英语口语考试悉尼介绍

英语口语考试悉尼介绍（精选3篇）

1.英语口语考试悉尼介绍 篇一

悉尼大学校长介绍

据立思辰留学360介绍，悉尼大学是澳洲知名大学。该校高品质的教育质量吸引了大批海外学子、下面是悉尼大学现任校长：

校长名：Dr Michael Spence

介绍：他出生於悉尼，畢業於悉尼大學，赴牛津大學修法學博士，曾在牛津大學教授法律20載，擔任過牛津大學法學院院長。

副校长名：约翰·赫恩(john hearn)

介绍：约翰·赫恩(john hearn)早在1981年就曾来中国开展对大熊猫的研究。此后，他一直没有间断对中国以及中国高校的访问。如今，已身为悉尼大学副校长

悉尼大学知名校友列表

悉尼大学知名校友介绍：

John Harsanyi澳大利亚第一任总理

Earle Page澳大利亚总理

Gough Whitlam澳大利亚总理

Trevor Swan-澳大利亚历史上最优秀的本土经济学家，Solow-Swan Model的发明者之一

悉尼大学教育优势

悉尼大学教育优势介绍：

1、悉尼大学拥有澳洲规模最大的护理教育机构，并与大悉尼西部地区的健康护理机构建立了密切联系。

2、该大学的口译和翻译硕士学位课程荣获了澳大利亚国家翻译口译职业鉴定机构的认证。

3、悉尼大学在过去十年中，大学以其高质量的学习环境和提供的专业背景在国内和国际上广建声誉。大学还建立了优秀的研究领域，并同国内的企业和商业机构拥有广泛的联系。

2.英语口语考试悉尼介绍 篇二

一、英语应用能力考试的简介

高等学校英语应用能力考试是一种全国性考试，考虑到我国高职高专学生英语入学水平的现状，该考试分A级和B级考试，与《高职高专教育英语课程教学基本要求》(以下简称《基本要求》)相对应。该考试方式为口试和笔试两种：

1. 关于口试。

口试测试考生以英语为工具进行日常和业务口头交际的能力。(1)考试形式：采用计算机在多媒体教室进行。考生根据软件系统屏幕和语音提示和问题直接以口头方式回答，通过麦克风录制到系统中。(2)考试时间：整个考试约为17分钟，实际考试时间为13到15分钟;考生回答问题的实际时间约7分钟。(3)考试主体：a.朗读短文，共1题，短文长度在120词左右。考生有1分钟的准备时间。在听到系统提示后，考生开始朗读短文，时间为1分钟。b.第二部分是提问—回答。主要测试考生交际话题提出问题或给予回应的能力。考生读到一段实用性的外交际活动文字，如广告、启事、通知等。本部分包含两个子部分：提问部分和回答部分。每一次提问或回答时间为10秒钟。答题时间总计为1分钟。c.第三部分是汉译英，共5题。主要测试考生在日常涉外业务中的口头翻译能力。考生在听到系统提示之后应立即开始或停止口头翻译。实际翻译时间总计为1分40秒。d.第四部分是看图讲话，共1题。在指示说明结束后，考生将在电视屏幕上看到一幅或几幅图片、照片或一个图表，内容涉及广告、信息发布、业务交流等涉外业务交际。考生有1分钟时间准备。在听到提示后，考生需对图片、图表的内容进行连贯陈述。答题时间为2分钟。

2. 关于笔试。

笔试测试语言知识和读、听、译、写四种技能。采用主客观题混合题型，包括五个部分，具体情况见下表：

第一部分：听力理解，测试考生理解所听问题并作出恰当回答的能力、理解简短对话的能力和听写词语的能力。听力材料以日常交际和简单的业务交际内容为主。交际内容涉及《基本要求》中的“交际范围表”所列的B级的范围。

第二部分：词汇用法和语法结构，测试考生运用词语和语法知识的能力。测试范围限于《基本要求》中的“语法结构表”所规定的全部内容。

第三部分：阅读理解，测试考生从书面文字材料获取信息的能力。本部分测试的文字材料以一般性阅读材料为主，也包括简单的应用性文字，不包括诗歌、小说、散文等文学性材料，其内容能为各专业学生所理解。阅读材料涉及的应用性内容限于《基本要求》中“交际范围表”B级所规定的读译范围，如：便条、通知、简短信函、简明广告、简明说明书、简明规范等。

