你解决一个你听到的听力任务吗？
设置听力任务，让学生听录音并回答下列问题。
研究人员指出，有很多变量能影响在执行听力任务时候的表现：输入文本，说话者，接受者和周围环境。
The researchers point out that there are many variables that can affect the performance of the listening task: input text, speaker, receiver, and the surrounding environment.
这里，你们学到了几种方法：如何听取关键信息，如何让听力任务简单化，以及如何将歌曲、听写、广播节目用于英语课中。
Here, you have learned ideas about how to listen for key information, how to make listening tasks easier, and how to use songs, dictations, or radio programs in your English classes.
这两项任务都将使成员增强或提高他们的听力技能。
Both of these assignments will allow the member to increase or enhance their listening skills.
在最后一组训练中，实验对象丝毫不休息，只是一遍一遍地重复练习这个需要听力分辨任务，我们把这组叫做”什么都不做，只管练习“之组。
In the final regimen, subjects didn't get a break, but instead practiced the same auditory discrimination exercise over and over again. We'll call this the nothing-but-practice group.
听力教学是英语教学的基本任务之—，也是目前英语教学中的一个弱点，因此，在教学中必须高度重视。
Enough attention should be attached to the English aural comprehension teaching because it is one of the essential tasks in English teaching and it also happens to a weak point in English teaching.
根据“任务型”教学法的理论，可以将听话人功能及听话人反应运用到英语听力教学中。
Based on the theory of task-basked approach, this paper discusses listener functions, listener response and its practical application to the teaching of English listening.
大学英语听力教学与理解能力的培养是当前外语教学中的一项重要任务。
The teaching of listening comprehension in universities is one of the important tasks in English language education.
如今在任务型听力中，有两种理解听力材料的基本方法。
Now in task-based listening, there are two basic approaches to comprehending listening material.
所有实验的结果说明听觉障碍被试与听力正常被试空间注意调节机制的会随着任务需求的不同发生变化，听觉障碍被试的注意调节能力更具有效性和策略性。
Those results suggest that spatial attention adjust mechanism of deaf subjects may be influenced by different task needs, and is more affective and tactic than hearing subjects.
因此，如何提高英语学习者的听力能力是一个紧迫的任务。
So how to improve the English learner's listening ability is an urgent task.
在一系列的训练口语和听力的课堂上，让学生练习完成包括口语展示在内的复杂的交际任务。
In a three-part series of academic speaking and listening classes, this course provides practice in complex communication tasks including oral presentations.
依据有效的听力构想命题，确保测试项目准确涵盖听力构想，是听力测试设计者的核心任务。
The main task of test designer is to design test items on the basis of effective listening construct and to ensure that the listening construct is precisely embedded in the test tasks.
第五章重点介绍了主要的听力技能，并对其课堂训练模式进行了探讨，主张将任务型教学运用于课堂听力技能的训练。
Chapter Five focuses on the main listening skills and the classroom teaching of listening, and proposes a classroom training model of listening skills from the view of task-based approach.
实验1和实验2考察了有无中央线索化条件下听力正常被试和听觉障碍被试在检测任务中基于空间返回抑制的特点。
The experiment 1 and experiment 2 respectively discuss the characteristic of location-based IOR in both hearing and deaf subjects whether the central cue is placed or not in detection tasks.
在任务型听力中，有两种理解听力材料的基本方法。
In task-based listening, there are two basic approaches to comprehending listening material.
在任务型听力中，有两种理解听力材料的基本方法。
In task-based listening, there are two basic approaches to comprehending listening material.
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