Academic listening in the 21st century Reviewing a decade of research
Academic listening in the 21st century:Reviewing a decade of research Tony Lynch *
English Language Teaching Centre,University of Edinburgh,21Hill Place,Edinburgh EH89DP,Scotland,UK
Keywords:
Second language listening
Academic lectures
EAP
Seminars
Note-taking a b s t r a c t
This review article extends the conventional notion of academic listening to include reciprocal (two-way)listening events in academic settings,as well as (one-way)listening to lectures.The introductory section highlights the comparatively low pro ?le of listening in EAP research,due in part to the inherent complexity of listening and its investigation.The second section,on one-way listening,surveys research into real,course-embedded
lectures,experimental lectures,and conference presentations.The third,on two-way
listening,covers interactive lectures,student presentations,and supervisions and of ?ce
hours.The ?nal section looks ahead to likely future directions for academic listening
research.
ó2011Elsevier Ltd.All rights reserved.
1.Introduction
1.1.Coverage
In this review I want to avoid the usual narrow interpretation of academic listening as ‘listening to lectures and taking notes ’.Although in university settings the largely monologue lecture may remain the principal genre of instruction (G.Lee,2009),students in English-medium universities are likely to participate in a variety of other communicative events requiring the effective use of reciprocal listening skills –in small-group discussions and team projects,tutorials,seminars,meetings with their supervisor/advisor,and so on –each of which makes speci ?c demands on their ability to process and respond to spoken language.So the review will be divided into two main sections,for which I use the shorthand terms One-Way and Two-Way listening.The One-Way section will go beyond the strict con ?nes of the university course and will touch on research into academic presentations at conferences;the Two-Way section will cover research into both lecturer-led and student-led communicative events,where the speaker,the listener,or both,may be second language users of English.
1.2.The low pro ?le of listening research
“While we have learned more about the cognitive nature of listening and the role of listening in communication,L2listening remains the least researched of all four language skills ”(Vandergrift,2006,p.191).It is a commonplace that the processes,instruction and assessment of second language listening are less well understood and researched than the other three conventional skills (e.g.Flowerdew &Miller,2005;LeLoup &Ponteiro,2007;Vandergrift,2007).More seriously,Buck (2001)points to a basic lack of empirical support for the taxonomies of listening sub-skills that many teachers and materials writers take for granted as components of effective listening.
When we consider the speci ?c case of academic listening,the pro ?le becomes even lower.An examination of the ?rst nine volumes of the Journal of English for Academic Purposes reveals a dearth of papers on academic listening,as Table 1shows.*Tel.:t441316506200.
E-mail address:A.J.Lynch@https://www.wendangku.net/doc/664397883.html,
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Journal of English for Academic Purposes
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doi:10.1016/j.jeap.2011.03.001
Journal of English for Academic Purposes 10(2011)79–88
Of the nine papers on listening and listening/speaking published in the Journal so far,only one has investigated listening comprehension:Read ’s (2002)report comparing one-way scripted and two-way unscripted versions of an EAP listening test.Others,such as Miller (2002),have examined lectures from an ethnographic or generic perspective,but have not empirically assessed how the discourse features identi ?ed have impacted on actual comprehension.In pointing this out,I am not criticising the editorial policy of the Journal;the low pro ?le of listening in its pages re ?ects a wider neglect of listening –indeed,of spoken academic genres in general (Kiely,2004).Rowley-Jolivet (2002)observed that “the analysis of scienti ?c discourse has focused primarily,to date,on written genres;spoken research genres have received little attention ”(2002,p.20).
https://www.wendangku.net/doc/664397883.html,plexities
One reason for this neglect could be the inherent complexity of listening and listening research.Firstly,there is the intricacy of listening processes,which can be affected by internal listener-related dif ?culties,such as temporary distractions and negative reaction to the speaker.Listening to a second language may involve external factors related to speaker,text or context:novel expressions,rate of speech,accent,unfamiliar content and cultural references,and so on.Secondly,there is the complexity of conducting effective research into listening,given the inaccessibility of listening and the variety of in ?uences on the success or failure to understand spoken language.Listening rarely has an observable product,and even when a listener ’s response (e.g.backchannels such as ‘uhuh ’or a nod)suggests successful comprehension,there is no guarantee that the utterance has actually been understood.Cutrone (2005)found that the tendency of Japanese learners of English to avoid confrontation,by providing regular positive backchannelling,caused frustration in their native English conversational partners,who were unable to decide whether or not their message was really being understood.
The scale of the complexities that listening researchers face is clear in the much-quoted study by Buck and Tatsuoka (1998),who applied the ‘rule-space ’statistical technique to second language listening.It had previously been used in the ?eld of educational assessment,to break test items down into cognitive attributes representing the underlying knowledge and skills that the items measure.Buck &Tatsuoka administered an English listening test to Japanese college students,involving ?ve passages arranged in order of increasing dif ?culty.Statistical analysis of the students ’answers showed that a cluster of attributes accounted for virtually all the variance in their performances.This cluster comprised the abilities to:
Recognise the task by deciding what constitutes task-relevant information
Scan fast spoken text automatically and in real time
Process a large information load
Process a medium information load
Process dense information
Use previously mentioned items to locate information
Identify relevant information without explicit markers
Understand and utilise heavy word stress
Process very fast text automatically
Make text-based inferences
Incorporate background knowledge into text processing
Process second language concepts with no literal ?rst language equivalent
Recognise and exploit redundancy
Process information scattered throughout a text Construct a response quickly and ef ?ciently.
(Buck &Tatsuoka,1998,pp.141–142)
Table 1
Topics addressed in the Journal of English for Academic Purposes,
volumes 1–9.
General survey/overview
6Written genres
Expert writing
49Novice writing
30Reading
2Reading and writing
3Listening
1Listening and speaking (dialogue)
8Speaking/spoken genres
6Academic literacy
11Assessment/feedback
5Critical EAP
7e-technology
6Course/materials design
13Total 147
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T.Lynch/Journal of English for Academic Purposes10(2011)79–8881 Buck&Tatsuoka(1998)concluded that“second language listening ability is not a point on one linear continuum,but a point in a multi-dimensional space,and the number of dimensions is large”(p.146).That summary seems a suitably salutary starting-point for this review of academic listening research.
2.One-way listening
This section will separate three strands of one-way academic listening research:studies of lectures embedded within real university courses;experimental studies involving controlled use of generally scripted mini-lectures,devised for the purpose of research;and conference presentations.
2.1.Research based on course-embedded lectures
2.1.1.Lecture discourse studies
It is widely accepted that university lectures are much more than a way of neutrally conveying information;they are value-laden discourses in which lecturers certainly aim to inform,but also to evaluate and critique the source materials that they are bringing to students’attention(J.Lee,2009).The different levels potentially present in a lecture impose a heavy load on listeners,who may have to interpret detailed and extended monologues.In a study of the textual and prosodic cues that may help students follow lectures,Thompson(2003)compared metadiscourse and intonational signalling cues in undergraduate lectures with recordings in commercial EAP listening materials.Thompson concluded that speakers’use of textual and prosodic cues in actual lectures re?ects the existence in the speaker’s mind of a coherent cognitive map,which he or she wishes listeners to recreate as they listen,whereas the prosodic cues given by the speakers/readers of simulated lectures in some EAP materials may not provide such help to second language listeners.
In another study focusing on lecturers’prosody,Pickering(2004)compared native-speaker and international teaching assistants’use of pitch and pause cues to create‘intonational paragraphs’in their classes.Pickering found that the native speakers worked with a hierarchy of prosodic units,which served to highlight the relationships between semantic chunks of the discourse.The international teaching assistants,on the other hand,did not exploit choices of pitch and pause consistently to create recognisable intonational paragraphs,leading Pickering(2004)to conclude that“ITAs may be unable to make the ?ner distinctions between key choices needed for the pitch sequence structure”(p.39).
