形式和内容图式对中国英语学习者文本理解的交互影响 ——一项社会认知视角下的实验研究

论文摘要

本研究在社会认知和图式一元化理论框架下探讨形式图式与内容图式对英语为外语的中国英语学习者文本理解的影响,特别是它们的交互影响,以期构建一个可供选择的阅读模式——社会认知-图式化阅读方法（SSRA）。图式阅读理论已取得卓有成效的发展和研究成果,但其具体操作和应用步骤尚欠清晰,结论也不尽一致,尤其缺乏对中国英语学习者的社会认知-图式化阅读模式之实证性研究。本研究旨在整合社会认知和图式理论来检验图式对文本理解的影响作用以提高中国英语读者的阅读质量,进而揭示:在即时和延时条件下,图式如何影响中国中高语言水平读者的文本理解及其内容回忆;通过对比阅读者的回忆结果,来检验不同文本结构和文化内容在长时记忆中对文本内容保持力的不同作用。同时还须考察:1、图式是如何运作的?2、图式理论和阅读理解的关系如何?3、图式如何影响英语为外语学习者的阅读理解?4、在社会认知和跨文化环境下,中国英语学习者怎样利用图式去阅读英语文本?5、教师如何帮助学生意识到并激活他们已有的图式来提高他们对书面语篇的理解质量?据此,作者在已有图式阅读研究的基础上,通过三个实验分别验证图式对中国英语阅读者阅读理解的影响作用,检测学习者在文本加工时激活和利用图式的有效性,并采用跨文化对比分析和整合社会认知-图式化文本理解的方法来构建新的文本加工途径（SSRA）。具体来说,第一个实验力图鉴别文本图式对阅读者语篇理解的整体作用及其对文本内容回忆的影响。第二个实验通过对被试回忆备忘录（protocol）等的统计分析来检查内容图式对阅读理解的影响。第三个实验在社会认知的图式一体化框架内调查两种图式的交互影响,证实研究实施的可行性,并提供教学论方面的指导。为此,60名中国本科大学生参加了实验。作者采用多因素实验设计的研究方法围绕图式阅读理论对实验数据作了定性和定量两种统计分析,获得了以下发现:1、本研究从根本上支持这样的事实:实验组受试在接受较长时间的图式激活和利用训练后,阅读理解质量和语篇回忆的信息量明显高于未接受训练的控制组受试;形式图式的激活对被试的阅读理解产生不同程度的影响,其中宏观层次的作用最为突出。2、实验组受试的实验阅读理解成绩和其其它成绩之间存在显著相关。3、在实验组得到优先于控制组对已有图式有意识激活和使用的阅读培训之后,实验组和控制组受试的阅读理解之间存在显著差异,即实验组成绩优于控制组。4、对英语为外语的中高语言水平被试而言,对句法较易、较难文本的回忆和问题回答质量也有显著差异。而且,只要被试具备并激活与文章内容相关的图式,即便语言有一定难度,理解能力也会大大提高。5、英语为外语的中国学习者的阅读活动发生在有别于英语为本族语的社会认知和文化语境之中,这种研究对全面解释内潜于相关阅读活动之中的世界知识图式有一定贡献。简而言之,本论文较详细地描述了作者整合社会认知和图式阅读理论之研究成果,使其在拓宽和丰富图式阅读理论上跨出了重要一步。它不仅在图式阅读理论上有所突破,还为提高阅读教学质量提供了具体的教学模式。同时,对二语习得,尤其是中国英语教、学提供了重要启示。然而,鉴于图式化文本理解过程的高度复杂性和不可预见性,本研究难免存在概念和方法等方面的不足,研究设计和数据分析等也局限于作者所能的独创性和研究条件。因此,作者提出了在此领域进行深入研究的建议,以便通过整合各项未来研究成果取得关于外语文本加工过程更完整、一致,更具普通意义的结论。本文的发现和启示,还需大量研究进一步实践验证。

论文目录

• ACKNOWLEDGMENTS
• 摘要
• ABSTRACT
• Chapter 1 INTRODUCTION
• 1.1 Research Orientation
• 1.2 Schematic Effects on Text Comprehension: General Objective of the Research
• 1.3 Rationale for the Study
• 1.4 Key Research Questions
• 1.5 Literature Review
• 1.6 Framework of the Dissertation
• Chapter 2 READING, COMPREHENSION, AND READING COMPREHENSION
• 2.1 What Is Reading, Comprehension, or Reading Comprehension?
