心理语言学 孙立春 (2)

得分评卷人沈阳师范大学硕士研究生期末考试答题册考试科目：心理语言学姓名：孙立春学号：12502045培养单位：外国语学院专业：应用语言学考试时间：沈阳师范大学研究生处印制The factors of English reading From the Point of Psycholinguistics Abstract: T he thesis introduces and analyzes schema theory’s influence on the reading comprehension in English from the viewpoint of psycholinguistics, aiming to enhance foreign language teachers’further application of schema theory to teaching English reading.Key words: Psycholinguistics; Schema; Teaching reading.1. IntroductionSince1970’s, Goodman produced "psychological language reading model"which described the reading behavior as guessing the meaning of "psychological linguistics game", whose main content includes: (1) the sample from the text; (2) according to the sampling to predict the contents of the text; (3) the predicted results are inspected, confirmed or corrected; (4) to a new round of sampling. The four stages mentioned above are continuous until the prediction of the readers and the author's intent in the reading material are completely harmonious and unified and the whole process of reading comprehension has come to an end.On the basis of this model, Goady explained that the reader's background knowledge and reading skills had a great influence on the overall understanding ability in reading comprehension. Goady found students who knew western culture background were faster than other students. He also pointed out that background knowledge could make up for the lack of certain language knowledge. Psycholinguistic reading model is not a single text interpretation. The process of interaction of many factors is an important characteristic of this model. However, the theory did not give more attention to the background knowledge. Further research shows that the influence of reader himself for reading is more extensive and profound, more effective than general psycholinguistic model.The readers factors in the reading theory called "schema theory". This article mainly explores the theory's influences which is in the readers-centered psychological linguistics reading model, and how to use the theory to guide the teaching of reading class.2.The Guiding Effect of Schema Theory on ReadingSchema theory argues that any text itself is meaningless. It only provides instruction for the readers from his knowledge of the old,which is background knowledge, and the old knowledge system is referred to as the "background knowledge framework". So, the reading comprehension is that the reader is activated during the process of reading the background knowledge of the process of interaction with the text. Efficient readers must have the ability to link the two. According to schema theory, each information means a component of some schema. While the characteristics of the component must be consistent with the text information,which is the basic principle of reading instruction. On the basis of which two kinds of reading basic pattern are called bottom-up model and top-down model respectively.Bottom-up began in the contact information in the text.The information characteristics first activate the readers' schemata specific part of the lowest layer (specific). Because the component is from specific to general, bottom-up schemata layered so specific part at the bottom of the activated successively, eventually which led to the layers of activation phenomena, so the bottom-up is also called "information trigger type model.Top-down, by contrast, began in some higher level in the schemata general assumptions, and then in the text search the information necessary to build these uncertain inference bottom, thereby supporting the inference, so the Top - down is also called "concept model of trigger".It is worth noticing that the two kinds of basic reading models are not opposite. They always complement each other in the process of reading. Bottom-up makes the readers maintain sensitive to the text information and provides the necessary basic materials; Top - down helps readers solve the ambiguity of text information, and make a correct understanding to the contact information. Below there is a Rumelhart's instance to explore the importance of background knowledge in reading comprehension, as well as the Top-down and Bottom-up, how the two models to function at the same time in the reading process:Mary heard the ice cream man coming down the street.She remembered her birthday money and rushed into the house.After reading the text, most readers will have a more complete understanding:Mary is perhaps a little girl and she knows that ice cream man is here and wants to buy ice cream. But she has to spend money to buy things, so she immediately thinks of the problem of money. She remembers getting the money of her birthday which may be put at home,then she ran home to get the money. The text did not give details of these, which are our readers' predictions according to their own understanding of the text. Other understanding is possible, of course, but most of them make similar to the above predictions, unless the contrary information appears in the text. Please keep reading :" and locked the door". This new information can't hold on the prediction which has been formed, thus we have to make some amendments to the previous forecasts to make the meaning of the text coherent: Maybe we can infer that Mary worries that people who sells the ice cream will steal her money, so she lock the door.It's not hard to imagine, if there is no Top-down model to make the author to make a conceptual inference, then the subsequent information is impossible to make correction their understanding of themselves , which will make the reader be in difficulties. So we can say that as long as the contact information of the Bottom-up model and the conceptual inference through the Top-down are consistent , understanding is correct. Conversely, if the not harmonious, the reader will have to correct understanding of the text, until the unification.The example vividly shows the process of reading comprehension is the schema factors and the major role. The knowledge framework generally fall into two categories: form framework (formal schemata) and the content framework (the content schema - ta). The former refers to background knowledge of readers in rhetorical structure differences of various genres , such as stories, fables, science and technology articles, news stories, poetry writing characteristics such as difference; The latter refers to background knowledge of the reader to a topic in the text of the content, such as: how to celebrate the New Year in Hawaii, Mexico's economy, Canada's history, the nuclear issue and so on.What has discussed