The studies by Thompson(2003)and Pickering(2004)fall into the category of lecture listening research that(Miller,2002, p.146)termed analysis–the examination of lecture input(what is said and how)–rather than measurement,where the focus is on listeners’understanding.Further investigation could establish whether the prosodic non-systematicity of the non-native-speaker assistants in Pickering’s research actually makes them less comprehensible than their native-speaker counterparts.Of course,even if that were established,differences in levels of students’understanding of lectures may stem as much from their attitudes and prejudices towards the speaker,rather than from the nature of the speaker’s discourse.
2.1.2.Lecture comprehension
Turning now to the measurement category of research,one is struck by the dif?culty of establishing the extent to which successful listeners depend on what they hear,as opposed to what they know.“It is misleading to assume that the lecturer ‘packs’the lecture with information and the listener‘unpacks’it in a complementary fashion.The processes by which the lecture is converted to memorable intake are largely inferential,and cannot be modelled solely by reference to the speaker”(Rost,1994,pp.93–94).
The role of students’note-taking in helping to make lecture content‘memorable’has long been a focus of applied linguistic research(e.g.Chaudron,Loschky,&Cook,1994;Dunkel&Davy,1989).Recently,a more nuanced picture of note-taking has emerged,which goes beyond comparison and evaluation of different students’notes and explores individual students’conceptualisations of the purposes of taking notes in lectures.Badger,White,Sutherland,and Haggis(2001)conducted interviews with three groups of students at a Scottish university:six‘traditional’students taking a?rst-year course,six students attending an access course,and six international ESL students following a?rst-year course in English for Academic Purposes.The researchers identi?ed interesting variations,for example,in whether the students noted down only the lecturer’s points,or added their own commentary on what the lecturer had said;this difference in approach to taking notes in part re?ected the individual attitudes to the lectures as a fundamentally monologic or interactive event.
Jung(2003)found that listeners to lectures that offered discourse signalling cues were able to recall more main ideas and more supporting details than listeners who did not.She argued that students may,in particular,bene?t from such discourse signalling cues in certain conditions:when the overall text structure is not evident;when the text type is familiar to them; when they possess the relevant background knowledge;and–perhaps of most signi?cance in actual courses–when the lecture text is unscripted.In a related study of Korean listeners to English,Jung(2006)showed that the absence of what she terms‘contextualizing cues’can even lead students to misunderstand the main ideas in a lecture.
One feeling commonly expressed by second language listeners is an overwhelming impression of speed and a lack of control over the speaker;Rost(2002)and Graham(2006)discuss their students’frustration with the speed of comprehension required in natural second language listening.When the requirement to understand is combined with the need to produce,as it is in university tutorials and discussions,the international students’feelings of inadequacy and frustration are exacerbated (e.g.Leki,2001;Liu,2001;Morita,2004).
However,one should take care not to think of international students as a single group of listeners.There is evidence,for example,of different perceptions of listening,among undergraduates and postgraduate students.Kim (2006)investigated East Asian postgraduates ’perceptions of listening and speaking requirements at a US university and compared the results with an earlier study of international students,of whom the majority were undergraduates (Ferris,1998).Kim found that only one-third of her postgraduate respondents reported problems in listening and note-taking,compared with 80%of the students surveyed by Ferris.One possible reason,suggested by Kim,for this difference in perception is that the majority of undergraduates in Ferris ’s (1998)study were taking ‘lower-division ’or general education courses,which were assessed through tests heavily dependent on lecture notes,whereas postgraduates are usually assessed through longer written assignments,in which additional background reading plays a larger role.A second reason could be that international post-graduates have already acquired note-taking skills for lecture listening through previous academic experiences,while undergraduates are still developing them.
One of the recent changes in international academia has been the move to English as a lingua franca,re ?ected in Europe in the shift to content courses being given in English,even where the majority of staff and students share a common ?rst language other than English.Sweden is a case in point:in many institutions,undergraduate lectures are delivered in English,largely for the sake of non-Swedish visiting students such as those on ERASMUS exchange programmes.This admirable enthusiasm for internationalisation can,however,have unforeseen consequences;in a study of the teaching and learning of physics,Airey and Linder (2006)found that when the lectures were in English,the Swedish students asked and answered fewer questions than had been the case in their ?rst language,and they also reported feeling less able to follow lectures and take simultaneous notes.
2.2.Research based on experimental lectures
Studies of listening comprehension based on controlled experiments have a long tradition;indeed,many now widely accepted insights into second language listening have their origins in research using scripted mini-lectures manipulated for the purposes of experimental control (e.g.Chaudron &Richards,1986;Chiang &Dunkel,1992).One strong and continuing strand of lecture discourse research is the evaluation of the effects on comprehension of micro and macro discourse markers in signalling lecture structure;other discourse features shown to have affected listeners ’comprehension in controlled lecture studies include repetition (Chiang &Dunkel,1992),rate of speech (Tauroza &Allison,1990)and lecturers ’use of visual aids (King,1994).
2.2.1.Visual dimension of lectures
The visual dimension of lecture discourse has come to the fore in recent years since the advent of PowerPoint as a major element in today ’s university courses.In view of the widespread use of PowerPoint on university courses,strikingly little research has yet been published on its possible bene ?ts for second language listeners ’understanding.Perhaps the most widely cited study of the part played by visuals in lecture comprehension (King,1994)was based on observations of lecturers ’use of overhead projector slides and blackboard –tools of a bygone age.
A number of studies have concluded that the impact of the visual dimension of lecturing is so signi ?cant that it is essential to move away from audio-based materials to those that exploit the visual element,either for teaching purposes (MacDonald,Badger,&White,2000)or for assessment (Feak &Salehzadeh,2001).MacDonald et al.(2000)compared four types of input in teaching academic listening to international students:audiotapes accompanying a published EAP textbook,audiotapes of real university lectures,videotaped extracts from a BBC education series,and a live presentation.The researchers found that their international EAP students found material more interesting and more comprehensible when they were able to interact with the speaker.
The effect of the visual dimension of lectures has also been highlighted in a study comparing the relative importance of gestures and facial cues for comprehension (Sueyoshi &Hardison,2005).Low-intermediate and advanced learners of English either watched or listened to a lecture,in one of three recorded versions:audio-only;a video showing only the lecturer ’s face;and a video showing both the lecturer ’s facial expressions and gestures.Scores on a multiple-choice test of content comprehension showed that,at both levels of English pro ?ciency,the two video versions were better understood than the audio only.Among the advanced learners,the face-only version produced the highest scores,while for the low-intermediate listeners the video version showing both facial expressions and gestures was the best understood.
This sort of controlled empirical research has advanced our understanding of various aspects of lecture input (spoken and visual).In addition,mini-lectures have been used to investigate the effect of a key listener factor:knowledge of second language vocabulary.
2.2.2.Lexical knowledge
By comparison with the amount of research into the relationship between second language lexical knowledge and reading comprehension,the number of studies of the vocabulary/listening association is considerably lower.It may seem reasonable to assume that a listener ’s vocabulary will play a signi ?cant role in lecture comprehension,but until recently that assumption was based primarily on research into reading.Mecartty (2000)was among the ?rst to explore the relationship between second language knowledge and listening performance.In a study of learners of Spanish,Mecartty found that,while grammatical knowledge was not a signi ?cant factor in their listening comprehension scores,the students ’knowledge of
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T.Lynch/Journal of English for Academic Purposes10(2011)79–8883 Spanish vocabulary accounted for some15%of success on the measures of listening.She concluded that“lexical knowledge appears to be more crucial to reading than it is to listening”(Mecartty,2000,p.340).One plausible explanation is that lexical knowledge is more easily accessed in reading,where the text is visible,than in listening,where the learner has to‘recover’the spoken text.