第四部分：翻译———英译汉，测试考生将英语正确译成汉语的能力。所译材料为句子和段落，包括一般性内容和实用性内容。

第五部分：写作，汉译英测试考生套写应用性短文、填写英文表格或翻译简短的实用性文字的能力。

二、英语应用能力考试的应对策略

英语应用能力考试具有全面性、多样性、针对性等特点。由此，教师应该从听、说、读、写、译五个方面着手，以使学生适应考试，努力提高英语综合运用能力。

1. 加强听力训练，坚持练习和技巧相结合。

在历次的PRETCO考试中，学生最薄弱的环节就在听力。其主要原因一是训练少，平时听得少;二是英语基础薄弱，一旦在听的过程中，遇到生词或接触不多的词汇时，就会思维迟钝，从而影响整个听力过程。因此，强化听力训练，提高学生的听力，是教学中急待解决的重要课题。所以，在教学中教师首先要让学生多听、常听，利用一切机会对学生进行强化训练，在强化过程中，可以按照PRETCO的听力测试的题型，分三大部分，有针对性地进行各个突破。第一是简单对话听力强化;第二是简短会话听力强化;第三是短文听力强化。强化内容既有涉及日常生活或普通交际的，也有涉及各种题材的。在强化训练时，教师要传授给学生一定的听力技巧，对学生的听力强化训练应该自始至终贯穿在整个教学过程中。但听力水平的提高和说、读、写水平的提高应齐头并进。教师有针对性地进行持之以恒的强化训练，充分发挥学生的主观能动性，就一定能使学生越过听力这个障碍，促进其英语应用能力的提高。

2. 加强口语训练，坚持克服心理障碍与创造语言环境相结合。

训练口语，首要条件是必须努力克服心理障碍，解决害怕说错的心理负担。句型训练是开口说话的基础。学生要把各类主要的句型练得滚瓜烂熟，能够脱口而出，再进一步掌握在各种情境中使用的词汇和习惯用语，就能够用口头表达自己意思了。学生要主动寻找口语教师和对话伙伴;积极参加社会上的各种英语交流活动，参与英语爱好者组成的自学者团体或运用多媒体语音教材训练。它可以虚拟真实的英语语言环境，进行英语会话，解决了语言环境、会话对象和英语教师等问题，为我们创造了很好的口语练习条件。学生应经常收集并熟练掌握英美人会话时常用的习语和特有的表达方式，必要时可以抄在一个专用的小笔记本上，经常反复练习，久而久之，英语的口语表达就会更生动、更丰富。

3. 加强阅读理解训练，坚持精读和泛读相结合。

根据英语应用能力考试的特点，为提高阅读效率与效果，笔者提出以下建议：一是学生应全面把握文章的主旨大意和作者写作意图，避免断章取义。二是教师应坚持课上精读精讲和课下泛读相结合，鼓励学生广泛阅读各类英文报刊、杂志，例如《2l世纪》、《英语学习》、《英语世界》等，更多地了解英美国家语言文化习惯，进而提高英语语言的理解感悟能力。三是教师应培养学生猜测生词的能力。通过同位猜词法、同义词反义词猜词法、构词猜词法等，提高学生对生词的理解判断能力。四是熟悉应用文体阅读，强调运用多种阅读方法进行作答。前两篇阅读材料属于一般性阅读材料，属于精读文章，学生要在掌握全篇主题思想和作者写作意图后方可作答;后三篇是应用性文体材料，学生应该采用略读、泛读、跳读等方法进行作答。

