阅读过程和策略Word下载.docx
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阅读过程和策略Word下载.docx
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Abstract
Introduction
Thecurrentviewofthereadingprocess
Theschematheory
Schemata
Themainmodelsofreadingprocessing
Thebottom-upversustop-downreadingmodel
Theinteractivemodelofreading
Theprimaryreadingstrategyclassification
Towardsthebroadercategorization
Interactionthroughreadingstrategies
Theperceptionofreadingstrategies
Thispapersetsouttoshedlightonthemostimportantaspectsreferringtothereadingprocessandstrategiesutilizedbythereadersofaforeignlanguagewhenprocessingthewrittentext.ThefirstsectionswillgoontoexaminehowthereadingprocessisperceivedinthefieldofcontemporaryEnglishlanguageteaching.Thelatersectionsconcentrateontheexistingtheoriesconcerningthereadingprocessingandprovidetheclassificationofreadingstrategies.Thefinalpartreferstotheperceptionofreadingstrategiesandtheirroleinareadingact.
Animportantissueinallstagesofoureducationconsistsinimprovingthequalityoflearners’outcomes.Inreality,differentfactorsaffecttheseresults.Amongthemonecanfindthequalityofreading,thematerialusedduringlessonsandseminarsandthelearners’perceptionofvalueofthereadingskills.Partofthisperceptionmaybeareflectionofthepreviousstagesofalearningprocessthestudentswentthroughandanotherpartistheeffectofcurrenttraining.
Overthelastdecadeanexplosionofresearchinthesecondlanguagereadingprocessincludingreaders’strategieshasbeenobserved.Theyhavebeenofinterestforwhattheyrevealaboutthewayreadersmanagetheirinteractionwithwrittendiscourseandwhattheirrelationiswithtextcomprehension.Thisinteresthasbeenseeninthenumberoftextbooksandeducationalandteacherpreparedmaterialsthatarebeingpublished.Thestudiesincludedvariousaspectsasregardsreadingskillsandfocusede.g.onthereadingstrategiesofsuccessfulandunsuccessfullearners,individualdifferencesandstrategyuse,therelationshipwithgenerallanguageproficiency,strategyuseamongyounglearnersandstrategyuseattertiarylevel.
Ingeneral,theresearchsuggeststhatlearnerswhetherengagedinsecondaryoruniversityeducationhaveusedavarietyofstrategiestohelpthemwithbettercomprehension,informationstorageandtosimplybecomemoreefficientandeffectivereaders.Strategieshavebeendefinedaslearningtechniques,behavioursorproblem–solvingtactics(Oxford1990).
Thereareanumberofreasonswhytheauthorofthispaperhasdecidedtofocusontheprocessofreadingandtechniquesusedwhenworkingonawrittentext.ThepresentreviewtendstoheightenreadingawarenessamongPolishlearnersofEnglish.Itisworthmentioningthattheirknowledgeonreadingitselfandwhatitfrequentlyinvolvesisundoubtedlyscant.Thispaperwillattempttofosterindependentlearningandpro-activereadinginsecondaryandhighereducationinPolandandwillsignificantlycontributetobetterunderstandingandusingstrategiesbyPolishreadersofEnglish.
Tofullyunderstandthecontemporaryissuessurroundingthereadingprocess,astronginfluenceofthecognitiveorientation,whichconsiderablychangedtheperceptionofreading,shouldbeemphasized.Thenewvisionofreadingasanimportantstudyskillwasemphasizedandsupportedbymanyresearchersinthe1970’s.OneofthemworthmentioningwasKennethGoodman(1967)whodefinedreadingasreceptivelanguageprocessandusedthemetaphorofguessinggametodescribeareadingact.Hispsycholinguisticmodelofreading(latercalledthetop-downmodel)begantohaveabigimpactonviewsofL2readingprocess.
Thelaterstudiesonreadingcarriedout,forexamplebyGoodman(1988),Carrell(1988),indicatesthatreadingisperceivedas:
“anactiveprocessofcomprehendingwherestudentsneedtobetaughtstrategiestoreadmoreefficiently(e.g.guessfromcontext,defineexpectation,makeinferencesaboutthetext,skimaheadtofillthecontext,etc“.Furthermore,thesameauthor,namely(Goodman,citedinCarrellandEisterhold1983:
554)bycomparingreadingtoa“guessinggame“,showsusthatareaderbecomesamessageencoder.
AlthoughonecouldagreewithGoodman’sinterpretation,hisopponents(Weber1984,Paran1996:
25)mustnotbeforgottenbecauseitshowsthattheopinionsvariedasregardstheactofreading.Paran,forinstancerejectssuchaviewofreadingspecifyingthatallthesentencesareneverreadinthesameway.Hearguesthatreadersrelyondifferentcue-wordstogetagistofwhatkindofsentencemayfollow,whereasWeberstatesthatthetop-downreadingprocessingcannotaccountforalltheneedsoflearnerswhoareacquiringreadingskills.