Extending Mecartty’s research,Vandergrift(2006)investigated the possible relationship between second language pro?ciency,?rst language listening ability and second language listening performance among English-speaking Canadian secondary school pupils studying French.Analysis of their scores on English and French listening tests showed that second language pro?ciency and?rst language listening ability contributed to the second language listening performance,but to different degrees,with second language pro?ciency having the greater in?uence.When the pupils’scores were disaggregated by the type of comprehension required(literal or inferential),it emerged that second language pro?ciency was a more signi?cant factor in success on literal comprehension questions.Vandergrift argued that lexical knowledge is essential for literal questions:“students cannot draw on world knowledge as much when it comes to answering questions concerning details that require knowledge of speci?c L2words”(Vandergrift,2006:14).
Both Mecartty and Vandergrift emphasise the importance of ensuring that when learners are undergoing second language vocabulary instruction,they have the opportunity for plentiful practice in recognising the spoken form(s)of the target items and not simply in identifying them in printed texts or studying them in word lists–a point made over the years by a number of listening researchers(e.g.Brown,1977;Buck,1995;Cauldwell,1996;Field,2008).
2.3.Conference presentations
In the academic world beyond the university degree course,the orally presented conference paper can be seen as the spoken counterpart of the written research article–and not merely an oral version of the written text,since the conference presentation combines the verbal channel(what the presenter says)and the visual channel(what the presenter shows).For the analyst,any investigation of how a conference paper communicates the presenter’s meanings has to address its visual dimension;for the listeners,effective comprehension will depend on their familiarity with the norms of visual presentation assumed by the presenter,as much as with the lexis,syntax and phonology of the verbal channel.Rowley-Jolivet’s(2002) analysis of a corpus of90papers presented at international conferences in geology,medicine and physics established a four-type taxonomy of visuals:
Graphical(monosemic):graphs,diagrams and maps,where each information component(e.g.time,temperature)is represented by a single variable
Figurative(polysemic):photographs,where the visual elements may be open to several interpretations
Scriptural:textual material,such as a slide showing the outline of the presentation to come,or the conclusions
Numerical:mathematical formulae and numerical tables
From the listeners’point of view,scriptural visuals can act as an essential form of textual metadiscourse,particularly at international gatherings“where propositional content is high,time short,and the audience multilingual”(Rowley-Jolivet, 2002,p.31).Scriptural visuals serve to reduce the listeners’memory load and–crucially–may also compensate for any de?ciencies in presenters’second language delivery and the listeners’level of second language oral comprehension.The use of shared visual semiotics increases the chances that the key points in a presentation will be understood.Rowley-Jolivet (2002)concludes,“The English language is not the only international‘language’of science:the visual mode of discourse also ful?ls this role”(p.38).
Conference presentations,however,have to deliver more than propositional content.In Hallidayan terms,presenters communicate interpersonal as well as ideational meaning.(Rost,2002,p.158)distinguished four types of listening: appreciative;comprehensive or informational;critical or deliberative;and empathic.In a conference paper,it is important for the presenter to engage with listeners on the empathic/interpersonal level,especially if the conference is a specialised event with a relatively small group of participants who are already familiar with each other’s work(Wulff,Swales,&Keller, 2009).Establishing an affective connection with the listeners applies in particular to the introductory or‘set-up’stage of the presentation.Hood and Forey(2005)explored ways in which plenary speakers at a language testing conference in Hong Kong shaped this initial stage of their talk to create solidarity with their audience.The analysis focused on the relationship between spoken word and gesture,which they noted varied markedly among the?ve plenary speakers. Gestures may precede or accompany the spoken text they are intended to support;they may encourage the audience to apply a speci?c interpretation to what is about to be said or is being said,which may be at odds with its literal ideational content.In one case,a raised eyebrow functioned as a discourse marker,signalling a shift in orientation from the serious to the humorous.
While some gestural cues for listeners appear to be universal,such as head scratching to indicate puzzlement,others will be shared by a limited number of cultures or speci?c to one culture,such as Brazilians’use of?nger clicks to mean‘a long time ago’(Lynch,2009,p.20).It is possible that the use of a raised eyebrow might not be transparent,or even visible,to listeners in a larger audience.The Hong Kong conference that provided Hood&Forey’s data involved a relatively small group of participants;it would be interesting to compare the use of solidarity-creating cues in plenary papers at a more international
conference from a related ?eld,where the speakers address a larger and less familiar audience,to see whether they establish solidarity with their listeners in similar ways.
In a study that explores presenters ’use of visuals and gestures,Morell,García,&Sanchez (2008)studied multimodality in the oral presentations of a group of 19Spanish academics taking a course in academic conference presentation in English.They examined four modes of expression:speech,writing,image and body language.Among their ?ndings were that the participants with higher pro ?ciency (1)made greater use of (PowerPoint or LaTEX)visuals than the other speakers,and (2)tended to use a broader range of modes.“These speakers .appeared to be more concerned with communicating their messages (than those at lower levels)and made an extra effort to combine modes to enhance the audience ’s comprehension ”(Morell,Garcia,&Sanchez,2008,p.564–emphasis added).Potentially,one might assume that a rich combination of all four modes would,indeed,assist second language listeners to achieve an effective understanding of the intended message,but that issue remains to be investigated.
3.Two-way listening
3.1.Interactive lectures
Lectures are,stereotypically,monologues.From the perspective of research into academic listening,what is of interest is the extent to which today ’s lectures might re ?ect or diverge from the stereotype.“Obviously,lectures tend to involve only one speaker .still,a certain amount of adjustment and unplanned speech can be evident,indicative of the lecturer ’s awareness of listener presence and needs ”(Chaudron,1995,p.75,emphasis added).
For some years I have been advocating more interactive lectures,in order to increase the chances that students –all the students,not merely second-language listeners –will be able to follow the lecturers ’arguments.This sort of change involves not only helping international students to develop their reciprocal listening skills in EAP courses (e.g.Lynch,1995),but also training content lecturers to make it easier for students to ask questions when they need to –for example,by inserting question pauses into their lectures (Lynch,1994).However,it is important to be realistic about the dif ?culties facing the would-be questioner:“second-language users risk marking themselves out as less capable than the ?rst language speakers,if they admit not having grasped a point in discussion ”(Lynch,2009,p.67).
The issue of the (potential)participation of students in lecture discourse has recently come into sharper focus.A number of researchers have focused on “the lecture not only as a spoken text but as a social event where the lecturer can enhance participation and facilitate comprehension ”(Morell,2004,p.326,emphasis added).Northcott (2001),for example,de ?ned the interactive lecture as a pedagogic event “for a large (more than 20)group of students primarily controlled and led by a lecturer and including subject input from the lecturer but also including varying degrees and types of oral participation by the students ”(2001,pp.19–20).Where that oral participation involves listeners being allowed and encouraged to ask the lecturer for clari ?cation,the chances of more effective listening are enhanced.In a study of six lectures given to Spanish-speaking English majors,Morell (2004)analysed the textual characteristics and interpersonal discourse features that differentiated the three interactive lectures from the non-interactive ones.The former included more frequent use of the personal pronouns (‘you ’,‘we ’and ‘I ’),elicitation markers (‘What do you think .?’,‘Does anyone have an answer to that?’),and display and referential questions.There were also more instances of the negotiation of meaning,“moments when either the lecturer or a student does not understand or is unsure of the previously uttered statements ”(2004,p.335)–a crucial element of lectures from the listeners ’point of view.
