| 听力教学中辨音能力的培养 |
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| 引用本文： | 叶莉.听力教学中辨音能力的培养[J].读与写:教育教学刊,2011,8(1):43-44,4. |
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| 作者姓名： | 叶莉 |
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| 作者单位： | 内江师范学院外国语学院,四川,内江,641112 |
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| 摘 要： | 心理语言学中关于语音听辨的原理和听音经历的三阶段为探究影响辨音效果的因素提供了依据。在听力理解过程中,除语音知识外,词汇、语法、语境知识以及心理状态都会大大地影响听音、辨音的效果。因此,在听力教学中不仅要注重语音学习,还要注重词汇、语法和文化的学习,克服听力焦虑,从而提高学生的辨音能力。
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| 关 键 词： | 辨音能力 听力理解 因素 方法 |
The Ways of Fostering Sound Recognition in Listening Teaching |
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| Ye Li.The Ways of Fostering Sound Recognition in Listening Teaching[J].Read and Write Periodical,2011,8(1):43-44,4. |
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| Authors: | Ye Li |
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| Institution: | Ye Li (Foreign Languages School, Neijiang Normal University,Sichuan 641112) |
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| Abstract: | The psycholinguistic theories and the three stages of listening throw light on the influential factors about sound recognition. It is believed that the effect of listening not only depends on the knowledge of phoneme, but is also influenced by the vocabulary, grammar, context and the listener’s psychological state. Therefore, to improve the ability of sound recognition, it is absolutely necessary for students to enrich the knowledge and overcome anxiety. |
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| Keywords: | sound recognition listening comprehension factors ways |
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