4. 加强翻译训练，坚持语言文字理解和提高表达能力相结合。

翻译题型主要考查学生对句子、短文的理解，以及文字表达的能力。部分学生得分低并不是因为不理解意思，而是断章取义或者不会用正确的语言文字表达，词不达意。在日常教学中，教师应该鼓励学生多看、多读、多写，在熟悉英美国家语言文化习俗的前提下，尽可能多做各种翻译训练，学会用英语的习惯表达汉语意思。另外，翻译方法也是极其重要的，日常训练中，教师应该强化长难句、定语从句、被动句等特殊句型的翻译，这样学生掌握其规律就可以事半功倍。同时写作考查的是应用文体的写作，实用性很强。教师在做日常应用文训练时，应注意不同文体格式和内容的要求，鼓励学生多背诵例文、范文，熟练掌握大纲要求和各类文体写作的特点，以提高其写作水平。

总之，不论参加何种考试，考生都必须注重语言使用能力的积累和培养。不应把学习英语的过程仅看成是记单词、背语法的过程，而应从语言应用的角度，遵循交际原则，努力把语言知识的学习、语言技能的培养融于语言交际活动中。在语言交际活动中，把学到的知识和技能内化，从而提高自己的语言使用能力。这是通过考试的需要，更是学习英语的目的。此外，学生还需了解各种考试的特点和侧重点，熟悉各种考试的题型，在平时的学习中自觉地多听、多说、多读、多写，并注意在大量的实践中提高自己的应试能力，这样才能在各种英语考级中取得好成绩。

参考文献

[1]宋焘.英语口语及训练方法.为你导航, 2004.

[2]朱盘宝.几种英语考试的介绍和建议.机械职业教育, 2002, (8) .

3.英语口语考试悉尼介绍 篇三

On the basis of having the capacity of speaking two languages,it is a common phenomenon for the bilingual to switch one language to another in their conversation.

According to Stockwell(2007),language varieties such as a particular language,or dialect,or register,or accent,or style can be generalized as the term“code”.The phenomenon mentioned above can be named“code-switching”(abbreviated as CS).In this paper,the“code”specially refers to the“language”rather than other language varieties.

The widely accepted definition of CS is presented by MyersScotton(1993:1):“Code-switching is a term used to identify alternations of linguistic varieties within the same conversation.”

Theoretical background

The research of code-switching in sociolinguistic aspect can be dated back to Blom and Gumperz’s(1972)“Social meaning in linguistic structures”.

When studying code-switching,Myers-Scotton(1993)made a perfect combination of the social factors and the grammatical factors together to take into consideration.In the language structural aspect,she built“Matrix Language-Frame Model”.The core idea of this model is there are two language systems in CS:one is Matrix language and the other is embedded language.The Matrix language plays a leading role in the conversation.

In the socialcultural aspect,she constructed“Markedness Model”.Myers-Scotton’s markedness model was stated in the form of a principle and four maxims.That is,The negotiation principle which includes the Sequential Unmarked Choice Maxim,The Unmarked Choice Maxim,The Marked Choice Maxim and The Exploratory Choice Maxim.Generally Speaking,“Markedness Model”gives a way of looking into the CS as a negotiation for the interlocutors to cooperate in the conversation.It is a model to perceive the social motivation of CS.

Methodology

1.Framework

In this research,the procedures of Conversational Analysis(abbreviated as CA)have been adopted to analyze the data.CAwas initially proposed by Harvey Sacks in the late 1960s and early1970s,which is a method to analyze the organization of the interaction.When analyzing the talk-in-interaction,the following three types of organization would necessarily be identified:turntaking,sequence organization,and repair.

2.Data/participants

The research topic I have been working for is“Conversational code-switching of Chinese students who study in Sydney.”

I will make a complimentary explanation t�ha偭t t�his paper is a Mandarin-English based research.The“Chinese”here is limited its scope to“Mandarin”.

The data have been collected by recording the spontaneous conversational exchange from graduate Chinese students who study in Sydney majoring various subjects such as linguistics,commerce,human resources.

There are 8 male students as well as 9 female students being investigated.They are all Mandarin-English bilinguals.All of them have accomplished their undergraduate study in China.The average length of time of their staying in Sydney is half a year.This research has been carried out in half a month.As a result,I have acquired about 3 hours tape-recording of these subjects’daily conversation.

Results and discussion

In this part,some first-hand data will be presented with separate analysis according to the CA approach and other sociolinguistic theories relating to CS.

