由于网站内部出了点问题， 暂时将这篇文章放在这里，供大家参考。
非常感谢英语系教师对下列问题的耐心解答。
1．部分同学反映对英语学习无兴趣和目标; 学习时有懈怠。
对于学习目标，现在无需太遥远，也不要太宽泛，可从制定每天的学习计划开始，但一定要注意实施与检测，这样也有助于克服学习懈怠。
2．胆子小，不敢表现
1. 不要怕出错，不要顾及自己的面子。
2. 对自己要有耐心+信心
3. 多和同学用英语交流。
3．各学科所占的比重不清楚，时间不知如何分配才合理。
各学科指什么？是指专业课，还是所学的所有课程？所占比重指什么？学分还是重要程度？如果就重要性而言，所开专业课同等重要，不可偏废。任何一门学不好，就不能说英语学得好。只不过，有些课程容量较大，面面俱到，花费的时间精力较多而已，如综合英语。
4．没有足够积极的学习热情，不够大胆，有时候放不开
学习的热情与胆量我觉得更多与学习者的信心和能力相关，只有你的能力提高，不断受到老师的赏识， 信心才会越来越强，学习热情也会越来越大，胆量自然就会有了。所以它们彼此是相互促进的！还是脚踏实地地做起来，才会有收获！
5．大学与高中的英语的学习方法的不同之处；分不清哪些是重点
这个问题提得非常笼统，大学与高中的英语学习方法肯定有着非常多的不同，在高中大家学习英语是一种应试教育，所有的练习都围绕高考开展，现在大家进入大学，英语成为大家的一门专业，主要学习英语语言、文学、历史、政治、经济、外交、社会文化等方面基本理论和基本知识，还将接受英语听、说、读、写、译等方面的良好的技巧训练，英语成为以后大家走向社会参加工作的一个资本，学习的目的、要求、动力、方法都有很多不一样的地方，最主要的是各门课都分别有不同的学习方法，我在这里不一一赘述，但是大家在大学一定要有学习的主动性，找到自己学习中的弱项，有针对性的进行练习、提高，所有的同学都不应仅仅局限于课上所学习的东西，应该大量涉猎所有跟英语有关的内容，增加阅读量，扩大词汇量，大一还处于打基础的阶段，每门课都非常的关键，都是重点，任何一门学不好都会影响其他的课程。英语的学习是一个艰辛、漫长的过程，希望大家长期坚持，不断进步！
6．时间分配：这个问题虽然不是与英语学习有关的，但是困扰了很多同学。我班同学较为积极活跃，参加了许多社团活动，所以各种各样的会议和活动接踵而至，令很多同学感到时间不够，无法保质保量完成课后作业，无法科学有效地安排学习时间。
高校学生社团不仅数量多，而且覆盖面宽，几乎每个学生都能找到适合自己的组织。对于社团热闹火爆的宣传、异彩纷呈的各种活动，师生们历来都褒贬不一，但它的确是学生自我管理、自我完善的第二课堂。有的社团能够辅助学习，为将来奠定基础，有的社团有利于完善个性。为了确保自己在校园社团活动中过得有意思，我们必须有选择性地参与。毕竟每位大学生的时间和精力是有限的，参与社团活动，关键不在于数量的多少，而在于质量的高低。我们应该切实了解每个社团的宗旨和内容，确认适合自己的团体。一旦加入认定了的校园社团，就相应要具备积极的态度、主人翁的责任感和协作的精神。这对于培养我们的团队精神和协作意识能起到有利的作用。
当然参与社团活动不能影响我们的学习。大学生首先要抓好课堂，上课时间就要认真学习，社团活动必须安排在课余时间。另外，要提高效率，合理利用时间。同学们要根据自己的个人情况，分清楚什么是最重要的事情，做到心中有数。很多时候最着急的事情不一定是最重要的事情。
事实上，如何安排时间，平衡学习与课余活动本身就是很好的学习和锻炼。希望同学们能科学安排，全面发展！
听力：
1．跟外教说话有时候听不懂，希望老师提供一些提高听力的方法
1. 克服心理恐惧感。大家刚刚进入大一，大部分同学以前从来没有跟外教或外国人接触过，所以在跟外教相处时心情总是不能放松，老是害怕听不懂，这种情况是正常的，同学们应该首先克服这种心理上的恐惧，从内心告诉自己有时候听不懂是非常正常的，别的同学也会遇到一样的情况，相处的时间长了，对外教的语音特点更熟悉之后障碍就会逐渐减少了。另外日常交流不必强求听懂每个单词，遇到困难时如果不妨碍理解就可以暂时不管，妨碍理解的话就进一步请教外教就可以了，不要害怕问，就像我们对待会说点中文的外国人很宽容一样，外教也会给予我们充分的理解。
