听力

Results The patients were predominently female teenagers with a history of gradual onset of bilateral hearing loss, pure tone audiometry revealed symmetric ascending audiograms with moderate hearing loss at frequencies below 1 kHz, but relatively normal hearing at 2 kHz and above. Speech reception thresholds were between 40 to 85 dB HL, discrimination score was from 29% to 68%. Stapedial reflex, auditory brainstem response and compound action potentials were absent or threshold elevated disproportionately to the pure tone threshold. All of the patients had normal cochlear microphonics and robust spontaneously and transiently evoked otoacoustic emissions, the TEOAE showed no contralateral suppression effects as seen in normal subjects.

结果 该病多在青春期后起病，女性较多发，表现为渐进性双耳对称性听力下降，纯音听力以低频损失为主，语言接受阈升高，分辨率下降，镫骨肌反射及ABR引不出或阈值明显升高与纯音听力不成比例，耳蜗微音器电位正常，听神经动作电位引不出，耳声发射波幅高、时程长且不为对侧声刺激所抑制。

The acoustic sensibility was elevated and the descended abruptly in 3 ears after operation, the drum membrane separated with ossicles in 1 ear, the ossicle detached from oval window in 1 ear, the dislocation of malleus and stirrup in 1 ear.

术后听力提高后又突然下降3耳，其中1耳为重建听小骨与鼓膜分开，1耳为重建听小骨与卵圆窗分开，1耳为锤镫关节脱位，再次手术后听力均明显提高。2耳因胆脂瘤术后面瘫，CT示面神经管鼓室段缺损，再次手术后面瘫症状逐渐消失，但听力与术前相似。

The most outstanding features of this model are that it emphasizes the function of pre-existent knowledge in listening comprehension as well as the role of pre-listening and post-listening, thereby it makes up the insufficiency of the traditional model of teaching listening and improves the effect of listening teaching.

这种教学模式的最大特点是重视背景知识在听力理解中的作用，重视听前阶段和听后阶段在听力课堂教学中所起的作用，从而有效地提高听力课堂的教学效果，弥补传统教学模式的不足。

In this article preliminary analysis current English hearing study has existed the main question, simultaneously elaborated English hearing study strategy and the study skill, for raise English study hearing level to provide the help.

本文初步分析了当前英语听力学习中存在的主要问题，同时阐述了英语听力学习的策略和学习技巧，为提高英语学习者的听力水平提供帮助。

The average of hearing threshold shifts at high frequencies(4k, 6k, 8kHz) is considerably larger than that at low frequencies(0.5k, 1k, 2k Hz). The moderate to severe degree of hearing loss of the paper mill workplace of subjects showed maximum notches at the frequency of 4 kHz. The noise-exposure group grades of DNA damage were significantly higher then the controls.

经扣除年龄老化因素所得到的听力损失修正值，结果显示在谈话性低频率0.5KHz、1 KHz中，女性比男性听力损失严重，并以女性、≧50岁、右耳、1 KHz 之平均值39.0±17.2dB为最高值，而於高频率2KHz至8 KHz中，不同年龄层之比较，以男性、≧50岁、右耳、8KHz之平均值49.0±27.1dB为中度至重度听力损失情形。

Results Postoperative follow-up lasted for 1.5~9 years, and audition increased more than 30 dB in 17 patients, increased 10~30 dB in 47, no increase in 4 (including 2 cases of artificial auditory ossicles expelling through tympanum because of postoperative infection).

结果：术后患者随访时间1.5~9年，听力提高30dB以上者17耳，听力提高10~30dB者47耳，听力无提高者4耳（其中因术后感染致人工听骨经新鼓膜排出者2耳）。

ResultsPostoperative follow-up lasted for 1.5～9 years, and audition increased more than 30dB in 17 patients, increased 10～30dB in 47, no increase in 4 ( including 2 cases of artificial auditory ossicles expelling through tympanum because of postoperative infection).

结果：术后患者随访时间1.5～9年，听力提高30dB以上者17耳，听力提高10～30dB者47耳，听力无提高者4耳（其中因术后感染致人工听骨经新鼓膜排出者2耳）。

Objective To explore the prediction of bone-conduction of audiometric threshold in normal-hearing adults using multiple auditory steady-state response. Methods BC-ASSR and BC-A were recorded in 20 normal-hearing adults(10 males and 10 females). The response thresholds and the behavioral thresholds were compared at 0.5, 1.0, 2.0 and 4.0kHz to get the correlation and regression formulae.