1.The driving factors of CS

Extract1:

A:Global patterns he local patterns shi zhi shen me a?

(‘What do Global patterns and local patterns refer to?’)

B:(2.0)Wo jue de global patterns shi zhi wen zhang organize de fang shi._Local patterns shi zhi stages he phases.

(‘In my opinion,global patterns refer to the ways of organization of the article.Local patterns refer to stages and phases’)

A:(1.5)Hao xiang lao shi ye zhe me jiang guo.

(‘It seems that the teacher has said that.’)

Extract1 has taken place in school.It isa conversation between twopeople.A proposesa questionbyMandarinand English mixing expression.Amakes anevident selectionthat he wants Bto answer.Afteratwoseconds’thinking,Boffers an answer to A’squestionso that theadjacencypair is notdelayed.Itis apparent that B follows A’s discourse pattern as herresponse contains Mandarin and English.When it comes to the English words A used to deploy,B switches her speaking from Mandarin to English.Besides,it seems that B prefers to switch Mandarin to a specific English word.After 1.5-second pause,Aendsthe discourse sequence with a pure Mandarin sentence.

It can be clearly seen that when it comes to the academic words such as local patterns,global patterns etc.,the speakers tend to use the original form of the word in English.

Baker(2001);Romaine(1995)pointed out that:“Bilingual speakers tend to tal�k one�speci�fic topic in language A because language A is the language they were taught to cope with this topic,and/or because language B m@ay isomet�imes lack some terminology needed to handle this topic.”

That statement above to some extent clarifies the use of codeswitching in the domain of school and other academic settings.It can be summarized as educational factors acting on CS of the conversation.

Extract 2:

A:Ni zhu zai na[li?

(‘Where do you live?’)

B:[Ashfield.

A:Li xue xiao bu jin a.

(‘It is not near to school.’)

B:=Hai hao le.By train hen kuai de.

(‘That’s all right.It is fast to get to school by train’)

In this extract,the speakers use English word“Ashfield”and the phrase“By train”to make a switching from Mandarin.As mentioned a specific name of a location,the Chinese students are used to employing the original form.There is no need for them to interpret into Chinese(Mandarin)because the bilingual speakers can widely recognize the proper noun.“By train”is a simple phrase to express the daily transportation.It can be assumed that the bilingual speakers here obey the locals’daily expression.This can be called as conventional factors on CS.

2.The social motivation of CS

Extract3:

A:Ni he de shi hong cha ma?

(‘Are you drinking black tea?’)

B:=Bu shi.(‘No.’)

A:Na shi shen me?

(‘Then,which kind of tea?’)

B:(2.0)Green Tea.

In Extract3,A wonders to know what B is drinking.A receives a dispreferred answer from B.In order to achieve her goal,A keeps on asking.All these above are in Mandarin.Unexpectedly,with 2.0-second pause,B makes her response in English.

According to Myers-Scotton(1993),the speakers in the same community know what a linguistic choice will be normal,unmarked realization of an expected rights-and-obligations set for a particular conversation.Considering Chinese overseas students who study in Sydney as a community,when talking about trifles in daily life,they tend to speak in Chinese.Chinese here is the unmarked language choice.In the above extract,Speaker A asks repeatedly about what tea B drinking is.Finally,B selects the marked choice(English)to show his impatient about A‘s question.The use of CS from the speaker is a way to show their feelings such as impatient,disagreement.It is also regarded as a good way to make the statement more noticeable by using CS.What’s more,it seems that code-switching can play a conclusion role of a conversational sequence.Thus,code-switching sometimes is a signal of a specific sequence ending.

3.The repair in the conversation

Extract 4:

A:Ni men zhong wu chi de shen me?

(‘What you guys have had for lunch?’)

B:Slice(of bread)

A:(2.0))Slide?

C:(To B)Haha,Tou ying pian.

(‘Haha,slide.’)

B:Jiu shi na zhong chang er qie bao de mian bao.

(‘That is exactly the long and thin piece of bread.’)

A:=Ming bai le.

(‘Get it!’)