2. 英语听力在整个英语学习的过程中起着非常关键的作用，“every good conversation starts with good listening”。要想听力有提高，单靠课上时间肯定是不够的，需要大家在课下付出更多的努力，怎么去做呢？
首先，大家要注重精听泛听相结合。精听的目的是系统学习语音、积累小词习语、句型表达和背景,可采用下面两种方式： 一是模仿法：精听一段文字，然后参考听力原文，跟读模仿到语音、语调分毫不差，甚至录下自己的发音和原音比较，逐段纠正语音、语调。 二是听写法：第一遍听大义；第二遍第三遍尽量听写出每句话，但不要参考听力原文；第四遍和听力原文比对，找出听不懂的原因；都结束之后最好能将此篇听力文章读熟或背诵。精听要在每天找个固定时间安静的进行，时间不宜过长，一次30分钟左右即可。泛听目的有二：一是练习捕捉大意，让理解单位从“词汇”到“句子”再到“大意”；二是熟悉语速和语境，既真实英语的使用环境。切忌把泛听当精听。 “拳不离手，曲不离口”，泛听要形成“磨耳朵”的习惯，充分利用排队、等车等边角时间，泛听之后还要复述大意，检测听力效果。 帕累托原则（因19世纪末和20世纪初意大利经济学家及社会学家帕累托首先提出而得名）告诉我们，任何一组东西中，重要与次要的比例是20%：80%，精听与泛听的比例也可遵循这一原则，设定为1：4。
其次，培养用英语思维的习惯：由于受母语的干扰，很多同学在听的过程中习惯于在大脑中先把英语翻译成母语进行理解，然后再翻译成英语回答，而听的内容常常一瞬即逝，因此在平时学习中，建议大家用英英字典，用英语的概念去解释诠释，从而避免把英语翻译成母语，再翻译成英语的习惯。这样，可大大减少听的过程中解码所需的时间。
另外，平时注意纠正自己的发音，有意识的学习或模仿连读、爆破等语音现象，注意语音语调重读等传递的信息，这样就不会出现明明单词认识却听不懂的情况了。
听力的提高不可能一蹴而就，但是只要坚持进行大量的练习，一个月或两个月就会有比较大的突破，在听力提高的同时，口语水平也会有明显的进步，当然，无论是听力还是口语都需要以必要的词汇量作支撑，所以大家还要注意词汇的积累。
虽然需要一个长期的过程，但希望大家要有信心，坚持练习，一定会取得进步！
2．听力的问题很大，做dictation时总是记不住长句子
1. 加强背诵练习，养成背诵习惯，就可以很自然地从句子层面把握好整句话的结构，而不仅仅是听懂几个单词。很多同学在听的时候几乎每个单词都听得很清楚，但是却无法复述所听内容（听完就忘了），主要原因就是只关注单词而没把握住句子结构。
2. 做听力训练尤其是dictation或者口译练习时，要注意训练自己的短时记忆（short-term memory）能力。逐渐延长所听内容（5秒，10秒，逐渐延长），然后尽量详尽地复述所听内容。要坚持长期进行记忆训练。
3. 要提高听力水平，除了多记多背和强化记忆训练以外，还要养成记笔记的习惯，并掌握快速记笔记的技巧。笔记是记忆的必要补充，尤其在听较长的篇幅时一定要边听边记笔记。笔记尽量不要干扰到对所听内容的理解，手耳心协调一致，不可顾此失彼。记笔记时切忌听到什么记什么，要精简，首字母、符号和笔画较少的汉字相结合。
4. 平时做听力训练时，要精听和泛听相结合。泛听内容可以是语速较慢但内容多样的VOA special English，也可以是语速较快但内容相对简单的日常口语。前者以理解内容为主，后者用来提高听力速度。精听训练则需要选择难易程度适合自己的材料，逐字逐句地复述或做听写，最好找有参考文本的听力材料来做精听练习，可以清楚地知道自己听力的准确度。
总之，多听、多记，由易到难，从慢到快，从单词到句子，从句子到篇章，从听懂字词句意到整体把握篇章逻辑关系，从把握篇章逻辑关系到预测未听内容......
