二语习得者的中介音往往无法达到母语者的水平,停留在中介音的状态。语音层面的僵化既有生理的因素,又受到母语迁移、目的语规则泛化、训练迁移、学习交际策略等心理认知机制的影响。为此,笔者提出在初级阶段加强听说练习,分阶段侧重点进行教学,开设汉语正音课程的对策。 Second language learners’ interlocutors often fail to reach the level of their native speakers and stay in the middle of the state. The rigidity of the phonetic level has both physiological factors and the influence of the psychological cognitive mechanisms such as mother tongue transfer, the generalization of target language rules, training and relocation, and learning communicative strategies. To this end, the author proposes to strengthen the listening and speaking exercises in the primary stage, focusing on teaching in phases, and setting up the Chinese orthodox curriculum.