图式理论和大学英语阅读教学.doc

1ͼʽÀíÂۺʹóѧӢÓïÔĶÁ½Ìѧ1.Introduction 1.1Schema TheearliestformulationofschemawasputforwardbyKant.Inmodernpsychologystudy,Bartlettiscreditedwith firstproposingtheconceptofschemainRemembering:AStudyinExperimentalandSocialPsychology.¡°Tohi m,thetermschemareferstoanactiveorganizationofpastreaction,orofpastexperiences,whichmustalwaysbesu pposedtobeoperatinginanywell-adoptedorganicresponse.¡±[1] In1970s,Rumelhartexplainedthatthe¡°schemaisthebuildingblocksofcognition.¡±[2]Forexample,thepeop ledon¡¯thavethedefinitionofcomputerbeforeitisinvented.Butnow,withthepopularizingofcomputer,thereis adefinitionofcomputerinpeople¡¯smindthatisthecomputerschema.Theschemahelpsthepeopletomakeupap ictureofcomputersthathavebeenseenandtoknowthedifferentkindsofcomputersandthethingsthataresimilarto thecomputerslater. Thatistosay,¡°schemaisastructureofabstractknowledge;itsummarizesallkindsofknowncaseswhichhasdiff erentdetailsandgivestheexpressiontotherelationorallparts.¡±[3] 1.2ClassificationsofSchemaTheory Researchershaveidentifiedseveraltypesofschemata. ¡°Contentschema,whichreferstoareader¡¯sbackgroundorworldknowledge,providesreaderswithafoundat ion,abasisforcomparison.Formalschema,oftenknownastextualschema,referstotheorganizationalformsandr hetoricalstructuresofwrittentexts.Itcanincludeknowledgeofdifferenttexttypesandgenres,andalsoincludethe understandingofdifferenttypesoftextswhichusedifferenttextorganization,languagestructures,vocabulary,g rammar,levelofformality/register.Schoolingandcultureplaythelargestroleinprovidingonewithaknowledge baseofformalschema.Whileformalschemacoverdiscourselevelitems,linguisticorlanguageschemaincludeth edecodingfeaturesneededtorecognizewordsandhowtheyfittogetherinasentence.Firstlanguagereaders,mayt hroughrepeatedexamples,beabletogeneralizeapatternorguessthemeaningofaword,whichmaynothaveinitial lybeenpartoftheirlinguisticschemata.Thebuildingoflinguisticschemainasecondlanguagecanproceedinthem uchthesameway¡±.[4] Fromtheabovediscussionitisevidentthatschemaplayanimportantroleintextcomprehension,bothinthefirstlan guageandthesecondlanguagecontext. 1.3¡°Bottom-up¡±and¡°Up-down¡±Models Theschematheorysaysthereadingmaterialsdon¡¯ttransmitthemeaningtothereader,buttoguidethereadertoa pplytheknownknowledgetorebuildingtheinformation,whichthemeaningisbasedon.Thereadingcomprehens ionisaprocessaboutschemaandthereadingmaterialsinterflowforeachotheranditneedstobeactivatedbytherea der.Thetopstructureoftheprocessrepresentsthemostcommondefinitionwhilethebottomstructurerepresentst hemostspecialdefinition. Accordingtothat,twobasicmodelsofhandlinginformationhavedeveloped.¡°Oneisthebottom- up¡¯thatreliesonthewordinformation;theotheris¡®top- down¡¯thatappliesthebackgroundknowledgetounderstandingthewholemeaningofthearticle.¡±[5]Theyaff ecttheprocessofreadingatthesametimeandremedyeachother.Theapplicationof¡°bottom- up¡±iscausedbytheinputdata,it¡¯scalleddata-driven,andthemodelof¡°up-down¡±iscalledconceptually- driven. ¡°Rumelhartthoughttheapplicationoftwomodelshappenedatthesametime.¡±[6]Forexample,Maryheardth eicecreammancomingdownthestreet;sherememberedherbirthdaymoneyandrushedintothehouse¡­ 2Afterreadingtheshortstory,manypeoplemusthavethesamecomprehension:Theshortstoryhappensinahotday andMarymaybealittlegirl.Sheheardsomebodysellingicecream,becauseshewantedtoeat,sheranbackhometof etchmoneyinordertobuyicecream.Infact,theshortarticlemaynotexpressthismeaning,butthepeopleactivateth eschemawhichisconnectedwiththestoryintheirmindandaccordingtotheschematogetthemeaningofthearticle.I fthenextsentenceis¡°¡­andlockedthedoor¡±,themeaningisdifferent.Itshowsthatanotherschemashouldbe activatedtokeepaharmonyrelationshipinthecomprehensionofthestory.Thenewschemamaybe:¡°Maryisafr aidthatherbirthdaymoneywasstolenbytheicecreamman.¡± Intheprocessofreading,theinformationisinputcontinuouslyandexchangedwiththeknowndefinitionoftherea derstillthereaderfinishesthereading. 1.4SchemaTheoryandReadingComprehension ¡°Schematheoryhasitthatanylanguagemayhaveitsmeaningjustwhenitisorganizedandrespondedbyitsreade rorlistenerwithhisschema,aseitheroralorwrittenlanguagecontainsnomeaningitself.¡±[7] ¡°Readingisacomplexprocessofpsycholinguisticguessinggame.¡±[8]Onereadingtheorysaysthatthebackg roundofthereaderinresponsetotextualinputisconstructivism.Itsproponentsarguethatknowledge,reader¡¯ss kill,cognitivedevelopment,cultureandpurposearethefiveimportantaspectsaboutareaderandhisorhercompre hensionlevel.Basedonthatofcognitiveschema,thistheorypurportswhenanindividualispresentedwithinforma tion,aschemaorknowledgestructureisactivatedtointerprettheinformation.Theseculturalassumptionsonwhic hreadersmaymakearebasedontheirschemata.Whenindividualsweregivenatexttoreadandthenaskedtorecallit,p articipantsshowedanincreaseddistortedrecall,makingitconformtofamiliarstoryschemata. Themainstandpointofreadingschematheoryiswhenthepeoplewanttoknownewthingstheymustputnewthings,t heknowndefinitionandtheexperiencetogether.Thecomprehensionandexplanationofthenewthingsrelyonthe。