A comprehensive evaluation model based on improved set pair analysis is established. Considering the complexity in decision-making process, the model combines the certainties and uncertainties in the schemes, i.e., id...A comprehensive evaluation model based on improved set pair analysis is established. Considering the complexity in decision-making process, the model combines the certainties and uncertainties in the schemes, i.e., identical degree, different degree and opposite degree. The relations among different schemes are studied, and the traditional way of solving uncertainty problem is improved. By using the gray correlation to determine the difference degree, the problem of less evaluation indexes and inapparent linear relationship is solved. The difference between the evaluation parameters is smaller in both the fuzzy comprehensive evaluation model and fuzzy matter-element method, and the dipartite degree of the evaluation result is unobvious. However, the difference between each integrated connection degree is distinct in the improved set pair analysis. Results show that the proposed method is feasible and it obtains better effects than the fuzzy comprehensive evaluation method and fuzzy matter-element method.展开更多
The paper reports a study on listening strategies employed by 149 non-English majors of an agricultural university. The findings are that 1) meaning, strategies are preferred to metacognitive, formal, and social/affec...The paper reports a study on listening strategies employed by 149 non-English majors of an agricultural university. The findings are that 1) meaning, strategies are preferred to metacognitive, formal, and social/affective strategies; translation strategies are the least favored; 2) listening strategies affect listening performance, but slightly; while most strategies are correlated to listening performance significantly, only new word and translation strategies are significant but negative predicators; 3) high and low achievers employ strategies differently; high achievers apply more strategies more frequently, skillfully, whereas low achievers utilize new word and translation strategies more, which reveals partly the reasons for their different listening performances. Therefore, pedagogical implications are derived from the study for the teaching and learning of college English in agricultural universities.展开更多
基金Supported by Foundation for Innovative Research Groups of National Natural Science Foundation of China(No.51021004)Tianjin Research Program of Application Foundation and Advanced Technology(No.12JCZDJC29200)National Key Technology R&D Program in the 12th Five-Year Plan of China(No.2011BAB10B06)
文摘A comprehensive evaluation model based on improved set pair analysis is established. Considering the complexity in decision-making process, the model combines the certainties and uncertainties in the schemes, i.e., identical degree, different degree and opposite degree. The relations among different schemes are studied, and the traditional way of solving uncertainty problem is improved. By using the gray correlation to determine the difference degree, the problem of less evaluation indexes and inapparent linear relationship is solved. The difference between the evaluation parameters is smaller in both the fuzzy comprehensive evaluation model and fuzzy matter-element method, and the dipartite degree of the evaluation result is unobvious. However, the difference between each integrated connection degree is distinct in the improved set pair analysis. Results show that the proposed method is feasible and it obtains better effects than the fuzzy comprehensive evaluation method and fuzzy matter-element method.
文摘The paper reports a study on listening strategies employed by 149 non-English majors of an agricultural university. The findings are that 1) meaning, strategies are preferred to metacognitive, formal, and social/affective strategies; translation strategies are the least favored; 2) listening strategies affect listening performance, but slightly; while most strategies are correlated to listening performance significantly, only new word and translation strategies are significant but negative predicators; 3) high and low achievers employ strategies differently; high achievers apply more strategies more frequently, skillfully, whereas low achievers utilize new word and translation strategies more, which reveals partly the reasons for their different listening performances. Therefore, pedagogical implications are derived from the study for the teaching and learning of college English in agricultural universities.