In the above extract,A asks a question in Mandarin.B is self-selected as the next speaker to answer the question in English.Because of B’s uncompleted phrase plus A’s uncertain hearing,A is quite struggled to know B’s meaning by questioning.C interferes in the conversation by joking in Mandarin.B makes an account for the misunderstanding caused by him in Mandarin.A finally replies in Mandarin to show her understanding.

In CA,The term of repair is“The mechanisms through which certain’troubles’in interaction are dealt with.”(Schegloff,Jefferson,&Sacks 1977).

Because of A’s mishearing of the word slice and C’s ridicule,B decides to repair his discourse by using Mandarin to clarify.The repair is initiated by A and C,thus,the clarification of B can be marked as“other-initiated,self-repair.”

In Chinese overseas students conversation,the phenomena of repair frequently occurs for the reason that code-switching sometimes may lead to confusion by the deficiencies in cognition and hearing.

4.The Matrix language model in analyzing these conversations

Extract5:

A:Zhe ge zuo ye de fen hao di.

(‘This assignment got a very low mark.’)

B:(2.0)Don’t worry.Zhe ci zuo ye da jia fen shu dou bu gao de.

(‘Don’t worry,most of us do not got a high mark in this assignment.’)

In Extract5,A complaints the low mark she has gotten in Mandarin.Within 2-second pause,B is trying to find words to comfort A.B consequently chooses English to attract A’s attention.Then,B switches to Mandarin to give reasons for his claim which makes his claim more acceptable.

Extract6:

A:Ni Jin Tian Xia Wu Neng Pei Wo Qu Chao Shi Ma?

(‘Can you go to supermarket with me this afternoon?’)

B:(2.0)Sorry,Wo Xia Wu You Ke.

(‘Sorry,I have class this afternoon’)

A:=That’s OK.

In Extract6,A puts forward his request in Mandarin.With2.0-second hesitation,B uses English to apologize,then switches to Mandarin to give the reason.A gives a brief response to B in English to end the sequence.

Examples such as Extract5 and Extract6 are by no means rare in my research.As a result,every subject chooses Chinese(Mandarin)as his/her Matrix language in conversation,even no one is exception.English is the embedded language in their conversation.In addition,they prefer to use English words or short phrases to make code-switching rather than a complicated sentence.It can be assumed that due to the extent of familiarity of the language,the Chinese overseas students who study in Sydney have not matched the level of using English as native speakers,they still prefer to use their mother tongue Chinese(Mandarin)to structure their conversation.

Conclusion

The study has revealed that when Chinese students who study in Sydney employ code-switching in their conversation,it can be regarded as both linguistics choices and communicative strategies.

The code-switching of Chinese overseas students is based on their vernacular-Chinese.The CS is in large degree in the morphemic level.In order to achieve the social goal,code-switching is widely adopted in the subjects’conversation.However,code-switching happens in their conversation naturally rather than deliberately.

参考文献

[1]Baker, C. (2001) Foundations of Bilingual Education and Bilingu- alism (3rd Edition). Clevedon: ML Matters Ltd.

[2]Blom, Jan-Petter, and John J. Gumperz. (1972). Social meaning in linguistic structure: code-switching in Norway. Directions in Sociolinguis- tics, ed. by John J. Gumperz and Dell Hymes, New York: Holt, Rinehart and Winston.

[3]Ellis, R. and Barkhuizen, G. (2005) Analysing Learner Language. Oxford: Oxford University Press.

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[7]Romaine, S. (1995) Bilingualism (2nd Ed). Oxford UK and Cam- bridge USA: Blackwell.

[8]Schegloff,E.A., G. J., and H.sacks. (1977). The prefernce for self- correction in the organization of repair in conversation. Language 53, 82-361.

[9]Stockwell, P. (2007). Sociolinguistics:A resource book for stu- dents (2nd ed.). London and New York: Routledge.

[10]Wang, X. J. (2006 ). Code-switching between mandarin and Eng- lish in English-dominant environments. Annual Review of Education, Communication, and Language Sciences. Retrieved from www.ecls.ncl.ac.uk/publish/ARECLS/xiaojingwang.htm