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一、引言自上世纪中期以来,语音教学在语言教学中逐步受到重视,教育部《高等学校英语专业英语教学大纲》对学生的语音能力提出明确的要求,即要求发音正确,语调比较自然,以此目标指导语音教学。语音教学随同外语教学理论、模式的演变也在经历着一系列的变革,教学重点从初期的音素和单词发音,发展到目前着重超切分音,如中信、节奏和语调等(罗立胜,2002)。
I. INTRODUCTION Since the middle of the last century, phonetics teaching has gradually received attention in language teaching. The Ministry of Education’s “English Teaching Syllabus for English Majors in Colleges and Universities” puts forward a clear requirement for students’ phonetic ability, that is, a correct pronunciation and a natural tone. This goal guides voice teaching. The evolution of phonetics teaching along with foreign language teaching theories and models is also undergoing a series of changes. The focus of the teaching has evolved from the early phonemes and word pronunciations to the current emphasis on hyper-dividing, such as CITIC, rhythm, and intonation (Luo Lisheng, 2002). .