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认知理论认为,听力理解远非一项被动的活动,而是一个极其复杂的主动过程。听力能力的形成依赖于语言知识的掌握,但知识要想最终转化为能力,则需要一定的策略作为中介。语言学习者在使用听力策略的频率和种类上存在明显的差异,而这些差异又或多或少与学习者的性别有关系。本文旨在研究性别差异与听力策略使用的关系,希望对今后的大学英语听力的“教”与“学”提供相关的数据支持。
Cognitive theory that listening comprehension is far from a passive activity, but an extremely complex initiative process. The formation of listening ability relies on the mastery of linguistic knowledge, but knowledge needs to be strategically mediated if it is to be ultimately transformed into competence. There are obvious differences in the frequency and type of listening strategies used by language learners, and these differences are more or less related to learner’s gender. The purpose of this paper is to study the relationship between gender differences and the use of listening strategies and to provide relevant data support for the future teaching of English listening and teaching in college English.