城市雨林——声音、行走、聆听的身体 策略

听觉与行走是人类最基础的生存技术，也是感知外部环境的方法与途径。从20世纪开始，随着艺术、文学、声响生态学、城市地理学、声音人类学和媒介研究等领域对声音、听觉、行走的持续关注与研究，听觉与行走逐渐发生连接。假借“城市雨林”这一意象，通过对3个声音行走作品与笔者经验的比较，剖析声音行走与聆听行走之间的差异，提出从“声音导向”向“听觉导向”的研究转向。尝试剖析声音、行走、聆听在城市的语境之中如何生成全新的连接，如何赋予身体与意识以全新情境，进一步思考在此种听觉情境中个体在现代城市景观中的可能性。     

Background music as a risk factor for distraction among young-novice drivers

There are countless beliefs about the power of music during driving. The last thing one would think about is: how safe is it to listen or sing to music? Unfortunately, collisions linked to music devices have been known for some time; adjusting the radio controls, swapping tape-cassettes and compact-discs, or searching through MP3 files, are all forms of distraction that can result in a near-crash or crash. While the decrement of vehicular performance can also occur from capacity interference to central attention, whether or not music listening is a contributing factor to distraction is relatively unknown. The current study explored the effects of driver-preferred music on driver behavior. 85 young-novice drivers completed six trips in an instrumented Learners Vehicle. The study found that all participants committed at-least 3 driver deficiencies; 27 needed a verbal warning/command and 17 required a steering or braking intervention to prevent an accident. While there were elevated positive moods and enjoyment for trips with driver-preferred music, this background also produced the most frequent severe driver miscalculations and inaccuracies, violations, and aggressive driving. However, trips with music structurally designed to generate moderate levels of perceptual complexity, improved driver behavior and increased driver safety. The study is the first within-subjects on-road high-dose double-exposure clinical-trial investigation of musical stimuli on driver behavior.     

Most comfortable listening level as a function of age

The Most Comfortable Listening Level (MCLL) was determined for a running speech signal in a sample of 799 subjects, ranging in age from 17 to 92 years of age. The MCLL increased monotonically with increasing chronological age, in a non-linear relationship. Before the age of 40 MCLL increased approximately one-third of a dB per annum, while after the age of 65 MCLL increased by more than one half dB per year. Over the 75 year age range MCLL rose by 34 dB. Confirming earlier reports, MCLL was also found to be related to hearing sensitivity. Some implications for the design of sound systems are suggested.     

高职院校日语听力教学改革浅探

改革后的日语能力测试中,听力部分占总分的比例也由原来的25%提高到30%,而且还增加了最低标准,由此可见,日语听力教学的重要性。文章提出了高职院校日语听力教学过程中产生的问题,并结合实际,创新教学内容,开展互动型教学,重视学生不良情绪的疏导,帮助学生提高日语听力水平,提高教学效果。     

Vocational college students' acceptance of web-based summative listening comprehension test in an EFL course

There is a substantial increase in the utilization of web-based assessment procedures to assist teaching and learning processes in higher education institutions. Despite their benefits, institutions use them to a limited extent due to a number of factors influencing both instructors' and students' behaviors. This study examines students' acceptance of a web-based summative listening test administered in the 2014–2015 academic year within an ‘English as a Foreign Language' course at a two-year post-secondary military school in Turkey. The participants consisted of 602 military students. As a model, Computer Based Assessment Acceptance Model based on Technology Acceptance Model was adopted in order to analyze the participants' perceptions on a web-based summative listening comprehension test. The data were collected via an online questionnaire. A structural equation modeling analysis was utilized to analyze the relationships among factors. The general results showed that perceived ease of use and perceived playfulness had a direct influence on the participants' behavioral intentions to use web-based tests. In other words, web-based tests are expected to be used if they are easy to use and playful enough.     

A Sound Image Externalization Approach for Headphone Reproduction by Simulating Binaural Room Impulse Responses

In this paper, an improved sound image externalization approach is proposed by considering the essential differences between headphone listening and reallife listening to deal with the problem of in-head localization of sound images. Through simulating the virtual sound source in a given enclosure, the proposed externalization approach renders sound images out-of-head by exploiting a Binaural room impulse response （BRIR） simulation approach, which consists of a new hybrid approach for the acoustic Room impulse response （RIR） and the Head-related impulse responses （HRIRs）. The hybrid RIR simulation approach comprises an improved image-source model for the early reflections by integrating the air ab- sorption, and a Feedback delay network （FDN） for the late reflections. Moreover, the HRIRs are further integrated into each sound image in the early reflections to imitate the effect of listener. Psychoacoustic test results demonstrated that the proposed externalization algorithm offered significant out-of-head perception and more natural quality of sound images.     

环境色彩对语音清晰度评测的影响

在五种不同灯光色度的环境中进行汉语听感清晰度评测,并与暗室作对比。实验前后记录心境状态量表,考察环境色彩对评测结果的影响。分析表明评测结果与语音本身的信噪比有关,发现颜色环境能够引起受试心境状态的变化,从而影响评测结果。     

On the English Teaching of Listening and Speaking in Vocational School in China

In vocational school,most students feel that it is very difficult for them to listen to English and speak English. The aim of learning English is to communicate with others,and oral English is becoming more and more important,so at the beginning stage,the     

Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (±1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

如何缓解学生在听力过程中的紧张情绪

本篇论文针对英语听力练习中学生容易出现紧张等影响听力效果的消极情绪这一现象提出了几点建议,从教材选择、练习方式、评价方式等六个方面着手以缓解这一现象。