In a follow-up study,Morell (2007)explored the conditions promoting interaction in lectures,through a survey of students and their lecturers.The characteristics that the students considered likely to help them participate were:the type of learning activity (such as role plays);topic interest;a relaxed and uninhibited atmosphere;questions from the lecturer;lecturers ’familiarity with the students as individuals;and small class size.Almost all the lecturers claimed to use questions in class and to encourage their students to contribute during class,rather than afterwards.Interestingly,the lecturers referred to ques-tions as ‘direct ’,‘closed ’and ‘open ’,which suggests questions from the lecturer to students,as opposed to clari ?cation requests and con ?rmation checks initiated by the listeners themselves.So the picture that emerges remains one in which the listeners ’response is on the speaker ’s terms.
Most recently,Morell ’s research into interactive lecture discourse has resulted in a handbook for lecturers (Morell,2009),in which she invokes the interplay among the three Aristotelian notions of pathos (the characteristics of the listeners),ethos (the image projected by the lecturer)and logos (the message of the lecture).The sequence is important:the starting point is the listeners –their age,cultural background,intellectual level,their interests,and so on.Morell (2009)suggests 14strategies for promoting listener participation in lectures (pp.27–41):
Explain the ground rules for the class
Use clear ‘micro ’and ‘macro ’discourse markers
Maintain an appropriate speed of speaking (“better to convey a little,well,than a lot,badly ”)
Include visuals,but with caution
Be aware of the four modes of communication in lectures (speech,writing,image and body language) Support and guide listeners ’note-taking
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T.Lynch/Journal of English for Academic Purposes10(2011)79–8885 Make use of more referential questions and open questions
Reformulate questions(to the listeners)and wait longer for an answer
Encourage listeners to negotiate meaning
Pay attention to feedback from the listeners(verbal and gestural)
Vary the format and dynamics within a lecture
Create a relaxed atmosphere
Adapt lectures to listeners’current and future needs
Include listener participation in course assessment
That list represents a useful summary of the insights that research into academic listening has brought to the process of lecturing and the degree to which we have moved on from the notion of the lecture as a non-collaborative monologue.
3.2.Student presentations,seminars and discussions
A number of studies have investigated different aspects of more interactive academic events,in which both main speaker and audience are students,and either or both may be second language users.Kim’s(2006)survey,mentioned earlier,of East Asian graduate students established important differences from a similar survey of undergraduates a decade earlier(Ferris& Tagg,1996).Among the differences Kim reported were a greater requirement for listening/speaking skills in small-group discussions and less dif?culty reported in listening with note-taking.The former?nding may be due to the fact that graduate-level university courses tend to be smaller,or to a change in instructional fashion,with a higher premium now placed on more informal and greater interaction.
The?nding that Kim’s graduate respondents reported substantially less dif?culty in note-taking than their undergraduate counterparts in the Ferris&Tagg study had could arise from the closer relationship between lecture notes and in-class written tests in undergraduate courses or that international graduates have developed the note-taking skills that younger students are still acquiring.It strikes me that there is a third possible reason:that in the decade between the two studies there has been a dramatic growth in the use of PowerPoint in lectures,which has changed the nature of listening and note-taking,reducing the listener’s dependence on the spoken dimension of lecture input,and bringing in greater?exibility for the speaker than was available in the era of the overhead projector(King,1994).
A comparative study of native and non-native student presentations at a North American university(Zareva,2009)found that the use of adverbials in the discourse of the native English speakers suggested a greater orientation to reciprocity with their listeners than was evident in the speech of the second language users:the former“seemed to perceive the academic presentation as an opportunity not only to present information in a more informal way,but also to interact with the audience and keep it actively involved”(Zareva,2009,p61).This may come about partly because of the common–and understandable –strategy adopted by second language speakers to prepare their presentation in the form of a script re?ecting the norms of written genres,which is likely to make their spoken version less conversational and interactive.
The interactive dimension of communication takes on even greater importance where English is a Lingua Franca(ELF). Bj?rge(2010)has reported the?ndings of research into the use of backchannelling by second language users of English undertaking academic training in negotiation at European business https://www.wendangku.net/doc/664397883.html,parison of recordings of simulated negoti-ations by two groups of international students revealed a predominance of non-verbal signals(head nods)over verbal signals, such as non-lexical tokens(‘mhm’,‘ah’,‘oh’),lexical items(e.g.‘right’,‘good’)and repetition of the previous speaker’s utterance.Bjorge concludes that effective backchannelling is an important part of the professional negotiator’s repertoire, given its role in building rapport between listener and speaker.
Also in an ELF context,Hincks(2010)compared academic presentations given by a group of Swedish students,once in Swedish and once in English,and found that their average speaking rate was approximately25%slower in their English presentations,which can be ascribed to the additional time required for speech planning in a second language.In her discussion,Hincks speculates that university courses catering for international students which adopt ELF as their medium of instruction may need to reduce the quantity of content they can expect to deliver in lecture form.On the other hand,students listening to a competent second language lecturer,speaking slower than they would in their own language,may well?nd the lectures themselves easier to follow than those delivered by native speakers.
3.3.One-to-one academic interaction:of?ce hours and supervisions
Unlike the relatively public arena of the lecture,seminar or tutorial,the one-to-one meeting between tutor or supervisor (advisor)is a private listening/speaking event,potentially more conducive to collaborative negotiation of meaning.Farr’s study of student-tutor meetings during a language teacher education course at an Irish university(Farr,2003)highlights the key role of engaged listenership–the current listener’s use of verbal and non-verbal signals,produced in order to show engagement with the current speaker’s talk.Farr supports earlier arguments(e.g.Lynch,1995)that EAP instruction has tended to focus on listening,in the form of note-taking from lectures,or speaking–presentation skills,in particular–rather than on interactive listening strategies,especially in one-to-one settings such as those featured in Farr’s research.
While second language learners such as those in Kim ’s (2006)study may have reported having fewer dif ?culties in asking questions (such as requests for clari ?cation)of lecturers in of ?ce hours than they did in the more public lecture theatre,research shows that even in the potentially helpful environment of one-to-one talk,intercultural communication can be anything but straightforward.In an extended qualitative study of communication between a Korean Human Studies graduate student,‘Yung-Li ’and her US advisor,‘Dr Denardo ’,Krase (2007)charted the ways in which the two individuals listened and spoke to each other,but failed to communicate on the crucial academic issue of the feasibility of Yung-Li ’s research proposal.Their dif ?culties in reaching mutual understanding were not primarily linguistic,but academic-cultural.
At key points in their relationship,the problem was as much in what was not said or addressed,rather than what was made explicit but not understood.Yung-Li had interpreted Dr Denardo ’s silence on the topic of the research design as tacit approval.Ironically,as Krase (2007)points out (p.64),Dr Denardo was able to summarise Yung-Li ’s attitude accurately,as “She wants to know that she ’s doing the right thing,at the right time,in the right space ”,but failed to provide Yung-Li with any clear indication that she was not doing the right thing.Yung-Li ’s diagnosis of the fundamental problem –“Maybe the communication between us was not enough ”–points to the misunderstandings that can easily occur,and compound each other,in this particular academic setting.
4.Future directions
This review has underlined recent moves away from a view of ‘academic listening ’as a synonym for ‘lecture note-taking ’,towards a broader concept that encompasses the range of listening events –some non-reciprocal,others collaborative –in which a university student tends to engage in the course of their studies.This less narrow approach to academic listening research seems likely to deepen.In this ?nal section I suggest three areas which one can expect listening researchers to explore further in the coming years.
