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引言听力已成为许多二语习得和教学理论的关键所在,这些理论把注意力集中于二语熟练程度的初级水平,构成这些理论的设想在于,语言学习是一个含蓄的过程,在这个过程中,语言规侧通过置身于广泛的真实话语中,尤其是置身于对听者而言有适当难度而又可理解的话语输入中而内在化了。当运用于教学时经过教师加工的输入将提高学生的理解力,而增强了的理解力将反过来促进语言的习得。这些讨论的重心完全放在教师对输入的加工上,以便增强理解,而不是放在听者处理输入的方法上。据说,听者的自觉处理在教学中没有得到强调,因为语言的习得是一个含蓄的过程。绝对地将注意力集中
INTRODUCTION Listening has become the key to many second language acquisition and teaching theories that focus on the primary level of proficiency in L2 proficiency. The assumption that constitutes these theories is that language learning is an implicit process in which , Linguistic rules are internalized by being exposed to a wide range of real discourse, especially in conversational discourse that is reasonably difficult and understandable to the listener. Inputs processed by teachers when applied to teaching will increase students’ comprehension, and increased comprehension will in turn facilitate language acquisition. The focus of these discussions is entirely on the teacher’s input processing, in order to enhance understanding, rather than on the listener’s approach to input. It is said that the listener’s conscious approach has not been emphasized in teaching because language acquisition is an implicit process. Absolutely focus