Ithastobeclarifiedthattheearliermentionedtermthecognitiveorientationanditswidespreadmeaninginlearningandteaching,comparedtotheprevioustheorycalledBehaviourism,wasconsideredrevolutionaryinthe70sbecauseitwasdefinedastheactivityofknowing:
theacquisition,organizationanduseofknowledge.Withreferencetolearningitself,itmustberememberedthatthatitwasseenashighlyconstructiveprocess.Asacontrasttothesocalledpassivereaderofthestimulus-responsetheoryintroducedbyB.FSkinner(1957),anewtypeofreaderwascreatedwhoactivelyconstructedmeaningandbecameastrategicreader.Inpracticeitmeantusingvarioustechniqueswhileprocessingatextwhichaidedlearnerstobettercomprehendawrittendiscourse.
Animportantaspectofthereadingprocesshighlightedbyresearchers(Rumelhart,1977;
Stanovich,1980)andworthconsideringistheoccurrenceofinteractionamongthereader,thetextandthecontext.
Thedrawingbelowclearlyshowsthatcomprehensionisacomplexprocesswhichinvolvesamixtureofelementsdependingononeanother.
Figure1
Source:
HeuristicThinkingofReadingComprehensionbyRandReadingStudyGroup,(Snow2002).
Thesecomponentsareasfollows:
1thetext
2thereader
3theactivity-purposeofreading
Itcanbeinferredfromthediagramthatcomprehensioninreadingoccursasarelationshipbetweentheelementsmentionedaboveandthesocioculturalcontextinwhichthereadingactoccurred.Itleadsustotheconclusionthatafullcomprehensionmaybeachievedifallthesepartsareinterwoven.Itmaymeanthatareadershouldtakeanactivepartintheprocessbyinteractingwithatextandalsoreactingandrespondingtoitinamultifariousway.Hence,itseemstobereasonabletoagreewiththatatextinterpretationmaybevarieddependingonreaders’processingabilitiesandpersonalbackgroundknowledge.
Apartfromthecognitivemodelthatinfluencedthecurrentunderstandingofthereadingprocess,itappearsthattheconceptofschemamayalsocontributetoclarifyingareadingaction.Generallyspeaking,schematheoryisconcernedwithknowledgeparticularlywiththewayknowledgeisrepresentedinourmindsandtheimportanceofpriorknowledgetolearningsomethingnew.Thistheoryisbasedonthebeliefthat
“everyactofcomprehensioninvolvesone’sknowledgeoftheworldaswell“
(Andersonetal.inCarrellandEisterhold,1983:
73).Therefore,itcanbestatedthatreadersdevelopaninterpretationoftextthroughtheinteractiveprocessof“combiningtextualinformationwiththeinformationareaderbringstoatext“(WiddowsoninGrabe,1988:
56),aswasshownintheabovediagram.
ThesamereasoningmaybesupportedbyAusubelwhoinhisworkentitledEducationalPsychology(1968)putsforwardthesubstantiveapproach:
“IfIhadtoreducealleducationalpsychologytojustoneprinciple,Iwouldsaythis:
Themostimportantsinglefactorinfluencinglearningiswhatthelearneralreadyknows.Ascertainthisandteachhimaccordingly”.
Thereaders’previouslyacquiredknowledgeemphasizedbyAusubeliscalledschemataandseemstobeofparamountimportanceintheactofreading.Giventhefactthatsuchknowledgemaybeobtainedindifferentsituationsandvariouscontextsenableustoassumethatitisdefinitelyvaried.SchemataarecomponentsoftheSchemaTheorywhichareunderstoodasorganizedstructureswhereourknowledgeisstored.AccordingtoRumelhart(1980:
34),schemataconstituteourknowledgeaboutsituationse.g.receivingguests,eventse.g.goingtoafootballgame,actionse.g.doingshopping,andobjectse.g.ahouse,acar,etc.Onemightalsomentionthefactthatitisfrequentlycalledschematicknowledgewhichreferstoscriptsthatpeopleusetointerprettheworld.Sinceschematicknowledgeisculturespecificitis,therefore,easytospecifythatitmayplayamajorroleintherightinterpretationofatext.ThetermwaspreciselydefinedbyCook(1989:
69)as:
“mentalrepresentationoftypicalsituation…usedindiscourseprocessingtopredictthecontentsoftheparticularsituationwhichthediscoursedescribes“.Persuasivethoughthetheorymayseem,oneisentitledtoaskoneselfwhetherschemareallyplayssuchasignificantroleinthereadingcomprehension.
Theanswertothisquerycanbefoundinnumerousstudiescarriedoutbyresearchers.Carrell(1988b:
245),asoneofthem,forinstance
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