4.1.Multi-modal lectures
In many university courses,PowerPoint-supported lectures have now become the normal or default form of extended input to students.Although there is a sizeable literature on multi-media (often,a shorthand term for PowerPoint)lectures,very few studies have investigated the effects of different aspects of multi-modal presentation on the comprehension of second language listeners.The advent of any new technology tends to bring claims of learning bene ?ts,and PowerPoint is no exception (e.g.Birch,2009;Craig &Armernic,2006).However,so far the research literature on PowerPoint largely comprises surveys of students ’and lecturers ’perceptions of and attitudes to the use of PowerPoint materials,rather than empirical studies of the technology ’s actual impact on the comprehension and learning of content.Field (2009)has argued that,in PowerPoint lectures for a native listener audience,the slides shown by the lecturer “operate at propositional level .they serve to identify discrete points of information which anticipate or accompany those conveyed by the oral signal ”(2009,p.49,emphasis added).Potentially,the information presented in the slides could even replace the spoken word and make the understanding of the oral signal redundant,in circumstances where a lecturer limits their speech to reading out slide contents.Suf ?ce it to say that the interrelationship between the four elements of delivery discussed by Morell et al.(2008)–spoken input,written input,image and body language –is territory to be explored.
https://www.wendangku.net/doc/664397883.html,e of video in listening assessment
Near the beginning of this decade,(Read,2002,p.108)wrote that “for practical as much as for more principled reasons,listening tests with only auditory input will continue to have a prominent role for the foreseeable future ”.Eight years on,it is becoming increasingly dif ?cult to justify academic listening assessment (and research)based on audio-only input,of the type that has been the norm.The ?ndings of studies such as that of Feak and Salehzadeh (2001)and Sueyoshi and Hardison (2005)underline the need for the assessment of academic listening to exploit the sort of integrated video/audio input that university students will encounter in real academic life,whether in conventional settings or on web-based or distance learning pro-grammes of study.The recent introduction of visual support materials for a lecture listening section of the TOEFL iBT test –comprising a photograph of the speaker and other visual materials –is a tentative step in the direction of realism.One might expect to see the further development of research into listening assessment comparing audio-only and multi-modal versions of the same listening tests.However,even if it turns out that multi-modal input in listening comprehension assessment creates higher content validity,it remains to be seen whether large-scale testing programmes,such as TOEFL and IELTS,would ?nd it feasible to switch from audio-only to integrated input to assess second language listening.
4.3.Non-academic listening
The brief for this survey was to review research into academic listening,but I would like to end with a comment on the importance for ‘academic listeners ’,in the sense of international students on courses abroad,of extending their second language listening practice beyond the academic context.We have evidence that students who make the most of their informal opportunities for listening,and especially reciprocal listening,outside the immediate setting of their academic course,make greater gains than those whose encounters with the spoken second language are with academic input within
T.Lynch /Journal of English for Academic Purposes 10(2011)79–88
86
