this paper attempts to use Krashen′s“language input hypothesis”to guide teaching strategies of“subtitle audio-visual method”for English lessons.Fromboth aspects of teachers and students,using the complementary role of“reading”and“listening”,the article emphasizes:first,change the listening tasks into“comprehensible input”by reading subtitles;then carry out the audio-visual steps of the audio data;finally achieve the goal of“reading to promote audio-visual”.
作者
杨瑞萍
YANG Rui-ping(Department of Basic Subjects Teaching,Qingdao Technical College,Qingdao,Shandong 266555,China)
出处
《青岛职业技术学院学报》
2020年第4期49-51,65,共4页
Journal of Qingdao Technical College
基金
2019年度青岛职业技术学院教学改革研究项目(JG201932)。
关键词
语言输入假说
可理解输入
大学英语
字幕视听法
language input hypothesis
comprehensible input
college English
subtitle audio-visual strategy
