图式网的建立与激活在英语阅读课中的应用

阅读信息的处理过程显示,读者对文章的理解是阅读信息和图式知识相互作用的结果,而一旦图式知识缺乏,阅读障碍就会发生。读者图式知识的缺乏,以及外语学习者与专家型母语作者的图式网的差异,使得英语阅读课的教师有必要为学生建立与阅读内容相关的新的图式知识,或激活学生原有的图式网。在此,语义绘图、自由写作、概念分类和内容预测这些方法被认为能很好地达到这种目的。

On Building and Activating Schemata in English Reading Courses

The way readings are processed shows that readers' comprehension of texts results from an interaction between textual information and readers' schemata.Once schema is absent,some disruption of comprehension may occur.The facts that there is a frequent absence of schema for readers and that schemata are often not shared by EFL student readers and expert native-speaker writers make it necessary for English reading teachers to design some pre-reading tasks to build new schema as well as activate the learners' existing schemata.Semantic mapping,free-writing,conceptual taxonomy and text-previewing are argued to serve this purpose.