论文部分内容阅读
和其他语言技能相比,听力水平的评估似乎并没有受到足够的重视。以前听力理解被看作是一个将所听到的语言信息组构为意思的过程。不过这一过程所需要的绝不单纯是听到的语言信息,它应该是语言学知识和非语言学知识的交互作用的结果。所谓的语言学知识有语音、词汇、句法等,但听力理解所包含的并不局限于此,因为它又是一个解释的过程。听力理解应该是自动地在真实情况下发生的,包括听者的相关背景知识和特殊目的;而且它又因人而异,也就是说,一个文本的内容越复杂,对它的阐释就越多样化。
Compared with other language skills, the assessment of listening level does not seem to receive enough attention. In the past, listening comprehension was seen as a process of organizing the heard language information into meanings. However, what this process requires is not simply the language information that is heard. It should be the result of the interaction of linguistic and non-linguistic knowledge. The so-called linguistic knowledge includes phonetics, vocabulary, and syntax, but listening comprehension does not include this because it is also an interpretive process. Listening comprehension should happen automatically under real conditions, including the listener’s relevant background knowledge and special purpose; and it varies from person to person, that is to say, the more complex the content of a text, the more interpretable it is. Change.