Question

急！急！急！谁来帮我翻译下

（一）听力与词汇量

一般人总是认为，听得越多，听力理解能力越强。不容否认，多听确是提高

听力理解能力的一种积极手段 ，但听力水平的高低不完全在于听的次数多少，

也不完全在于听的内容长短、难易如何，它是一个人英语知识 的全面体现，而

所有英语知识的基础便是词汇。词汇量在英语学习中起着至关重要的作用，它是

一切训练的基 础，听力自然也不例外。听力理解中的每一个对话、语段、语篇

都是由句子组成，而句子的基本单位正是词或 词组。在听的过程中，我们能模

仿出听到的发音，但如不掌握一定的词汇量，便无法把与其所代表的符号—— 词

联系起来，也就无法得知符号所代表的事物——意义。

因此，从理论上说，词汇量的大小在一个侧面决定了听力理解的程度。

（二）听读相关性

不少人学习英语多年，但却不一定能听懂别人说英语，即使是非常简单的句

子。然而，若把英语的书面材 料给他们，即使有一些生词也能读懂或大致看懂。

这种情况不仅在自学英语的人们中存在，在接受正规训练的 学生中也不同程度

地存在着。当前，在英语教学中，尽管学生的听力训练材料的难易度往往低于阅

读材料，但 就整体而言，学生的听力水平仍低于阅读水平。实质上，这种情况

的产生与外语教学环境中听读心理活动过程 的特点有关。

在母语学习中，从技能的发展顺序看，听说先于读写，即首先在大脑中建立

语言的语音特征图式和其相对 应的有关客观世界相互关系的图式；然后在大脑

中建立语言的字符特征图式，即在听说的基础上进展到读写。 当然，听读的心

理活动过程要比读的心理活动过程复杂一些。在外语环境中，听读的心理活动过

程与母语环境 中的情况不同，其特点如下。1.操母语者必须经过一个在大脑中

叠加或重新建立新的语言系统的图示的过程， 才能掌握外语。这个过程的顺序

是：字母—词—句—篇章，与此同时，还要逐渐完成语音特征图式的建立（如 音、

音素、节奏、语流、语调等），因此，字符图式与语音特征图式的建立是同时的。

但在外语教学中听、说 、读、写四种技能是同时起步的，而且，在教学中由于

受到教学大纲、内容、时间、方法以及学习环境和个体 差异等各种因素的影响，

这四种技能在实际上不可能做到同步发展。比如，学生进行阅读训练的时间往往

超过 听能训练时间，在读的过程中又常常采用默读的方法，这样，听觉器官和

视觉器官的发展势必不平衡。实验证 明，对同一个或若干已学过的词，学生听

和看的反应是不同的，通过视觉辩认的能力大于其用听觉辨认词的能 力。

2."读"的能力（即同时调用语音和字符图式辨认字符）在外语教学中具有十分

重要的地位。由于学习者 主要是以字符为基本媒介开始学习外语的，因此，阅

读能力直接影响着听的能力。对于外语教学中的听读相关 性，蔺长旺通过实验

提出了以下结论：外语教学中的阅读理解率与听力理解率直接相关，其为正比例

相关.
哪位高手帮我翻译下 不要在线翻译的 谢谢了！！

Answer 1

(A) listening and vocabulary
Most people always thought and heard more stronger listening comprehension ability. Can not be denied, listening to do is to raise
Imitation out to hear the pronunciation, but if do not have a certain vocabulary, will not be able to sign that it represents - the word
Listening comprehension ability of a positive means, but The level of hearing is not entirely in the number of times to listen to,
Is not entirely lies in listening to the contents of the length, difficulty of how a person's knowledge of English which is a comprehensive reflection of the
Is the foundation of all knowledge of English vocabulary. Learning vocabulary in English plays a vital role, it is
The basis of all training and hearing is no exception. Each listening comprehension dialogue, discourse, discourse
Composed by sentence, while the sentence is the basic unit of word or phrase. In the listening process, we can model
Imitation out to hear the pronunciation, but if do not have a certain vocabulary, will not be able to sign that it represents - the word
Therefore, theoretically speaking, vocabulary size of a side determines the degree of listening comprehension.
(B) listening and reading related
Link will not be able to know the things represented by symbols - the meaning.
Sub. However, if the written material in English to them, even though there are some Shengci can read or understand less.
Many people learn English for many years, but not necessarily be able to understand others, speak English, even in very simple sentences
Exists. At present, English teaching, even though the students listening training materials for ease of reading are often lower than
Reading materials, but on the whole, the students listening level is still below the reading level. In essence, this situation
This situation not only in the self-learning of English people there, in the formal training of students in different degrees
Generation and foreign language teaching and learning environment to your liking reading of the relevant characteristics of the process of mental activity.
Mother-tongue learning, from the development of skills in order to see, I heard that prior to reading and writing, that is, first of all in the brain to create
Language features to create a character pattern, that is heard on the basis of progress to read and write. Of course, the Listening and Reading's heart
Li an active process of mental activity than the reading process more complicated. In the foreign language environment, listening to mental activity than reading
Cheng and native environment is different, its features are as follows. 1. Speaking native speakers in the brain must go through a
Overlay or re-establishment of a new language system, the icon of the process, in order to master foreign languages. The order of this process
Are: letters - words - sentences - chapter, at the same time, but also the gradual completion of the establishment of schemata speech features (such as sound,
Phonemes, rhythm, language flow, tone, etc.), therefore, character and voice characteristics of schema schema was created simultaneous.
However, in foreign language teaching pleasant to the ear, speaking, reading and writing skills are also four kinds of start-ups, and, in teaching because of
By the syllabus, content, timing, methods, and the learning environment and individual differences in a variety of factors,
Language, voice characteristics schema and its corresponding relationship between the objective world schema; and then in the brain
The four skills in practice, impossible to develop simultaneously. For example, students read the training time is often
The development of the visual organ is bound to an imbalance. Experiments show that one or more of the same words have been learned, the students listen
And seeing the reaction is different, through visual identification of the capacity is greater than the ability to use auditory word recognition.
More than listening to the training time, in the process of reading is often used another method of silent reading, so that hearing organs and
2. "Read" capability (ie, voice and character at the same time called schemata identification characters) in foreign language teaching has a very
Important position. As the learners are mainly characters as the basic medium to start learning a foreign language, therefore, read
Reading ability was a direct impact on the ability to listen. For foreign language teaching in the listening and reading relevant, Lin Cheung Wong through experiments

Answer 2

不要在线翻译的