有效的外语教学与评估手段(1)(8)
2015-09-11 01:07
导读：From the error analysis, they suggest that dictations have involved the students in an active reinterpretation of material presented to them aurally and dictation as a testing technique has revealed m
From the error analysis, they suggest that dictations have involved the students in an active reinterpretation of material presented to them aurally and dictation as a testing technique has revealed much about the language proficiency of the learners in a most economical way. The process of dictation reflects everything that happens when the language is applied in to communication, which involved many kinds of language skills. Therefore, students must use their knowledge on all levels of the language system in order to produce a correct response and it is impossible to provide a correct response without comprehension. Some errors of misunderstanding in lexical and structural items were already "known" but are made because the students fail to process the information in a fast and accurate way. Thus, students who made these errors need some ways to train in essential listening skills, and teachers can use dictation exercise as an ideal means to develop their students’ working memory and gradually lengthen the intervals to add to amount of information to be processed in the chunks. To further illustrate this point, the countermeasures to improve dictation are as follow:
4.4 Bottom-up and Top-down approaches
Linguistic information is handled by the two alternative approaches— bottom-up and top-down approaches, which work within the structure of the information processing system. These are two main approaches that students may adopt in dealing with dictation.
“‘Bottom-up’ processing is defined as that which proceeds from the lowest level to the highest level of processing in such a way that all of the lower levels of processing operate without influence from the higher level. [11] “ According to this view, phonemic units are decoded and linked together to form words, words are linked together to form phrases, and phrases are linked together to form complete meaningful texts. In other words, it proceeds from the most detailed features of discourse towards the most general. The process is one in which meaning itself is derived as a last step in the process. It assumes that the student takes in and stores messages sequentially, one sound, word, phrase and utterance at a time.” [12]
您可以访问中国科教评价网（www.NsEac.com）查看更多相关的文章。 “‘Top-down’ processing model, in contrast, is defined as an approach which proceeds from the highest level to the lowest level of processing.” [13] It starts with the general ideas of a discourse and fills in details later. “This view suggests that the student actively reconstructs the original meaning of the speaker using incoming sounds as clues. In this reconstruction process, the speaker uses prior knowledge of the context and situation within which the listening task takes place to makes sense of what he hears. Context of situation includes such things as knowledge of the topic at hand, the speaker or speakers and their relationship to the situation as well as to each other, and prior events.” [14] For instance, a sentence context may influence the identification of words within that sentence.
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