[外语类试卷]雅思（听力）模拟试卷13及答案与解析.doc

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1、雅思（听力）模拟试卷 13及答案与解析 一、 Listening Module (30 minutes that is, how a learners culture might impact on his or her approach to study. I want to begin by looking at some basic cultural values and how these affect teaching and learning. Ill then go on to present evidence which shows that anproaches to lea

2、rning which are acceptable in one culture may not be acceptable in another. If you have any questions Id be happy to answer them at the end of the talk. Now, I want to start by introducing the two concepts. They are actually contrasting concepts, these are, conserving and extending cultures. What do

3、 these terms mean? Experts have categorised cultures as being either basically conserving or extending in their attitude to the transmission of knowledge. Let me give you an example to try to make this clear. A good example of a conserving cultural attitude is demonstrated by most Arabic cultures. H

4、ere there is the requirement to learn the holy book-the Koran-by heart. This demands a huge effort of memorisation, as you can imagine. The way the Koran is learnt impacts on the way other subjects are learnt generally. It might also have an effect on learners perception of what constitutes an accep

5、table teaching style. By this I mean that the unquestioning acceptance of the messages in the Koran and the concentration and repetition necessary to memorise those messages are transferred to the learning of school subjects and to the expectations students have on teachers. Thats Arab culture. Lets

6、 turn now to Chinese culture. There is evidence to suggest that Chinese culture is conserving in nature. For example, keeping quiet in the classroom, listening to the teacher, not talking to other students, not interacting; these tend to characterise the Chinese classroom. As a result, Chinese learn

7、ers do not develop argumentation skills as quickly as their American counterparts. American students tend to be actively encouraged to question their teachers, their materials and to interact with other classmates. However, I have to say-in the interests of balance-that Chinese students tend to work

8、 with greater concentration-but this is not the point Im trying to make. The point is that some cultures display a conserving attitude to teaching and learning, while others display a more extending attitude to learning. Now, the memorisation and non-interactive styles of learning encouraged, for ex

9、ample, in Arab and Chinese cultures may disadvantage learners, at least initially, when they progress from secondary school to university. Why is this? Well, its because universities worldwide are increasingly adopting-with a few local variations-the Western requirement for students to show argument

10、ation skills in written assignments and effective interpersonal skills in tutorials and seminars. In other words, the world model for university teaching and learning is now the Western model, the interactive model if you like. Now, of course, students from conserving backgrounds who go on to study

11、in an extending culture will obviously need to adapt to a different learning style to accommodate to the new conditions. This, unsurprisingly, can often prove to be a painful process. However, such learners are able to make the transition quite successfully with guidance from academic staff and a lo

12、t of determination from their own part to “unlearn“ or dismantle the study-related approaches and strategies acquired in their own cultures. Let me give you some examples from real life to try to illuminate this issue. Ive put these on slides. Now, lets look at the comments made by three Asian stude

13、nts who found the Western university system of teaching and learning very different from their previous experience. If you just look at the screen-Ive put these comments on slides . as I said. This is what a Chinese undergraduate from Shanghai studying at an Australian university had to say: “Genera

14、lly many of us are trained in a system where you dont contribute much to classroom discussions; some students even hesitate to ask questions from lecturers.“ Heres what a Masters student from Japan studying at an English university in London had to say: “In Japanese culture and education the emphasi

15、s on training seems to be on intuition rather than logical construction of arguments. This makes it much harder to study at my British University.“ Finally, lets take a look at the comments by an Indian research student studying at an American university: “One problem was getting used to the America

16、n sys- tem where a student is expected to find out for herself or himself the requirements and facilities of the University. This contrasts with the system at home whereby a person, generally the lecturer or supervisor, is responsible for the needs of the student.“ To sum up, then, there is certainl

17、y evidence to show that the cultural values of a society affect the way that societys educational institutions function and how the teaching in them is carded out. While ensuring the continuation of cultural identity and solidarity, the existence of culturally-determined patterns of teaching and lea

18、rning means that individual learning style-the way a learner would prefer to learn-is largely ignored in classrooms around the world. Well, thats all I want to say for the moment-I hope youll find what Ive said interesting and useful when. you go overseas to study. Are there any questions? 31 【正确答案】 teaching and learning 32 【正确答案】 present evidence 33 【正确答案】 conserving 34 【正确答案】 Memorisation 35 【正确答案】 interacting/interaction 36 【正确答案】 argumentation 37 【正确答案】 undergraduate 38 【正确答案】 hesitate 39 【正确答案】 logical arguments 40 【正确答案】 Lecturer(s) or (and) supervisor(s)