从Vygotsky和Piaget看修辞结构的可激活性  

Activatibility of Rhetorical Structures: From Vygotsky and Piaget's Perspectives

作　　者：魏耀章[1] 王同顺[1] 

机构地区：[1]上海交通大学外国语学院,上海200030

出　　处：《外语教学》2004年第6期66-69,共4页Foreign Language Education

摘　　要：本文通过对Vygotsky的心理发展的社会历史理论和Piaget的认识发生论的探讨,说明大学英语学习者在经过中学阶段的英语学习进入大学后已经建构了一定的有关英语文本的修辞结构知识,这些知识对阅读理解水平的提高有一定的正面效应。但是我国大学英语学习者缺乏有效激活这些知识以促进阅读理解的意识。文章最后指出,现阶段的大学英语阅读教学重点应放在培养学生调用这些知识的能力上来。This paper, based on Vygotsky's socio-historical theory of the psychological development and Piaget's genetic epistemology, has come to a conclusion that before going to college, English majors at college have already established a certain amount of knowledge of the English rhetorical structures. However, their failure in reading derives partially from their inability to consciously activate this knowledge to enhance their reading comprehension. Consequently, the emphasis of the current reading teaching is expected to be laid on consciousness-raising of this knowledge.

关 键 词：修辞结构 激活 意识 

分 类 号：H319[语言文字—英语]