P.S.:多听的同时，模仿并提高口语，口语的提高也有助于听力理解。
语音
有些同学没学过音标，所以语音课时发音很困难。如何有效纠音？
对于没有学过音标的学生，可以来拷我上课的课件，介绍的非常详细。建议课下对照课件反复练习。如果能够找到partner一起练习，两个人纠音，效果会更好。
如何选择英音或美音？关于模仿，老师有何建议？
不论选择英音还是美音，要首先明确一点，虽然两者各有其特点，但两种音相同之处大大超过不同之处，例如单元音、双元音和辅音，除极少数几个音外，几乎完全相同；单词重音、音的长度、失爆、连读等大部分相同；句子重音和节奏规律基本一致；语调及语调核心所表示的意义和用法基本相同。可根据个人的偏好或个人的发音倾向进行选择。如喜欢美音或个人发音特点倾向于美音，那就选择美音。关于模仿，如果选择英音，那就需要多听英国广播电台的节目或电影。
泛读
1．泛读题课上没有讲解
泛读课时很紧，只能挑选少量练习讲，要是再在课上讲解太多的练习，有些浪费时间！
2．泛读课分不清重点词汇
上课时多次提到英语学习的基本词汇也是重点词汇应该是英语本土词，即2000-4000左右的英语共核词汇，这些词基本为单语素词， 标准性和搭配性强，使用频率高，词义变化比较慢。希望大家努力把这些词
变成自己的主动词汇，并且要注意这些词的丰度和其文化意义。而就每个单元而言，课内及练习题里出现的词语词组基本是重点。
3．单词积累
1． 单词量猛增，总是记不住
2． 还没学前缀和后缀
3． 单词太多记不过来，容易记混。
4． 词汇量不够。不知如何提高词汇量，总是背完后没多久就忘了，然后又没信心再背了。
总的来说，学生在过去的9周里已有很大提高。针对同学面临的疑惑，回答如下：
词汇量大：
1. 强化记忆：反复朗读+拼写
2. 预习+复习（及时复习+定期复习）
3. 用所学单词造句
4. 同学间相互提问
5. 通过扩大阅读量来接触、巩固复现的词汇。
文学
1． 希望老师推荐几本适合我们看的英语小说，我们是大一的。
Books for English Major Grade one
1. Ancient Greek and Roman Mythology
2. Tales from Shakespeare
3. A Christmas Carol
4. The moon and Six Pence
5. The Jungle Story
6. The Dubliner
7. My Country and my People
8. The Call of the Wild
9. The Last Leaf
10. 大学生文库
2． 已经开始上英国文学课，需要阅读英国各个时期的名作，但确实感到坚持看完很不容易，而且很多看不明白。
刚接触文学课这一全新的课程，初期有些不适应是正常的。无法坚持看完，而且很多看不明白，原因不外乎词汇量不够，而词汇量不够又直接影响到阅读的兴趣，因而半途而废，如此恶性循环。建议同学们初学文学时，可先读现代著名短篇小说开始，克服对英语文学作品的恐惧；同时紧随文学课老师的授课速度和顺序，借助英汉、英英等优秀词典，阅读早期的英语文学名作。有些生词可通过上下文猜测其意思，但有些是非查词典不可的。如此坚持，理解力提高了，词汇量也慢慢扩大。在此基础上，再过渡到对文学作品的欣赏上。
感受、体验是文学欣赏最主要最根本的途径和方式。文学作品中那些活的灵动的生命信息，如音韵节奏中的意味，字词的暗含意味，语气语调，情调，格调，风格，神韵等等，必须亲身感受体验才能把握。要感受、体验，就要让自己的全部身心投入作品，拥抱作品，心灵与心灵相对话，感情与感情相交流。愿同学们能真正爱上文学这门课程，享受与各个文学大师的心灵对话！
口语
（下面的回答分别来自两位外教。）
1． 平时私下口语练习很好，但一上课便会出错 （We can speak fluently in our spare time, but will make mistakes in class. What’s wrong there? Can you give some advice?）
Miss Cindy say’s:
My first comment is how do you know you are speaking “fluently”? What is “fluency”? The mistakes in class are probably due to nervousness and wanting to express yourself “perfectly”. There is no “perfect” language speaker.
My advice to speaking out in class (especially my Oral English classes) is to have some notes on paper with a few vocabulary of what you want to express or of the question you want to ask. Then stand up and take time to glance at your notes. There is nothing wrong with this; there is no shame in using notes. Do this to begin with, until you get more confidence and gain a larger vocabulary.
Gale’s Answer:
