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中国学习者英语心理词汇的听觉识别过程研究

类型:英语论文 时间:2017年11月16日

HAPTER ONE INTRODUCTIONThe core of learning a second language is to be able to use the language tocommunicate with others. In this process, spoken word recognition lies in the centralposition for its extremely important role in transmitting the meaning. For nativespeakers, the perception of spoken words seems to be pretty easy because they seemto understand the speech automatically with little effort. While for a Chinese Englishas a Foreign Language (EFL) learner, listening comprehension may be the mostdifficult task throughout his/her English learning. This difficulty mainly derives fromthe trouble they have with auditd recognition. To recognize an auditdis to relate the sound to meaning. The investigation of the recognition process ofauditds is to explore how the sensory input is mapped onto the representationsof semantic meaning in the mental lexicon.1.1 Background of the ResearchThis research is inspired by several phenomena observed in Chinese EFLlearners’ auditd recognition. One is that quite a few learners claim to have theexperience of being able to recognize some words by sight, but cannot recognize themby sound. Another is that some learners often need to write down the auditdsfirst before they can recognize them. In a prior research by the author(Zhang Suying& Han Yuqiang, 2016), an instruction was given to the subjects of writing down theChinese meaning of the word they had heard and the requirement of “do not writedown the word’s spelling, only Chinese meaning” was explicitly made. However,among the 38 subjects, 28 of them had written down some words’spelling to facilitatetheir recognition of the auditds. These phenomena mentioned above not onlyreflect that Chinese EFL learners’ ability of auditd recognition is relativelyweak compared with that of visual word recognition, but also provoke the author’swondering of what role dose orthography play in auditd recognition. What’smore, compared with English majors, recognizing auditds can be a morestrenuous task for non-English majors. The sharp difference between the Englishmajors’ and non-English majors’ performances in listening comprehension can beeasily perceived in Chinese college English teaching. So here arouses anotherquestion: how do the learners’ proficiency levels of English affect their cognitiveprocess of auditd recognition?...........1.2 Significance of the ResearchListening, as an essential part of language acquisition, has been a great challengefor Chinese English learners. One

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