图式理论在英语阅读教学中的应用Word文档格式.docx
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图式理论在英语阅读教学中的应用Word文档格式.docx
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TheessayanalyzesthereasonsandrecentsituationinChina,introducingthemeaningfulschematheoryforteachingofEnglishreading.Moreover,aquestionnaireisputintotheessaywiththedata.Inthequestionnaire,therearesomevitalreasonsthatareimportantandhelpfultobothteachersandstudents.Theaimofthisdissertationistostimulatestudents’interestinreadingEnglishandtohelpteacherstoimproveteachingmethodsintheteachingprocessofEnglishreading.
KeyWords:
schematheory;
readingprehension;
TeachingofEnglishReading
摘要:
在中国英语已经成为一种交际的工具,非常普及。
然而,在如今中国英语普及化的情况下,部分中学生似乎并不擅长英语阅读。
是什么导致了这种情况的发生,教师的原因还是学生原因呢?
本文分析了其中的原因和目前中国的教学状况,介绍了对英语阅读教学意义深远的图式理论,本文开展问卷调查且对数据进行了详细分析。
问卷调查中涉及到的一些原因非常重要,对教师以及学生都有很大的帮助。
本文旨在提高学生英语阅读的兴趣和帮助教师在英语阅读教学过程中改进教学方法。
关键词:
图式理论;
阅读理解;
英语阅读教学
CONTENTS
Introduction
Since1980sEnglishbecamemoreandmoreimportant.Englishplaysanincreasinglyimportantroleintheinvolvementwithwesterncountries.Englishisnotjustafashion,butalsoatoolofmunicationbecauseEnglishisoneofthemostwidelyusedlanguagesintheworld,itisthequickestandmostefficientmediumtoobtaininformationfromtheworld.Andreadingisoneofthemainmethodstogaininformation.InChina,mostpeoplebegintolearnEnglishinjuniormiddleschool.Infact,China’seducationmustfacetheworld,andseektheinformationfromallovertheworld.Moreover,itismontosaythatteachingmethodsareavitalaspectforagoodteacherbesideshisorherextensiveknowledge.
However,somestudentsinmiddleschoolarenownotgoodatreadinginEnglishevenifitactsasamaincourseinmostschools.Itisshownthatitdoesnotrelatetotheirintelligencelevelbuttotheimportantfactorssuchastheteachingmethods.Whatisthisphenomenoncausedby?
Isthatcausedbytheteachingmethodsorthestudents’themselves?
WhatdoesateacherdointheTeachingofEnglishreadingprocess?
Andhowcanhe/shearousethesemiddlestudents’abilityinEnglishreadingprehension.Thesequestionswillbetakenintoconsiderationandsolvedinmyessay.
1.BackgroundandtheRecentSituationofEnglishReadingprehensioninChina
1.1TheImportanceofEnglishReadingprehensioninChina
ReadingprehensionisanimportantlinkofEnglishteaching.Andtheproportionofreadingprehensionintheuniversityentranceexaminationreached30percents.ItevenreachedquitelargepercentageinthecollegeEnglishtestandintheadulttitletest.ItisanimportantconstituentofEnglishproficiencyofstudents.HowtoimprovetheeffectofTeachingofEnglishreadingandreadingcapabilityofstudentsisthetopicthathasbeendiscussedintheteachingofEnglishreadingforlongtime.
Readingisakindofintelligenceactivitythatgainsinformationfromwrittenlanguage,andalsoisamentalprocessthatgainsmeaningsfromwrittenlanguage.Accordingtostatistics,50percentsofourknowledgeesfromreading.Thus,readingisoneofthemajorwaysforlearnerstoinputtheforeignlanguage,animportantlinkofEnglishteaching,anditplaysanimportantrole.Duringlastafewdecades,foreignscholarsgivingitanenormousamountattention.Theyhavedonethethoroughextensiveresearchwiththemothertongue,thesecondlanguageandtheforeignlanguagefromPsychology,sociallinguisticsandcognitionpsychologyangle.
1.2TheReasonsoftheProblemsinEnglishReadingprehension
We'
lljusthavetoetotermswiththefactthatstudentsencounterdifficultiesintheEnglishreadings.Itseemsthateverysentenceofthepassageisunderstood,butactually,themeaningofthewholepassageisnot.Rumelhart(1980)pointedoutthattherearethreepossiblereasonsthatareadercannotunderstandthemeaningofpassage.Theyare:
first,thereaderdoesnothavetheschemarelatedtothepassage;
second,althoughthereaderhastherelatedschema,therearenotenoughcluestoactivatetheschemaforthereader;
thethird,thereaderconsidershimself/herselfasalreadyunderstandingthepassage,butinfact,he/shehasnot.Therefore,schematheoryshouldbeusedintheEnglishreadingteaching.
Schematheorystatedthatnotext,eitherspokenorwritten,carriesmeaningbyitself.Itonlyprovidesdirectionsforlistenersorreadersashowtheyshouldretrieveorconstructmeaningfromtheirownpreviouslyacquiredknowledge.Suchknowledgeisthereader’sbackground.Thepreviouslyacquiredknowledgestructuresarecalledschema.