Are you certain you’re speaking fluently with your Chinese partners? The only way to know if you’re fluent is to be speaking with a native Eng. speaker who is also an English expert. Re-evaluate your definition of ‘fluency’ in a second language. Generally, it’s known that second languages from speakers' native tongue will never become a completely fluent language, unless the age of the person learning the second language is less than 4 years of age. You are not speaking fluently in any language if you’re called on for comments and cannot find the words, or stutter, stammer or use improper grammar, even your own! Great orators are made by practicing formal speech. Great conversations and authors are made by practicing the language, expanding vocabulary, massive amounts of careful listening, much reading in the second language and writing that’s been corrected/edited for grammar, spelling and critical thinking/reasoning.
Another critical point to remember is pronunciation. I would hope that all of you have the goal of improving your pronunciation every day…but, that can be done without the loss of Chinese accent completely. Personally, I prefer to hear a slight accent from an Asian speaker which tells me that they don’t want to be so neutral in speech so as to lose their identity of ethnicity.
2． 听力、口语方面有问题，语言组织能力差，想表达但不知道用什么单词。 (It’s really hard for us to find the proper words and expressions when we want to express ourselves in English? And how can we organize the ideas when we speak?)
Miss Cindy say’s:
Vocabulary is the key here. You need to constantly develop and enlarge your vocabulary. They you need to use those words; although you won’t use every word because words are often “context specific” (they will depend on the topic).
When you hear a new word, write is down in a specific notebook; define it; then write an original sentence using the word; then read the sentence out loud for practice with rhythm and pronunciation. I had to do this in my Spanish class: 10 sentences with the vocabulary words as well as tenses. We wroth 10 original sentences, then every Friday, we had to present these sentences orally in from of the class. Although it was hard, it really helped a lot in terms of knowing how to use the various tenses to express different time periods.
The other thing is that I don’t see students taking down notes in my classes. And, often students aren’t prepared for class with notebook or dictionary. This is part of the active participation and learning that every student should be doing. If a teacher tells you to “write this down” don’t stare at the screen, but get active and involved. This is part of showing your interest in language learning.