目的 探讨多频听性稳态反应评估听力正常青年人骨导纯音听阈的可能性，旨在观察听力正常青年人骨导多频听觉稳态反应测试的正常值特点，进一步探讨骨导ASSR的反应阈与骨导纯音听阈的相关性，为临床上对不能配合做纯音测听的患者行听力评估时提供客观参考。

This paper discusses the contradictive situation between the importance of listening comprehension in English teaching and learning in senior high school and students'poor ability of listening comprehension.

本论文讨论了高中英语教学中听力理解的重要性和学生听力理解能力普遍低下两者间的现实矛盾并提出假设：背景知识是否是影响高中生的英语听力理解能力的一个因素？

Pragmatic presupposition determines the choice of information focus and its position in a sentence,organizes the discourse into a coherent whole,concise,clear and smooth,and achieves the expected stylistic effects.in college english teaching,if teachers teach the knowledge about pragmatic presupposition in listening teaching,introduce the frequently-seen patterns of presupposition, increase the presuppositional sensitivity of students to certain words and structures,guide students to use the theory on presuppositional information to make forecasts on base of written listening material,listen purposefully,and get rid of the distraction of the minor and redundant information,the ability of students to obtain major information and linguistic inference will be strengthened and their listening competence will improve remarkably.george yule divided presuppositional triggers into factive presupposition,non-factive presupposition,counter-factive presupposition,existential presupposition,lexical presupposition and structural presupposition.presuppositional triggers are helpful for us to understand the true intention of the speaker or writer.in college english reading teaching,if teachers introduce the discourse organizing function of pragmatic presupposition and the relevant presupposition triggers,and teach students to use these triggers to communicate with the writer,the comprehension competence of students will be greatly enhanced.the essential function of presupposition is to build a framework for the further development of discourse.in college english writing teaching,teachers can use the theory on pragmatic presupposition to construct a handy training program for textual organization,increase the textual coherence, economy and structural perfection of the english writings by students.in college english translation teaching,teachers should focus on developing the pragmatic presuppositional thinking of students,enable them to grasp the presupposed information in source text / speech exactly,understand the original thoroughly,correctly reorganize and reproduce the pragmatic presuppositions in the target language,carry out the functional equivalence in translation and successfully realize the smooth and accurate communication.with the instruction of pragmatic presupposition in college english teaching,the complete understanding and integral acquisition of english and chinese of students will come true.in conclusion,to implement the curriculum requirements for college english teaching promulgated by the ministry of education of china,we should emphasize the instruction of the theory on pragmatic presupposition in college english teaching,carry it through from beginning to end.it's one of the important means to realize the college english teaching reform, improve the effects of college english teaching,strengthenr the practical and integrative language abilities of students,in order to cultivate the compound talents to adapt to the global integration and meet the requirements of the reform and opening in china.

在大学英语教学中，教师将语用预设知识贯穿于听力教学过程中，讲授一些常出现的预设类型，提高学生对一些特定的词语和结构的预设敏感度，引导学生运用预设信息理论对听力文字材料进行预测，有的放矢，排除次要、冗余信息的干扰，增强获取主要信息的能力和语言推理能力，从而提。。。更多高学生的听力理解水平。george yule将预设触发语分为事实预设、非事实预设、反事实预设、存在预设、词汇预设和结构预设，触发语有助于我们在阅读当中理解作者的真正用意。在大学英语阅读教学中，介绍语用预设的语篇组织功能和有关的预设触发语，并利用触发语来与作者进行交流，会极大地提高阅读理解能力。预设的基本功能就是为语篇的进一步发展建立一个框架。利用语用预设理论可以为大学英语写作教学构建一个易于操作的篇章组织训练方法，提高学生英语写作的语篇连贯性，经济性和结构优化。在大学英语翻译教学中，注重培养学生的语用预设思维，准确把握源语的前提信息，透彻理解原文，使语用预设在目的语中正确重组和再现，实现翻译的功能对等，交际的流畅性和准确性，并增强学生对英汉双语的全面性认识和整体性习得。综上所述，为更好地贯彻和实施教育部颁布的《大学英语课程教学要求》，在大学英语教学中重视语用预设理论的传授，使语用预设贯穿于大学英语教学的始终，是实现大学英语教学改革的重要手段，改善大学英语教学效果，增强学生的实用综合语言能力，培养符合全球一体化趋势，适应改革开放要求的复合型人才。

As she looked at Warrington's manly face, and dark, melancholy eyes, she had settled in her mind that he must have been the victim of an unhappy attachment.

每逢看到沃林顿那刚毅的脸，那乌黑、忧郁的眼睛，她便会相信，他一定作过不幸的爱情的受害者。

Maybe they'll disappear into a pothole.

也许他们将在壶穴里消失