2.SchemaTheory
2.1TheDevelopmentofModernReadingTeachingTheories
2.1.1TheBringingForwardoftheSchemaTheory
Inthe1960s,readingwasregardedasaprocessofpassive,preciseand“bottom-up”asaresultoftheinfluencebehaviorismpsychology.Thereaderrespondstoprintedcharacterstimulation,fromtheidentificationoftheletter,thewordtotherecognitionofthelanguageunitwhichhits(forexamplephrase,sentenceandsoon).Thereadergainsitssignificancebyreadingthesentencedecodingitthroughthewords,asthesignificanceisattachedthepassage.Inthismodelofreading,thereadersonlymaketheresponsetothelanguageform,andneglectthecontextandotherfactorfunctions.Andthisdoesnotmakesense.Evenunderestimatethereaderpositivecanmovethefunctioninthereadingprocess.Obviously,thismodeldoesnotconformwiththeimprovementofthelearner’sreadingcapabilityundertheinstructionofthistheory.
Goodmantooktheleadinanalyzingthereadingprocesswiththepsycholinguisticstheoryobservation.Goodman(1971)putforwardthatreadingprehensionisaprocessofselectingandinspectingtheinformationpersistentlyandtheaffirmingorexclusionofinformation.Readingprehensionisnotonlytheprocessofdecodingactively,butalsoakindofplexandmotilepsycholinguisticguessinggame.Readersareactively“guessing”-“approving”accordingtotheknowledgeexperienceandvisualinformationinreadingprehension.Hebelievedthatthereadingprocessisaseriesofcognitiveactivitieswhichforecast,thechoice,theexamination,theconfirmationandsoon.Effectivereadingdoesnotrelyonthepreciseidentificationofallofthelanguageingredients,butonwhetheritcouldusethefewcluesintheinfedinformationtomakeanaccuratejudgmentasfaraspossible.ThepsycholinguisticsofGoodmanhasproducedthegiantechointheresearchfield,andhascausedthedeepinterestofthemultitudinoustheoreticiansinthisresearch.Theyconductedtheresearchofforeignlanguagereadingwiththepsycholinguisticstheory.Generally,theythoughtthepeople’sreadingprocessisakindofinitiativeprocessthat“guess-confirm”,apsycho-linguisticguessinggame,andaprocessinwhichonekindofexchangehappensmutuallybetweentheauthorandreader.Thegoalofreadingistogainsignificance.Itdoesnotrelyoncertainspecificwordsandphrasestogainsignificance,butonthemeaningsofthewordsandphrasesusedinthecontext.Besidesthesignificancetransferredbyreadingmaterials,theinvisiblesignificancesplayanextremelyvitalroleinthesecondlanguageandforeignlanguagereadingprehension.Fromthenon,the“top-down”modelwasstatedinthesecondlanguagereading.Thismodelemphasizesthatthereadersarethepositiveparticipantsofreading,andtheypredictthereadingswithexperienceandbackgroundknowledge.Andthentheyresponsetheforecastafterexamination,affirmitorrebutit.Duringthisprocess,allofthelanguageknowledge,secondlanguagelevelofexpertise,backgroundknowledgerelatedthereadingmaterialandtheknowledgeaboutthereadingmaterialrhetoricorganizationalstructureplayimportantroles.
2.1.2TheDefinitionoftheSchemaTheory
Schemaisknowntoplayanimportantroleinreadingprehension(Rumelhart1980).prehensionisseenasinteractionbetweentop-downprocessingfromactivatedschemaandbottom-upprocessingfromconceptsexpressedbythesentence(Adams1980).Macro-leveltextualponentsofreadingincludecontent,register,levelofdifficulty,culturalbackground,andinteresttothereader(Carrell1987).Intermsoftheinteractiveapproachtoreadingprehensionisviewedasabinationofbothlower-levelrapidautomaticidentificationandhigher-levelprehension/interpretationskills(Grabe1991).Moreover,thereaderisalsoparingtheideasinthenextwithhis/herownschemaorconceptsaboutlifeintherealworld.Thereader’sbackgroundknowledgemakesitpossibletoformmodelsorschema,whichincludeboththeknowledgeitselfandinformationabouthowthisknowledgeistobeused(Rumelhart1980).prehensionoccurswhennewinformationinteractswitholdknowledge(AndersonandPearson1984).Thus,eveniftheyencounterdifficultorambiguousterms,readerscanpredictthegeneralmeaningaccordingtoassumptionsderivedfromtheirschema.However,ifreadersactivateaninappropriateschema,theymaymissthemeaningofthetext(Nelson1987)
Schemaisadiagrammaticrepresentation;
anoutlineoramodel.The“Schema”hasbeenfirstmentionedintheworksofKant.Heexpatiatedtheimportanceofschemaingainingknowledge.AffectedbyKant,Piaget,aFrenchpsychologistofchildren,enrichedanddevelopedtheschema.Sincethecognitivepsychologywasgonedeeplyintoinvestigation,themodernschemaemergedasthetimerequiredinthemiddleof1970s.AnditsmainrepresentativepersonageareMinsky、RumelhartandSchank.Schemaistheknowledgestructure,wh
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- 关 键 词:
- 图式 理论 英语 阅读教学 中的 应用