• 2.2 Nature of Reading Process
• 2.3 Importance and Objectives of Reading
• 2.4 Categorization of Reading Models
• 2.4.1 Sequential models
• 2.4.1.1 Bottom-up/text-driven/data-driven model
• 2.4.1.2 Top-down/conceptually-driven model
• 2.4.1.3 Interactive model
• 2.4.2 Componential approaches
• 2.4.2.1 Resolving anaphoric relations
• 2.4.2.2 Activating schemata
• 2.4.2.3 Making/drawing inferences
• 2.4.2.4 Comprehension monitoring
• 2.4.3 Construction-integration （CI） model
• 2.5 Schema-theoretical Methodology and Investigation in Reading
• Chapter 3 THEORIES OF ESL/EFL READING
• 3.1 A Psycholinguistic Perspective of Reading
• 3.1.1 History of the study of psycholinguistic reading approach
• 3.1.1.1 Huey's investigation on reading
• 3.1.1.2 Study by Goodman and Smith
• 3.1.2 Psycholinguistic processing approach
• 3.1.3 Limitations of psycholinguistic approach of reading
• 3.2 An Interactive Perspective of Reading
• 3.3 A Transactional Perspective of Reading
• 3.4 Cognitive and Metacognitive Perspective of Reading
• 3.4.1 Metacognition and cognition in reading
• 3.4.2 Metacognition, cognition, and comprehension monitoring
• 3.4.3 Metacognitive ability and failure in reading
• 3.4.4 Cognitive components of reading
• 3.4.5 Cognitive structure in reading
• 3.4.6 Cognitive-developmental perspective of reading
• 3.4.7 Cognitive reading processes and cognitive style in reading
• 3.5 A Social Cognitive Perspective of Reading
• 3.5.1 Definition of social cognitive reading
• 3.5.2 Vygotsky’s impacts on reading
• 3.5.3 Socio-cognitive and socio-cultural processing research
• 3.6 A Construction-integration Theoretical Perspective of Reading
• 3.6.1 The construction-integration processing model
• 3.6.2 Comparative perspective of schematic and CI models of reading
• 3.6.3 Conclusion
• 3.7 A Schema-Theoretical Perspective of Reading
• 3.7.1 Definition of schemata
• 3.7.2 History of the study of schema theory in reading comprehension
• 3.7.2.1 Kant and Bartlett
• 3.7.2.2 Rumelhart
• 3.7.2.3 Anderson and Pearson
• 3.7.2.4 Carrell and Johnson
• 3.7.3 How schemata operate?