T.Lynch/Journal of English for Academic Purposes10(2011)79–8887 course hours.Situated research,such as the study by Myles and Cheng(2003)of international students at a Canadian university,has found that the quantity and quality of their access to non-academic interactions can have an important in?uence on the development of their second language listening comprehension in general and therefore their ability to understand lectures and other academic speech.I would expect to see future research into the optimal mix of different resources for informal listening practice(e.g.collaborative listening in conversation and part-time work;non-collaborative listening to websites,television,and?lms),to complement students’encounters with academic spoken texts,in promoting their development as effective listeners to the second language.
Acknowledgement
I am grateful to John Field and an anonymous reviewer for their comments on an earlier version of this article.
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环境地质学复习总结
◆绪论 ?环境地质学的研究主题 研究人与地质环境的关系，简称人-地关系，包括：①地质背景、地质作用及其过程对人类的意义和影响；②人类活动引起的地质环境变化的地质学基础及社会学问题；③如何协调人与地质环境的关系。 ?环境地质学主要研究的四个科学问题 (1)地质环境问题出现的原因； (2)各种地质环境问题的发生机理； (3)地质环境问题的发育规律； (4)各种地质环境问题的防治办法。 ◆总论——环境地质学的基本理论 1.环境与地质环境 ?环境的概念 广义：系统以外的事物，也就是说，环境总是相对于某个中心事物或研究主体即系统而言的。 狭义：在环境科学中环境的内涵是指影响人类生存发展的事物或物质条件。?地质环境的概念 地质环境：地质环境是人类环境中极为重要的组成部分，主要指与人的生存发展有着紧密联系的地质背景、地质作用及其发生空间的总和，又称地质环境系统。 ★地质环境与环境地质：地质环境是一种空间概念，在实际应用时常加前后缀，如××地区地质环境调查，以说明研究对象的地理范围、观察对象的地质学色彩，调查意指对这个特定空间实体和现象的描述、刻画；环境地质用于学科的定名，如环境地质学，它将地质环境作为研究对象，探讨环境问题发生的地质学本质，或指某些环境问题的地质学机理分析，既包括自然地质作用，也包括人为地质作用的物理、化学本质。简言之，地质环境可以理解为研究的对象，环境地质则是对这个对象的分析研究过程。
地质环境系统：根据地质环境系统的尺度层次，将人类地质环境分为全球地质环境和局域地质环境。 全球地质环境系统：由大气圈、水圈、生物圈、地壳、地幔和地核六大圈层构成。其中大气圈、水圈、生物圈称外三圈，地壳、地幔、地核称内三圈。 ?地质环境的基本特性 ①以系统的方式存在②开放性③层次性④演化特性⑤自然-社会双重属性 ?地质环境系统的组成要素及结构 组成要素：地质环境系统位于大气圈、水圈、生物圈和岩石圈相互叠置的地球浅表层，其内部有空气、水、生物、岩石和土壤，它们代表了地质环境组成的基本要素。 时空结构：P18（了解） 2.地质环境系统演化的一般原理 ?系统演化的基本概念 针对系统整体而言的，是系统整体结构、功能随时间的推移有别于先前的结构、功能的改变过程，是系统内部质的改变。 ?地质环境系统演化的外部条件 (1)影响因素种类、个数的改变； (2)影响因素作用强度的改变； (3)作用强度速率的改变； (4)影响因素排列次序的变化。 ?地质环境系统演化的几个阶段 (1)稳定阶段 (2)失稳阶段 (3)稳定态重建阶段 3.地质环境问题与地质灾害 ?地质环境问题及其地质属性的分类 地质环境问题的定义：由地质作用引发的，不利于人的生存、发展的现象和过程，通称地质环境问题。 地质环境问题的分类： (1)按地质作用的类型分类：原生地质环境问题，次生地质环境问题；
乡村学校少年宫辅导员工作职责
乡村学校少年宫辅导员工作职责 一、认真备课、讲课,合理制定教学进度,在教学实践中,注重基础知识与基本技能的传授,充分调动学生的学习积极性与主观能动性,认真开展教研活动,不断提高教育教学质量。 二、艺术类教师可以有组织、有计划地选择开展声乐、舞蹈、器乐、语言与形象表演等活动,组织各类特色班。 三、有组织、有制度搞好学员民主管理,注重思想品德与行为规范教育,做到教书育人,使学生身心都能健康成长。 四、按时并有质量地完成乡村学校少年宫的活动任务。在教学中把教学任务与特色活动合理结合,使更多的未成年人在活动中得到锻炼与提高。 五、遵守劳动纪律,讲究职业道德与师容教态,负责管理好教室卫生及安全,建造良好整洁的教学环境。 六、按时完成少年宫领导交给的其它工作。
少年宫安全管理制度 1、所有参加活动的学员必须由家长负责接送,并与少年宫签订《安全管理协议书》。 2、教师应加强与学员监护人的密切联系,掌握家长的通讯联系方式。 3、教师必须在所有学员安全离开教学活动区域后,关闭所有用电设备,并关好门窗后方可离开。 4、教师负责教学时间(包括课前、课后、课间)教学场所的全程安全管理。 5、门卫管理人员负责管理门前停车与师生进出,保证少年宫门前安全无事故。 6、所有教职员工,如发现安全隐患或事故,必须零时间报告,并进行恰当处理,不得离开事发现场。 7、教师未经同意,不得擅自组织学员外出活动,组织集体活动实行报批制度,并实行安全责任制,采取必要的安全防护措施。
少年宫组织机构 芝阳学校少年宫工作小组 组长:同庆社 副组长:高效忠孙凯武 成员:何亚利吴朝辉马永健屈娟平卫晶星赵院芳 芝阳学校少年宫辅导员队伍 办公室主任:同庆社 办公室副主任:高效忠 成员:卫晶星王东峰黎万民 专职辅导员 董燕刘玲高连侠王艳 强菲张延张会贤郭勤学 少年宫副主任工作职责 乡村少年宫副主任协助少年宫主任工作,全面完成少年宫的教育教学任务,不断提高教育教学质量,其主要职责就是: 1、组织与管理教学工作,有计划地组织教师进行教研活动,认真学
地质学基础的几点总结
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地质学问答题汇总复习
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辞职信 尊敬的队领导： 我现在正式申请辞退现在班长职务，此决定已经过长时间深刻思考，并非一时冲动之举。刚任班长之初，我信心十足，真是想好好干下去，事实上我也确实如此，我原来有很多抱负，希望能够把班级带的更好，但是车队的很多事情、以及队领导的一些行为，让我感到十分失望，让我在好好干工作时心理却没有组织可以依靠。我认为拥有一个好的环境创造一个良好的适合的氛围，跟随一个英明果断、有人格魅力的领导工作，工作才有更大的动力的积极性。在这个岗位上任职期间，我非常了解领导的辛苦，领导也很难，所以我有工作上和个人利益上的不满从来也不说。但是现在我无法一直忍受，所以我提出辞职。 我所做的工作与我预期想象的很不一样，我不想再这样继续下去，作为一个班长，夹在队领导和战士之间，做了很多受累不讨好的工作，我想队领导可能至今也不知道我有什么困难，我需要什么，我在想什么。我现在工作激情全无，对班级管理没有负责，所以我不认为我还能干好这个班长。 其实，我一直都很喜欢这份工作，也十分感谢各位领导的信任、栽培及包容，也感谢各位战友给予的帮助和关心，我对这段时间的照顾表示真心的感谢。当然，我也自认为自己在任职期间的工作中做出了自己的最大努力。但因为某些原因，我最终选择了辞职，并希望能够尽早正式离职。希望队领导能早日找到合适的人手接替我的工作，我会尽力配合做好交接工作，保证班级管理工作的正常运作，对班级、对战友尽好最后的责任。在递交这份辞呈时，我的心情十分沉重。