Gale’s Answer:
Expand your vocabulary in certain subject matter, such as emotional expressions for one week or month and monitor your own usage of those words when you journal or speak to a friend in English. Use your Thesaurus(if you don’t have one, buy one for 35Yuan at any bookstore!)to check for words with similar meaning but be careful not to use another new word until you’ve established the connotation in the culture of your speech. Use your dictionary after finding a list of words in the Thesaurus. For example: The Brits over-use the word, ‘brilliant’ to label a person who is successful or one who does anything positive, outstanding or close to perfection. Americans use this term to describe diamonds or precious stones trade. We also use it to describe a person’s IQ or academic study level, i.e. “Jim is a brilliant research scientist in microbiology.” Americans never say someone is ‘clever’ regarding intelligence. That’s a British colloquialism.
Listening/watching movies in a cultural setting of time should be carefully chosen. Because of the transition or evolution of the English language over the last eight hundred years from twelve languages, you wouldn’t use terminology to express your emotions in the same way that is done in Pride & Prejudice as we do now. Over the decades of the 20th century those changes have arguably affected how we are able to express the strongest emotions concerning our lives such as love, war, peace, family, death, murder or vows. What are you trying to get across in your speech to tell others about your emotions or character? Are you being honest or attempting to use a word for the sake of using another new word? If you say, “That’s so cool!” will it sound out of place if others aren’t using the same expression? When a person swears in anger, do you feel offended or embarrassed? Don’t use different or new words just to impress others. Why take the worst from another nation of language instead of the best. Keep your standards high in language usage as you would in your own native language.
3． 想知道如何使自己的英语说的地道(I really want to know how I can speak as the native speakers do? I mean to speak “native” English.)
Miss Cindy say’s:
Why do you want to sound like a native speaker? Where does this idea come from? Is someone telling you that you should sound like a native speaker? This is a myth and is not realistic. Your goal should be to speak clearly (having clear pronunciation, intonation/rhythm and stress), fluently (proper speed with clarity) AND accurately (spoken grammar – tense usage, correct pronouns, inclusion of articles, etc). It is not necessary to sound like a native speaker. Learning English (or another language) is all about communication and how to use the language (both orally and written).
The other aspect of learning a language is that it takes time. This means you must invest in and take the time to practice, do exercises, and speak. It is often disappointing to me when I see so much improvement and growth during the freshmen year in into your sophomore year, but then the speaking in English tends to decrease. Using the language MUST occur all through your four years of undergraduate study, both writing AND speaking.
You must be patient with yourself because in language you will do through stages. You will have slower periods of learning as well as the faster times. This is normal. You must also set realistic goals; short terms goals that you can accomplish (by the month, semester) and they must be specific. The LONG TERM GOAL (by the time you graduate, after 4 years), is to be fluent, clear and accurate in your usage of the language. Thus the more you get involved with the language and put it in your daily life, you will improve and it will become easier. If you don’t speak (or write) you will lose it. I have said many times: “If you don’t use it, you lose it”.
So come and talk to me, find me, make an appointment. If you are currently in my class, come up during the break and talk to me. Get a conversation partner. Set a time to meet weekly with that person. Use that time of 30-60 minutes to talk ONLY English. Encourage your teachers to use more English in their instruction. Think in English. Listen to a variety of English, not just American or British. Oh, there are so many things you could do….!
Okay….are you clear now? Ready? GO!
Gale’s Answer:
Again, this relates to the fluency issue and the evolution of American ‘catch’ phrases in the modern flow. You cannot speak as a native speaks because you aren’t a native of an English speaking nation. Even if a person has ‘full immersion’ in the language of the country of second language you’ll hear it differently than your first language of origin if the first people teaching you to speak are your parents and relatives or friends of their former country. Another example of how second language speakers should view their goal of speaking naturally is in this story given by my eighth grade French teacher, Mr. Finch. We were basically asking the same questions that you have in desiring to speak French as naturally as possible. He told us, “You know you’ve mastered your second language when you dream in that language and understand yourself!”That was in 1963; the same applies to learning any second language today.
