【作者】 许婷；

【导师】 伊咏；

【作者基本信息】 曲阜师范大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 人们运用语言的方式包括听,说,读,写这四种形式,其中听和读是获取信息的输入过程,而说和写是运用语言来表达自己的思想的输出过程。第二语言习得理论认为,语言输出的前提首先是输入。阅读教学一直是国内外学者比较关注的一个问题。在学术界出现的几大阅读模式和理论对阅读教学的提高起到了积极作用。其中,自下而上理论,自上而下理论,交互式理论,可以解释部分阅读过程。然而这些理论强调的都是言语层面,而忽略了同样对理解有积极作用的非言语层面。双重代码理论是一种相对较新的认知理论,逐渐受到众多学者的关注。双重代码理论关注的不仅仅是言语层面,还有非言语层面,主要为意象。双重代码理论不同于其他理论,认为阅读这一认知过程包括两个语码处理系统。语言系统处理语言,非语言系统处理非语言因素,主要为意象和情感,这对于全面理解阅读材料起到了桥梁的作用。双重代码理论的三大处理机制的特点,使其本身具有提高阅读水平的极大优势。主要代表人物有萨多斯基(1983,1985),普莱斯利(1976),托姆林森(1994,1996)等。在中国,通过构建意象来提高阅读水平的研究不是很多,国内此领域的代表人物是成晓光(2003)。鉴于此,作者在曲阜师范大学展开实验研究。本研究主要探讨二个方面的问题:1.基于双重代码理论的意象构建策略训练能否显著提高学生的阅读水平?2.基于双重代码理论的意象构建策略会对阅读水平的哪些方面有影响?针对以上研究问题,我们选择了两个平行班作为实验对象。控制组接受常规阅读训练,试验组在接受常规训练的同时,接受激发意象的指导和练习。通过对实验前后的阅读成绩,以及试验之后访谈的定量研究和定性研究探寻研究问题1和2的答案。该研究是对阅读教学提供了一个新的视角,希望能对英语阅读教学有所启迪。更多还原

【Abstract】 The four basic skills in the use of any language are listening, speaking, reading and writing. Receptive skills (listening and reading) are the basis of productive skills (speaking and writing) according to EFL (English as foreign language) learning theory. The improvement of application of English is based on a multitude of input, especially reading. It has been the hot issue of scholars at home and abroad. The recent reading theories like bottom-up theories, top-down theories, schema theory and interactive theory can partly explain the reading process. The models and strategies of learning have great effect on reading instruction. However, the emphasis of all these theories is linguistic factors. In fact, the non-linguistic factors can also play a very important role in reading process. A relatively new reading theory called Dual Coding Theory (DCT) is received more and more attention by researchers today. It gives equal weight to both verbal and nonverbal aspects (mainly, mental imagery) of reading process. DCT claims that cognition in reading consists of the activity of two separate coding systems of mental representation, one system specialized for language and the other specialized for dealing with nonverbal objects and events, mental imagery, and affective responses, which plays the mediating role in thorough comprehension of the reading materials. The internal characteristics of the three level cognitive processing make DCT have special advantages in reading comprehension teaching. We can find its’ effectiveness from experiments conducted by researchers such as Sadoski (1983,1985), Pressley (1976) and Tomlinson (1994,1996) etc..There are few studies on the effects of teaching comprehension strategies of mental imagery to students in the university in China. Cheng Xiaoguang(2003) is the representative of research in this field. Therefore one experiment was conducted in Qufu Normal University.1. Can the strategy training of image generation based on DCT during reading significantly promote students’ reading comprehension?2. In what aspects does image generation based on DCT affect students’ reading performance?In order to find the answers of these two questions, we carried out an experiment in two parallel classes. The control group (CG) received the traditional way of teaching, while the experimental group (EG) received special way of training to elicit mental imagery while using traditional reading strategy. Through the qualitative and quantitative analysis of the achievements in pre-test and post-test, and interview with subjects in EG, we can find the answers to research question 1 and 2. The present study aims at exploring new method of reading instruction. I hope that it would provide insights into research about how to improve reading comprehension.更多还原