在英語(yǔ)四級(jí)考試中，聽(tīng)力理解部分無(wú)疑是考生們需要重點(diǎn)關(guān)注的環(huán)節(jié)。小編為大家整理了“2023年12月英語(yǔ)四級(jí)真題聽(tīng)力第二套”P(pán)assage 2的內(nèi)容，希望為大家備考帶來(lái)幫助！
英文原文
Passage 2
短文2
For college students under pressure, a dog may be the best stress fighter around. According to the finding of a recent study, it's a really powerful finding, said Patricia Pendry who LED the study. Universities are doing a lot of great work trying to help students succeed academically, especially those who may be at risk due to a history of mental health issues or academic and learning issues. This study shows that traditional stress management approaches are less effective for this population compared with programs that focus on providing opportunities to interact with therapy dogs.
對(duì)于壓力下的大學(xué)生來(lái)說(shuō)，狗可能是最好的減壓者。根據(jù)最近的一項(xiàng)研究發(fā)現(xiàn)，帕特麗夏·彭德里（Patricia Pendry）表示，這是一個(gè)非常有力的發(fā)現(xiàn)，她領(lǐng)導(dǎo)了這項(xiàng)研究。大學(xué)正在做很多很好的工作，試圖幫助學(xué)生在學(xué)業(yè)上取得成功，尤其是那些可能因心理健康問(wèn)題或?qū)W術(shù)和學(xué)習(xí)問(wèn)題而有風(fēng)險(xiǎn)的學(xué)生。這項(xiàng)研究表明，與提供與治療犬互動(dòng)機(jī)會(huì)的項(xiàng)目相比，傳統(tǒng)的壓力管理方法對(duì)這一人群的效果較差。
The researchers measured executive functioning in the students involved in the study. Executive function is a term for the skills one needs to plan, organize, motivate, concentrate, and memorize. These are skills students need to succeed in college. The researchers found that students who were most at risk had the most improvements in executive functioning after interacting with therapy dogs. These results remained when researchers followed up six weeks later.
研究人員測(cè)量了參與研究的學(xué)生的執(zhí)行功能。執(zhí)行功能是指一個(gè)人需要規(guī)劃、組織、激勵(lì)、集中注意力和記憶的技能。這些是學(xué)生在大學(xué)取得成功所需的技能。研究人員發(fā)現(xiàn)，風(fēng)險(xiǎn)最大的學(xué)生在與治療犬互動(dòng)后，執(zhí)行功能方面的改善最大。研究人員在六周后跟進(jìn)時(shí)，這些結(jié)果仍然存在。
Many universities provide academic stress management programs and workshops. These are traditionally very similar to college classes. They often talk about ways to get more sleep, set goals, or manage stress or anxiety. Pendry acknowledges that these are really important topics and these workshops help typical students succeed, but they're less helpful for struggling students. Pendry believes those students may experience the programs as another lecture and feel even more stressed.
許多大學(xué)提供學(xué)術(shù)壓力管理項(xiàng)目和研討會(huì)。這些傳統(tǒng)上與大學(xué)課程非常相似。他們經(jīng)常談?wù)撊绾潍@得更多的睡眠、設(shè)定目標(biāo)或管理壓力或焦慮。彭德里承認(rèn)這些都是非常重要的話題，這些研討會(huì)幫助了普通學(xué)生取得成功，但對(duì)掙扎中的學(xué)生幫助不大。彭德里認(rèn)為這些學(xué)生可能會(huì)將這些項(xiàng)目視為另一場(chǎng)講座，并感到更加緊張。
Questions 19 to 21 are based on the passage you have just heard.
問(wèn)題19至21是基于您剛剛聽(tīng)到的短文。
Question 19: What does the recent study LED by Patricia Pendry aim to examine?
問(wèn)題19：帕特麗夏·彭德里領(lǐng)導(dǎo)的最近一項(xiàng)研究的目的是什么？
Question 20: What did the new study measure in the participants?
問(wèn)題20：新研究測(cè)量了參與者的什么？
Question 21: What does Patricia Pendry think traditional stress management programs may do?
問(wèn)題21：帕特麗夏·彭德里認(rèn)為傳統(tǒng)的壓力管理項(xiàng)目可能會(huì)產(chǎn)生什么效果？