is the influence of the content schema on reading.besides, the influence of formal schema is also very close with reading. Carrel (1981) did astudy: two groups of students who own the same level and take English as a second language (ESL) read a simple story with the same content, one of the story is rewritten into deregulation intently . The results show that this group of students are affected in the content of the reading rate of return and return rate structure order. We usually also found that students read more handy about the technological papers of science and engineering in the teaching work. This is not only because they are familiar with the contents of the article, and at the same time because of their frequent contact with the style of science and technology. So it is easy to set up corresponding formal schema. If other style instead of reading, they may feel helpless.3. The Cultural Specificity Characteristics of SchemaAfter analyzing the errors of reading comprehension, we found that the key is that the readers can not form the appropriate schema in the reading process , whose form is: the author fails to provide enough information in the text in order to make sure the reader using the Bottom - up to activate their schemata, or the reader does not have the necessary schema of the author has expected . The common is whether what the author has expected and what the reader did is consistent or not. The reason is that the schema has strong cultural specificity.It often does not belong to the category of readers' specific cultural background, please look at the case:By voting against mass transportation, voters have feature to continue. On a road to ruin Our interstate highway, those much praised avenues built to whisk suburban travelers in and out of downtown have turned into the world 's most expensive parking lots. That expense is not only economic-it is social. These highways have created great walls separating neighborhood from neighborhood, disrupting the complex social connections that help make a city livable.If we want to understand the article, the key is to understand the mass of the relationship between transportation and highways. In the United States,lots of private cars lead to highways flood and mass transportation. Understand the situation, it is not difficult to understand above. If readers think highways is in order to develop mass transportation and creation, so the above is illogical, difficult to understand. Thus, the premise of understanding the above is to build a schema of " the inconsistent ofprivate cars and public transportation. With this schema, then naturally formed: semantic association in the text interstate highways makes us think of the "rush hour traffic and crowded traffic jam". Set up the framework (subschema), in the text the world 's most expensive parking lots is not hard to understand, so that the whole process of reading comprehension is completed.This is "social and cultural significance"differences. In fact, the schema of cultural specificity is various, performance in terms of values (values) cultural specificity of reading can also cause great obstacles., please look at the following example:There is a question about the among the to which any one of us can be free of a prejudiced view in the area of religion.The example was easy to understand, but for pious muslins readers may be incredible.This is mainly because the different values: the author suggests that the difference between religion and Muslim teaching values.4. The Role of Teachers in Reading TeachingBased on the schema theory of psycholinguistics, the most direct reading class teachers aim is to provide students with cultural background information, thereby minimizing reading difficulty. No authors can consider the feeling of the readers when writing to all readers -- especially those who have different cultural background of readers. The reading the teacher should complete the task, the teacher can make full use of teaching materials and the reader to solve this problem.How to use teaching material to reduce the cultural conflict and promote understanding? Krashen (1981) proposed the "narrow reading method" (narrow reading),which is the teaching material content is restricted to a particular project, or reading a writer's works. We used some teaching material often provide students with a lot of different subjects and content discontinuity, which makes the students cannot adapt to the author's style, not familiar with the vocabulary of low frequency in the textbooks, also can't develop enough context concept to promote understanding. This kind of material force students in the understanding cap again and again.which can not improve their understanding ability,and also can not dampened the enthusiasm of the students. If the materials are limited to a project or a particular author, the reader will feel easierto understand after reading a few pages, because of the high repetition rate of the same topic vocabulary, or the same basic unchanged, and the author's writing style. From the perspective of schema theory, one of the biggest advantages of this reading is the establishment of the schema, and constantly expand and correction, which may result in an increase in comprehension.Second, selecting the students familiar background of the material or vocabulary of low rate is also a good way. Because these materials is easy to activate students' schema, and therefore the accuracy of reading comprehension is also greatly improved.5. ConclusionTo sum up, the direct purpose of reading teaching is expected in the text between the background and the reader's background knowledge as far as possible to achieve a satisfactory balance, which can be regulated through the text and the reader to implement. The ultimate goal of reading classes is to cultivate students to be independent of the classroom teaching environment.Classroom teaching activities, therefore, the shape is that it can be effectively applied in classroom teaching environment outside of the "real life". In fact, the class of each of the impact of cultural specificity problem provides the reader with the opportunity, to establish the applicable new schema to "real life". And more importantly, through the teacher said in class and solve the problem of reading the cultural specificity, students will pay more attention to this effect in the reading, and further realize that reading is not only the process of the interaction between a reader and reading materials, it is closely related to readers and their own background knowledge.ReferencesMarion W ＆Robert L.B. 《语言教师心理学初探》，外语角学语言就出版社。