摘要
国内已有的二语朗读研究主要从音系的物理特性和二语习得中介语的角度来探讨学习者音系发展水平,却忽略了言语感知和输出对二语朗读发展水平的作用。研究表明,学习者是二语朗读的主体,二语朗读受到发音器官、认知水平和母语感知方式的制约;二语朗读在语音感知、情感感知和概念感知方面与母语者存在差别。二语朗读的本质是生理和认知的体验性,这一特性正是二语朗读听读说叠加教学模式构建的基础。
Researches on the development of learners＇ phonological competence have been done mainly from the aspects of physical prosperities of phonology and interlanguage of L2 acquisition, ignoring the effect of speech perception and production on it. Based on theories of cognition and psychology, this paper attempts to explore the prosperities and pattern of L2 oral reading speech perception. It indicates that learner is the subject of L2 oral reading speech perception, which is constrained by speech organs, cognitive ability and pattern of L1 Speech perception. In Addiction, there exist differences between L1 and I2 phonology perception, psychology perception and concept perception. L2 oral reading is essentially a physical and cognitive experience, the construction basis for the empirically cognitive teaching model.
出处
《广州大学学报（社会科学版）》
2011年第8期89-93,共5页
Journal of Guangzhou University:Social Science Edition
基金
广西教育厅科研项目(200504222)
关键词
二语朗读
学习者主体
认知体验性
言语感知
L2 oral reading
physical and cognitive experience
Speech Perception and Production
