作　　者： ;

机构地区： 广东外语外贸大学国际学院

出　　处： 《韶关学院学报》 2010年第2期140-143,共4页

摘　　要： 从认知语言学角度出发,二语听者在自下而上及自上而下信息处理方面存在着各种困难。教师应针对这些困难,采取培养听者自下而上及自上而下两种信息处理能力的教学方式。在课堂教学上应有意识地培养学生话语感知,单词识别及策略使用的能力以体现二语听力的可教性。二语听力"可教性"的观点认为听力课堂的功能不应仅体现在丰富真实的听力内容与活泼生动的教学形式上,也不能仅止于提供机会让学生练习听力。二语听力课堂的功能应更深层次地体现在培养学生对自己听力能力的责任意识及驾驭能力上。 From a cognitive perspective, L2 listeners＇ have difficulties in their bottom-up and top-down information processing. L2 teachers should adopt the approaches to L2 listening aimed at improving L2 listeners＇ bottom-up and top-down processing ability to help tackle these difficulties. In L2 listening classroom, teachers should consciously cultivate L2 listeners＇ ability in speech perception, word recognition and strategy use. The notion of L2 listening ＂teachability＂ maintains that the function of L2 listening does not lie merely in the provision of diversified and authentic listening materials, or merely in the adoption of a dynamic and interactive teaching style. The function of L2 listening class should also go further than merely providing opportunities for students to practice their listening. In an in-depth way, the function lies in the enhancement of L2 listeners＇ awareness about their listening, as well as in the cultivation of their abilities to shoulder the responsibilities for their own L2 listening.

关 键 词： 二语听力 可教性 单词识别 信息处理 听力策略

领　　域： [语言文字]