构建学生语感图式 走出高年级精读教学之尴尬  

On Constructing Learners' Schemata of Language Sense to Relieve Advanced Intensive Reading Teaching of Embarrassment

作　　者：徐庆利[1] 王福祥[1] 

机构地区：[1]曲阜师范大学外国语学院,山东曲阜273165

出　　处：《湖北第二师范学院学报》2009年第6期104-106,共3页Journal of Hubei University of Education

基　　金：山东省教育厅人文社会科学研究项目"第二语言习得过程中的注意机制探究"(编号J08WA06)阶段性研究成果

摘　　要：高年级精读课堂上时常出现教师、学生互不干涉抑或教师自问自答的尴尬局面。究其原因之一就是学生缺乏认知文本的语感图式,因而无法实现与课文、教师之间的真正互动。本文将王尚文先生语感图式理论引入精读教学,探讨如何通过构建和完善英语专业学生的语感图式来提高他们的英语语感素质,并以此帮助高年级精读课走出所谓"枯燥乏味"的尴尬局面。Advanced intensive reading teaching is frequently obsessed with the embarrassment that the teachers and learners don＇t interfere with each other or teachers themselves supply answers to the questions that are actually intended for learners.One reason is that learners lack the schemata of language sense which is activated to comprehend the texts and therefore, they can＇t be engaged in the interaction in its real sense with the texts and teachers. The paper intends to introduce the theory of language sense schemata proposed by Wang Shangwen and explore, by way of constructing and perfecting English majors＇ language sense schemata, how to improve their language sense quality and thereby relieve advanced intensive reading teaching of embarrassment.

关 键 词：构建 语感图式 高年级精读教学 尴尬 

分 类 号：G424.1[文化科学—课程与教学论]