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本文是一篇高中英语教学论文，本文认为有必要将焦点口音的训练整合到听和说课程中，从而优化学生在自由表达中对焦点口音的理解和利用。语音技能的训练应该在有意义的环境中进行。为了实现这一目标，教师应创造真实的生活情景，并为学生提供机会，让他们真正倾听和练习焦点课程。具体而言，以下提供了一些实用建议

Chapter One Introduction

1.1 Research Background

As the grounding of language acquisition, words generally assume theideographic role in language systems. Most words are acquired in a certain context orsituation, from which learners infer the meanings. Inferencing is a cognitiveprocessing strategy used by learners when they try to interpret texts. As anindispensable component of inferencing, lexical inferencing is a complicatedcognitive process in which learners obtain the meanings of unknown words with theassistance of linguistic clues and background knowledge, involving contextual factors,lexical factors and learner factors. Hence, lexical inferencing assumes an essentialrole in vocabulary knowledge development and discourse comprehension.

Though increasing attention has been paid to L2 lexical inferencing these years,most studies have been conducted in the reading field, covering knowledge sources,inferencing strategies, discourse factors and learner factors. Few of them have beencarried out in L2 listening, and little attention has been paid to word-related factors,especially focal accents. However, as the semantically most prominent component ofa sentence, a focus is often expressed in the form of a pitch accent in the flow ofspeech (Gussenhoven 1983). In other words, through listening input, focal accentsmay affect learners’ lexical inferencing processing to a certain degree. Therefore, it isof necessity to extend the study of L2 lexical inferencing to listening and toinvestigate the degree to which its processing is affected by focal accents.

1.2 Research Significance

The research value can be illuminated both theoretically and practically.

The theoretical value rests with two points of view. In the first place, the thesisenriches domestic studies of L2 lexical inferencing in listening. As for the researchangle, most authoritative studies at home focus on the reading process, and only thestudy conducted by Cai and Wu (2007) involves the use situation of lexicalinferencing strategies in listening comprehension. In view of the disparities betweenlistening input and reading input, whether the discoveries in reading are ofapplicability in listening remains to be verified. Besides, the influences of thecharacteristics of listening input on lexical inferencing processing are also worthexploring. Hence, this study helps to make up for the lack of listening-oriented lexicalinferencing research by selecting short dialogues and character monologues in recentcollege entrance examinations as materials and investigating the impacts of focalaccents. Secondly, the framework of the markedness theory of focus is combined withlexical inferencing strategies. In this study, meaningfully related to target words tosome extent, focuses are literally determined by lexical or grammatical devices andthen marked phonetically by intensive accents in listening input. Students are judgedwhether they have mastered certain phonetic, semantic and syntactic knowledge basedon the focal accent perception questions and the lexical inferencing strategies they used. As a result, the research materials in the lexical inferencing task are designed asthe bridge of 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。