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语言学习的第一步就是语言的感知,包括言语感知和书面语言的感知。言语感知处理声音信息和语音语言信息。讲话声音没有稳定的声学特征,这意味着相同的声音的不同在不同的口音和它们也不同于当与其他声音相结合,因此,语音感知是一个复杂的心理过程。首先,研究引入了麦克莱兰和埃尔曼证实言语知觉的踪迹模型。该模型挑战的假设,在模块化观点发现,即音位处理不受更高级别的处理。与此相反,它假定几个层次的处理,显着特征,音素,和words-同时激活期间语音感知并彼此交互。后声明的语音教学英语听力教学的推动下,研究应用了语音感知的跟踪模型,英语听力教学。它指出,在三个层面上的讲话中系统的教学音功能,音素和单词教学将有效地刺激听力技巧。最后,这项研究还提出了一些英语听力教学策略可以应用到提高听力教学的效率。
The first step in language learning is language perception, including verbal and written language perception. Speech Awareness Processing voice information and voice language information. Speech sounds do not have stable acoustic characteristics, which means that the same sounds differ in different accents and that they are also different when combined with other sounds, so that speech perception is a complex psychological process. First, the study introduces trace models that McClelland and Elman confirm speech perception. The assumptions of the model challenge are found in a modular point of view, that is, phoneme processing is not handled at a higher level. In contrast, it assumes several levels of processing, salient features, phonemes, and speech-aware and interacting with each other during simultaneous activation. After the announcement of the pronunciation of teaching English listening teaching, driven by the application of a tracking model of speech perception, English listening teaching. It noted that systematic pedagogic function, phoneme and word teaching in the three levels of speech will effectively stimulate listening skills. Finally, the study also proposed that some English listening teaching strategies can be applied to improve the efficiency of listening teaching.