现在班级的管理和发展需要大家竭尽全力，由于我状态不佳，和一些其他原因的影响，无法为班级为战友做出相应的贡献，自己心理也不能承受现在这样坐在位置上却无所作为，因此请批准我的辞职！。 此致， 敬礼篇二：班长辞职申请 班长辞职申请书 尊敬的辅导员： 很遗憾在这个时间向辅导员提出辞职。我自九月份担任班长一职务至今，正是在这里我完成了一个从高中生到大学生的转变，工作上多有疏漏，但是我必须说明，不是因为我的工作走进了死胡同所以才提出辞职，不是我无能，要留下一个烂摊子留给后来人收拾，而是我想有更多的自由时间接触社会锻炼自我，更多的时间接近同学走进同学当中，只是这是我很早的决定，已经考虑了很久也也觉得足够明智，不是我不能为同学做出多少的牺牲，而是我有我的追求，路是自己走出来的，我想去好好的走自己的路，而这里的工作着实让我受到了许多的束缚，也很抱歉辞职报告很早就已经写完，拖了很久才正式提出。心情的不稳定因素有，现在的状况您可以非常放心，我是非常理性和坦白的面对您们，面对自己的未来的。 不要觉得是我因为无能力继续管理班级而提出辞职，很多人会这样想，觉得我是扛不住了，所以才辞职了，但是对于我来说并不是，我有我的追求。无论今天的主题是什么，我的心中的却很复杂，有感激，有气愤，有无奈，有歉意，有不舍，也有成长。我想最重要的应该是自己学会了慢慢长大和成熟来到这个新环境，开始感觉还不错，真是想好好干下去。事实上也是如此，。我原来有很多抱负，希望能够在这里实现，但是学校的很多事情和同学们种种行为让我感到十分失望。我认为，拥有一个好的环境创造一个良好的适合的氛围，跟随一个英明果断、有人格魅力的领导工作，我才有发展和前途。在这个岗位上干了这么久，我非常了解领导人之辛苦，您也很难，所以我有利益上的不满从来不说。但是当我无法忍受的时候，就只有选择辞职。学生的素质是我不能预见的，本来期望自己也可以在这里展现在自己的能力魅力，可以有丰富多彩的年轻的生活，可是，却一次次的让我失望，从考勤到各项活动的参加，从平时的学习状态到周末期间的各种“准备”都让我很失望很痛心。从着装到言
地质学基础复习问答题(DOC)
1、岩相：反映沉积环境的沉积岩岩性和生物群的综合特征，称为岩相。包括：海相、陆相和海陆过渡相三类。 2、克拉克值：把地壳中每种元素含量的百分比值称为克拉克值。 3、元素的丰度：根据大陆地壳中(地下16Km以内)的5159个岩石、矿物、土壤和天然水的样品分析数据，于1889年第一次算出元素在地壳中的平均含量数值(平均质量百分比)，即元素的丰度。 4、矿物：天然形成的、具有一定化学成分、内部原子排列顺序和物理特征的元素单质和无机化合物。 5、晶体：有三个特征：(1)晶体有一定的几何外形；(2)晶体有固定的熔点；(3)晶体有各向异性的特点。 6、非晶质体：凡内部质点呈不规则排列的物体。 7、岩石：是天然产出的具一定结构构造的矿物集合体，是构成地壳和上地幔的物质基础。按成因分为岩浆岩、沉积岩和变质岩。 8、岩浆岩：是由高温熔融的岩浆在地表或地下冷凝所形成的岩石，也称火成岩； 9、沉积岩：是在地表条件下由风化作用、生物作用和火山作用的产物经水、空气和冰川等外力的搬运、沉积和成岩固结而形成的岩石； 10、变质岩：是由先成的岩浆岩、沉积岩或变质岩，由于其所处地质环境的改变经变质作用而形成的岩石。 11、岩石的碱度即指岩石中碱的饱和程度，岩石的碱度与碱含量多少有一定关系。通常把Na2O K2O的重量百分比之和，称为全碱含量； 12、变质岩是在地球内力作用，引起的岩石构造的变化和改造产生的新型岩石。这些力量包括温度、压力、应力的变化、化学成分。 13、矿物的发光性：指矿物受外加能量激发，能发出可见光的性质。 14、矿物的力学性质：矿物在外力作用下表现出来的性质。其中最重要的是解理和硬度，其次有延展性、脆性、弹性和挠性等。 15、矿物的解理与断口：矿物受外力作用后，沿着一定的结晶方向发生破裂，并能裂出光滑平面的性质称解理。这些平面称解理面。如果矿物受外力作用，在任意方向破裂并呈各种凹凸不平的断面（如贝壳状、锯齿状）则这样的断面称为断口。 16、矿物的脆性：矿物受外力作用容易破碎的性质为脆性。 17、矿物的延展性：是矿物在锥击或引拉下，容易形成薄片或细丝的性质。 18、矿物的弹性：矿物受外力作用发生弯曲变形，但外力作用取消后，则能使弯曲变形恢复原状的性质。 19、矿物的挠性：矿物受外力作用发生弯曲变形，如当外力取消后，弯曲了的形变不能恢复原状的性质。
辅导员助理管理办法
江门职业技术学院辅导员助理管理办法 （试行） 第一章总则 第一条为充分调动学生自我教育、自我管理、自我服务的功能，为学生的成长成才提供实践平台，并进一步创新我院学生工作，特设辅导员助理。 第二条为规范辅导员助理的管理，特制订本办法。 第二章岗位职责 第三条辅导员助理的主要工作职责： 1、协助辅导员做好学生思想政治教育、日常管理、学风建设、奖贷助勤等工作，推进学生素质教育。 2、协助辅导员做好学生行为和纪律教育，深入学生宿舍，抓好学生的宿舍内务，组织开展文明宿舍等活动。 3、协助辅导员做好学生党员、团员的培养、教育、发展和考核工作，指导学生团支部、班委会开展工作，参与学生社会实践。 4、协助辅导员深入了解、掌握学生的基本情况、思想动态、心理问题、学习表现、生活现状等实际问题，及时、准确收集相关信息，传达学院、系有关文件、通知等。 5、与协助管理的年级同学交流学习方法，传授学习经验，提高同学学习自觉性。 6、协助辅导员组织学生开展丰富多彩的校园科技、文化、艺术、体育和其他课外活动。 7、协助辅导员处理学生突发事件，维护校园安全，保证学院稳定。 8、完成学生工作处、系党总支和辅导员交办的其它工作。 第三章配备与选聘 第四条根据学生工作处及各系学生工作的实际情况，各教学系配备3名辅导员学生助理，分别担任1-3年级辅导员助理工作。系辅导员老师为指导老师。 第五条每学年初开始接受学生报名，学生本人可直接向系或学生生工作处提出申请，或由班级、团支部、教学系、团委推荐，并按要求填写《江门职业技术学院辅导员助理报名表》（附一）。
第六条选聘对象：江门职业技术学院全日制二、三年级大专学生（分校区可结合实际另行考虑）。 第七条选聘条件： 1、思想政治觉悟高，政治方向正确、坚定，在思想上和行动上能自觉地同党组织、学院保持一致。中共党员优先。 2、责任心强，诚实守信，敬业奉献，热心服务同学，有较强的组织纪律性，有较强的组织、协调和管理能力，在同学中具有较高的威信。 3、能正确处理学习和工作的关系，学习成绩优良，无不合格课程。 4、工作积极主动，胆大心细，有较强的口头语言和文字表达能力。 5、具有广泛的兴趣爱好，身心健康。 第八条每学年初，进行辅导员助理推荐和选拔，学生工作处牵头，按《江门职业技术学院辅导员助理报名表》的个人志愿安排到系参加选拔，各系人员选拔由系具体组织，各系确定人选后报学生工作处审批。录用后颁发正式聘书，聘期为一学年。 第四章管理与考核 第九条受聘用的辅导员助理自受聘之日起，每月要进行月考核，每学期要进行学期考核，考核内容以工作职责为主要内容，分为优秀、良好、合格和不合格四个等次（具体标准见学期工作考核表）。 月考核安排在每月27-30日，考核时要填写《江门职业技术学院学生辅导员助理月考核表》（附二），学院根据每月的考核情况发放劳务津贴，劳务津贴合格以上的每人每月100元，不合格的发60元，连续二个月不合格的给予解聘。工作不足一个月的按比例发放，劳务津贴由学生工作处统一制表，指导老师到财务处代领。 学期考核安排在学期结束前第二个星期内完成，学期考核时辅导员助理须交个人书面工作总结，指导老师负责考核和填写《江门职业技术学院辅导员助理学期工作考核表》（附三），考核部门加具意见后交学生工作处备案。 第十条指导老师应认真负责，悉心指导辅导员助理开展工作，安排给助理的工作要有明确的要求，并要检查落实。
地质学基础复习题
《地质学基础》思考与习题集 绪论 重要术语 地质学、地质作用、内力地质作用、外力地质作用 复习思考题: 1.地质学研究的对象是什么？重点何在？ 2.地质学研究的内容有哪些主要方面？ 3.试述地质学研究的意义？ 4.你怎样理解地质学的特色？ 5.地质学研究的方法怎样？ 第一章：地球的一般特征 重要术语 大气圈、生物圈、水圈、大地热流、常温流、地热增温流、放射性热、增温率、增温级、地温梯度、地磁要素、纵波、横波、地壳、地幔、地核、软流圈、岩石圈、大洋地壳、大陆地壳、活动大陆边缘、稳定大陆边缘、科里奥利力、莫霍面、古登堡面复习思考题 1.外力作用的三大因素是什么？如何理解其作用和意义。 2.纵波、横波、表面波的特点怎样？ 3.地球内部有哪几个主要层圈？其物质状态怎样？ 4.洋壳与陆壳的差别何在？ 5.解释：康拉德面、莫霍面、古登堡面。 6.海底地貌分为哪些单元？各单元的特征怎样？
