中国大学生外语阅读过程中的母语思维研究  

A study of the L1 use in Chinese college EFL learners' reading process

作　　者：鞠秋红[1] 王文宇[2] 周丹丹[2] 

机构地区：[1]杭州师范大学 [2]南京大学

出　　处：《现代外语》2007年第3期262-270,共9页Modern Foreign Languages

摘　　要：本研究采用有声思维,回溯访谈的方法,记录了8名中国大学生在阅读两篇难度不等的英语文章时的思维过程,并对此过程中的母语思维进行了定量和定性分析。研究发现:(1)学生在外语阅读过程中较多借助母语思维(母语思维量占总思维量的54.8%),母语常用于对文章内容进行翻译、总结、评价,以及对文章内容展开联想;(2)比较不同难度文章的阅读过程,母语思维参与在数量上变化不大,但在作用上呈现较大差异:在阅读高难度文章过程中,学生较多使用母语来总结文章内容、猜测词义句意、对文意理解与否作自我反馈;而在阅读低难度文章时,学生常常借助母语对文章进行联想、评价。对比同类思维活动,学生在评论高难度文章信息和自我评定文章理解程度时更多使用母语,对低难度文章进行总结时常常更多依赖母语思维。This study aims to explore how Chinese tertiary-level EFL learners use their L1 (Chinese) in reading L2 (English) passages of various difficulty levels. Think-aloud method and retrospective interviews were conducted to probe the reading processes of eight college students. It is found that these students used a noticeable proportion of L1 (54.8%) for translating, summarizing and evaluating the content of the reading passages, and for associating the content of the passages with their own knowledge and experiences. It also reveals that the amount of L1 used in reading passages of two difficulty levels remained almost the same. However, functions of L1 use differed in the two reading tasks: for the task that is higher in difficulty level, L1 was employed more often to identify sentence meaning, summarize the content, and assess the student's understanding of the passage, while for the task that is lower in difficulty level, L1 was more likely used for association and evaluation. When the same reading activities of the two reading tasks were involved, it is observed that students tended to use more L1 in the process of summarizing information of the lower-difficulty-level passage and relied more on their L1 for evaluating textual content and for assessing their comprehension of the higher-level text.

关 键 词：外语阅读 母语思维 有声思维 

分 类 号：H313[语言文字—英语]