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听力技能的掌握会出现阶段化的特征,第三,四学期听力学习成绩将会降低。长句的出现和增加是导致这一现象的重要原因之一。在教学实践中,发现学生听写存在“长句听写障碍”。通过对30名学生进行一个学期的实证性测试,讨论了“长句听力障碍”的表现形式有:注重语音忽略句意,句子完整性的缺失,句子顺序的颠倒,缺乏逻辑等。为解决“长句听力障碍”问题,提出了针对性的解决策略。
Listening skills mastery will be phased characteristics, the third and fourth semester hearing performance will be reduced. The emergence and increase of long sentences is one of the important reasons leading to this phenomenon. In teaching practice, we found that students dictate the existence of “long sentences dictation disorder.” Through a semester of 30 students a positive test, discussed “long sentence hearing impairment ” in the form of: pay attention to the phonetic ignore sentence meaning, the lack of completeness of the sentence, the sentence order reversal, the lack of logic. In order to solve the problem of “long sentence hearing impairment”, we put forward a targeted solution strategy.