7.大陆地形有哪些主要单元？ 8.主动性大陆边缘和被动性大陆边缘有何不同？ 9.由赤道至两极地磁三要素的变化规律是什么？ 10.说明地温梯度、地温级、地温率的区别？ 11.地表最高点、最低点如何？ 第二章:矿物 重要术语 放射性同位素、克拉克值、矿物、晶体、非晶体、晶面、同质多像、类质同像、矿物集合体、透明度、光泽、颜色、条痕、硬度、摩氏硬度计、解理、断口、硅氧四面体、硅酸盐矿物 复习思考题 1.组成地壳的主要元素有哪些？ 2.解释：晶质矿物、非晶质矿物 3.解释：稳定同位素、放射性同位素，举例。 4.解释：类质同像、同质异像、举例。 5.解释：显晶质、隐晶质。 6.解释：解理与断口。 7.什么叫矿物晶体及集合体？有哪些常见的矿物集合体？ 8.矿物的主要物理性质有哪些？ 9.最重要的造岩矿物有哪几种？其化学成分的特点怎样？ 10.掌握实验中学过的常见矿物的鉴定特征。
成都学院(成都大学)兼职辅导员管理办法(试行)
成都学院（成都大学）兼职辅导员管理办法（试行） 第一章总则 第一条为深入贯彻《中共中央国务院关于进一步加强和改进大学生思想政治教育的意见》（中发[2004]16号）和《普通高等学校辅导员队伍建设规定》（中华人民共和国教育部令第24号）精神，根据学校党委《成都大学关于进一步加强学生思想政治教育工作队伍建设的实施细则》（成大委发[2009]43号），为进一步加强我校辅导员队伍建设，规范我校兼职辅导员队伍建设和管理工作，特制定本办法。 第二条兼职辅导员工作是学校思想政治工作、学生管理工作的重要组成部分；兼职辅导员是学校贯彻落实党的教育方针，促进学生德、智、体全面发展的一支重要力量，对维护学校正常教学、生活秩序具有重要作用。 第二章兼职辅导员的职责 第三条兼职辅导员的主要工作职责范围： （一）帮助学生树立正确的世界观、人生观、价值观，确立在中国共产党领导下走中国特色社会主义道路、实现中华民族伟大复兴的 共同理想和坚定信念。 （二）经常性地开展谈心活动，帮助、引导学生养成良好的道德品质、心理品质，增强学生克服困难、经受考验、承受挫折的能力。 （三）协助学校心理健康教育与咨询中心做好学生心理健康教育和咨询工作，关心学生的情感需求，有针对性地帮助学生处理好学习成才、择业交友、健康生活等方面的具体问题。 （四）了解和掌握学生思想政治状况，针对学生关心的热点、焦点问题，及时进行教育和引导，化解矛盾冲突，参与处理有关突发事件，维护好校园安全和稳定。
（五）经常深入到学生中开展工作，认真抓好学生日常教育与管理工作；协助学院学生工作办公室做好学生评奖、评优、勤工助学、申发困难补助及学生贷款等工作。 （六）协助学院学生工作办公室积极开展就业指导和服务工作，为学生提供高效优质的就业指导和信息服务，帮助学生树立正确的择 业观念。 （七）以班级为基础，以学生为主体，发挥学生班集体在大学生思想政治教育中的组织力量。 （八）指导学生开展科技、文化、体育和社会实践活动，促进学生的全面发展。 （九）做好兼职辅导员工作日记，建立学生管理档案，积累有关资料。 第四条根据实际情况，兼职辅导员的主要精力，可重点放在带班上，可协助或负责学生工作的条块工作。 第三章兼职辅导员的条件和聘任 第五条兼职辅导员必须具备以下条件： （一）德才兼备，乐于奉献，热爱大学生思想政治教育事业，具有强烈的责任心和使命感，讲求团结，顾全大局。 （二）具有相关的学科专业背景，具备较强的组织管理能力、语言文字表达能力、调查研究和解决实际问题的能力。 （三）本科及以上学历，原则上应是中共党员。 第六条兼职辅导员原则上由带班的青年专任教师、行政人员和在校研究生担任；确因工作原因需聘请校外人员担任兼职辅导员的，报学生处审批；要严格控制校外人员担任兼职辅导员的数量。 第七条聘任兼职辅导员，应由各学院申报，学生处审核，人事处备案。 聘请校外人员担任兼职辅导员，由各学院申报，学生处审核，各学
地质学基础大纲
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小学学校年度工作总结报告 小学学校年度工作总结报告（一） ②严抓教学计划的制定和落实，加大了听课、查课的力度，要求校长每学期听课不得 少于40节，其他老师不得少于16节。对教学过程中出现的问题及时处理并做好记载，根 据教学常规考核细则有针对性地提出改进措施。 本学期我校教育教学工作坚持"以人为本"的教育科学发展观，坚持“厚德z 博学致远”的办学理念，围绕期初制定的计划，在全体师生齐心协力下，努力做好各项工作，扎实 推进素质教育，全面提高学生的素养。现将本期的学校各项工作情况总结如下: 一、强化师德建设 1、学校有计划有步骤地抓好了学习教育活动，组织教师学习《中华人民共和国教师法》、《中华人民共和国教育法》、《中小学教师职业道德规范》等，提高教师的法律意识，增强依法治校的能力和水平。 加强班级管理制度，培养同学们团结，积极的参加各项有意活动，随着课时和知识复 杂的加重，同学们开始对学习，自己的前途失去了信心，在这方面，我作为班长，及时向 班主任，辅导员反映班里同学目前的学习情况。 2、组织教师认真学习《晏北街道教育办公室师德考核办法》，要求教师以爱生为核心，为人师表，努力提高教师的思想政治素质，强化师德教育，不断提高师德水平。 3、组织教师观看“最美乡村教师”感人事迹。通过学习，对教师进行了职业道德教育，提高了教师教书育人水平。 二、加强教学常规管理 加强教学常规管理是落实教学计划的根本保证。本学期我们认真落实各项规定，组织 教学。认真制定教学工作计划，坚持听课评课制度，各教研组坚持间周一次教研制度，坚 持两周一检查制度，加强过程管理，以保证学校的教育教学扎实高效。 1.本学期采取平时教研组长检查与教办统一集中检查相结合的方式。期中和期末两个 阶段教办进行统一检查，及时发现问题，及时反馈，及时改正。校领导加强随堂听课和随 机检查，利于改进课堂教学，促进教学效率和学习效果的提高。 2 .着力课堂教学研究，缩小质量差距，提升质量指标。为让学生牢固掌握所学知识，本学期共进行了四次质量调研，了解学情，并及时反馈给教师。加强学生常规管理，养成 良好学习习惯，注重培养学生仔细倾听、专心读书、细心计算、独立思考的良好习惯，关 注和帮助后进生掌握良好的学习方法，提高有效时间的学习效率。
地质学基础章节题库总结
绪论 一填空题 1、地质学是研究地球的一门自然科学。目前，由于科学技术的限制，地质学主要研究地球的岩石圈。 2、地球是由若干不同状态和成分的物质呈同心圈层所组成的。以地表为界，可以分为外部圈层和内部圈层。 3、地球的外部圈层包括大气圈、水圈、生物圈。 4、我们主要把地震波在地球内部的传播速度的急剧变化作为划分地球的内部圈层的主要依据。 5、地震波在地球内部传播的速度发生急剧变化的面称为不连续面或界面或间断面。其中莫霍面、古登堡面、把地球的内部圈层分为地壳、地幔、内核和外核。 、地壳元素中的氧、硅、铝、钙、钠、钾、镁等八种元素含量最高，占地壳总量的98.74%，称为造岩元素。 、地壳由一个不连续面康拉德面分为硅铝层或花岗岩质层和硅镁层或玄武岩质层上下两层。 8 9、地球内部的三个基本圈层是薄的，铝镁硅酸盐地壳，铁镁硅酸盐地幔和铁镍为主的地核。 10、地球的年龄约为46亿年，地质学上采用相对地质年代来表示地质事件的发生先后顺序，绝对地质年代来表示地质事件的具体时间。 11、根据地之作用的能量来源，地质作用分为内力地质作用（内力作用）和外力作用两大类。 12、相对低质年代是根据地质时期中地层形成的先后顺序和古生物阶段来确定地质事件发生的相对先后关系。 13、地质学的研究对象具有时间、地区之间的差异性和多解性等特点。 14、地质学的研究方法，有野外观察、室内实验和综合分析等。 二、名词解释： 1、地质学 2、地壳 3、岩石圈 4、软流层 5、地质作用 6地质年代 7克拉克值 三、单选题 1、地质学研究的对象是 ( b) a、地壳b、岩石圈c、地幔d、地核 2、主要由8种元素组成，具有硅铝层和硅镁层双层结构的是 ( a) a、地壳b、岩石圈c、地幔 d、地核 3、地球最外部的圈层是 ( c) a、地壳b、岩石圈c、大气圈d、地球表层 4、直接构成地壳的主要成分是? a、元素b、矿物c、岩石d、矿石 5、地壳中含量最多的元素是 ( b) a、硅b、氧c、铝d、铁 6、属于内力地质作用的是 (a) a、地震b、高山削平c、海底上升d、油田形成 四、双项选择 1把地球内部划分为地壳、地幔和地核的是 a、康拉德面 b、莫霍面 c、古登堡面 d、莱曼面 e、地表面 2、主要由8种元素组成，具有硅铝层和硅镁层双层结构的是 a、硅铝层 b、洋壳 c、陆壳 d、硅镁层 e、铁镁层 3、属于内力作用的是 a、构造作用 b、岩浆作用 c、风化作用 d、搬运作用 e、沉积作用 4、地球内部各个圈层之间的相互联系是 a、物质交流 b、内力作用 c、外力作用 d、能量传输 五、判断题 1、地球最外部的圈层是地壳（F） 2、矿物是尊称地壳的最基本单位（T） 3、地球是若干个相对状态而成分不同的物质是同心圈层所组成（F） 4、地表形态地貌始终处于不断的剧烈的运动变化中（F） 5、地球内部的密度、压力和温度随深度的增加而均匀的增加（F） 6、地质作用既有建设性又具有破坏性（T） 7、野外观察是直接观察自然界的地质现象（T）