• 3.7.3.1 Schema operation
• 3.7.3.2 Functions of schemata
• 3.7.3.3 Schema availability
• 3.7.3.4 Schema activation and affirmation
• 3.7.3.5 Schema instantiation
• 3.7.3.6 The need for schema accommodation and transfer
• 3.8 Readability Formulas and Fry Graph
• 3.8.1 History of the study of readability
• 3.8.2 Readability formulas
• 3.8.3 Fry Graph
• 3.9 Linguistic Study and Experimental Research
• 3.10 Trends in Reading in 19905 and Inadequacies of Traditional Concepts of Reading
• 3.10.1 Trends in reading in 19905
• 3.10.2 Inadequacies of traditional concepts of reading
• Chapter 4 SCHEMA THEORY, TEXT/DISCOURSE SCHEMATA, AND ESL/EFL TEXT COMPREHENSION
• 4.1 An Overview of Schema Theory
• 4.2 Story Schema and Story Grammar
• 4.2.1 Story schema
• 4.2.2 Story grammar
• 4.3 Discourse/Text Schemata
• 4.4 Meyer's Research on Text/Discourse Schemata in Reading Comprehension
• 4.5 Carrell's Study on Content and Text Schemata in Reading Comprehension
• 4.6 Limitations of Carrell's Schema-Theoretical Approach to Reading Research
• Chapter 5 GENERAL DESIGN OF THE RESEARCH
• 5.1 Introduction
• 5.2 Purpose of This Study
• 5.3 Research Design
• 5.3.1 Variables involved in hypothesis testing
• 5.3.2 Experimental design
• 5.3.3 Matching design for training-testing sessions
• 5.4 Theoretical Framework
• 5.5 Selection of Subjects
• 5.6 Collection of Subjects’Academic and Non-academic Parameters
• 5.7 Experiment I
• 5.7.1 Introduction
• 5.7.2 Research hypotheses
• 5.7.3 Model applied
• 5.7.4 Techniques employed
• 5.7.5 The experimental procedures
• 5.7.5.1 Training procedures
• 5.7.5.2 Controlling sessions
• 5.7.5.3 Testing procedures
• 5.7.5.4 Scoring procedures
• 5.7.6 Experimental materials
• 5.7.6.1 Materials for training
• 5.7.6.2 Materials for testing
• 5.8 Experiment II
• 5.8.1 Introduction
• 5.8.2 Research hypotheses
• 5.8.3 Model applied
• 5.8.4 Techniques employed
• 5.8.5 The experimental procedures
• 5.8.5.1 Training procedures
• 5.8.5.2 Controlling sessions
• 5.8.5.3 Testing procedures
• 5.8.5.4 Scoring procedures
• 5.8.6 Experimental materials
• 5.8.6.1 Materials for training
• 5.8.6.2 Materials for testing
• 5.9 Experiment III
• 5.9.1 Introduction
• 5.9.2 Research hypotheses
• 5.9.3 Model applied
• 5.9.4 Techniques employed
• 5.9.5 The experimental procedures
• 5.9.5.1 Training procedures
• 5.9.5.2 Controlling sessions
• 5.9.5.3 Testing procedures
• 5.9.5.4 Scoring procedures
• 5.9.6 Experimental materials
• 5.9.6.1 Materials for training
• 5.9.6.2 Materials for testing
• 5.10 An Overall Follow-up Debriefing Questionnaire
• Chapter 6 DATA COLLECTION AND ANALYSIS
• 6.1 Data Collection
• 6.2 Data Analysis
• 6.2.1 Analysis of debriefing questionnaires
• 6.2.2 Analysis of the question answers
• 6.2.3 Analysis of the recall protocols
• 6.2.4 Analysis of the overall follow-up debriefing questionnaire
• 6.2.5 Descriptive statistics
• Chapter 7 RESULTS, DISCUSSION AND MAJOR FINDINGS
• 7.1 General Comments
• 7.2 Results and Discussion
• 7.2.1 Results and discussion of Experiment I
• 7.2.2 Results and discussion of Experiment II
• 7.2.3 Results and discussion of Experiment III
• 7.3 Examination of the Five Research Objectives Stated in §5.2
• 7.4 A Social Cognitive Interpretation
• 7.5 Major Findings of the Research
• Chapter 8 CONCLUSION, IMPLICATIONS, APPLICATIONS, LIMITATIONS, AND SUGGESTIONS
• 8.1 General Conclusion
• 8.2 Implications Resulted from the Study
• 8.3 Applying the Sociocognitive Schematic Reading Approach to Comprehension
• 8.4 Limitations of This Dissertation
• 8.5 Suggestions for Future Research
• BIBLIOGRAPHY
• APPENDIX