作 者：石荷花[1] SHI Hehua （Chengdu Institute, Siehuan International Studies University, Chengdu, Sichuan 611844） 机构地区：[1]四川外语大学成都大学,四川成都611844 出 处：《科教导刊》2017年第26期181-182,共2页 摘 要：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.The grasp of listening skills will have the phase characteristics, in the third and fourth semester, listening grades will reduce. The emergence and increasing long sentences is an important cause of this phenomenon. In teaching practice, found that students have ＂long sentence dictation obstacles.＂ By a semester empirical testing of 30 students, discussed the ＂long sentence dictation obstacles＂ manifestations are： ignoring sentence and focus on the voice, the lack of integrity of the sentence, the sentence reversed the order, the lack of logic. To solve the ＂long sentence dictation obstacles＂ problem, proposed a targeted solution strategy. 关 键 词：长句听解 分 类 号：H36[语言文字—日语] ，日语论文，日语论文 |
