图式理论在外语阅读教学中的应用(英文)  

APPLICATION OF SCHEMA THEORY IN ESL READING TEACHING

作　　者：朱向荣[1] 夏辉[1] 

机构地区：[1]上海电机技术高等专科学校经济工程系,上海200240

出　　处：《上海电机学院学报》2003年第2期66-68,共3页Journal of Shanghai Dianji University

摘　　要：同传统的“自下而上”,“自上而下”的阅读理论不同,图式理论(schema theory)认为理解取决于读者,取决于读者过去的经历和社会常识。文中所理解的东西实际上是在理解过程中所启动的图式作用。读者之所以理解读物是因为他们能把事物透过其文字,与记忆中已存的相应概念联系起来。图式理论表明:读者对读物的内容和修辞结构具有的知识越多,理解的程度就越深。阅读的很多问题不在于语言知识本身,而在于读者的图式知识。教师如何从图式理论出发帮助学生培养图式知识,激发图式知识讨论的内容。同时文章针对图式理论在第二外语教学中的应用可能存在的一些问题也做了一定的分析。Schema theory describes the process by which readers combine their own background knowledge with the information in a text to reach a better comprenension of the text. All readers carry different schemata (background information) which are often culture-specific. This is an important concept in ESL teaching, and pre-reading tasks are often designed to build or activate the learner's schemata. This paper summarizes some of the research into schema theory and its applications to ESL reading. The author also highlights some of the limitations of the use of the schema-theoretic approach and points out the importance both of developing the learner's vocabulary and encouraging extensive reading.

关 键 词：图式理论 第二外语教学 背景知识 图式理论局限性 

分 类 号：G642.41[文化科学—高等教育学]