双重代码理论在高中英语阅读过程中的应用——语言的具体性对高中英语阅读效果影响的实证研究  

On the Application of Dual Coding Theory in English Reading Process--An empirical research of the influence of langt]age concreteness on reading effects

作　　者：梁海英[1] 靳琰[1] 

机构地区：[1]西北师范大学外国语学院,甘肃兰州730070

出　　处：《基础教育外语教学研究》2012年第6期13-18,共6页Foreign Language Teaching & Research in Basic Education

基　　金：2009--2010年全国基础教育外语教学研究资助项目《双重代码理论在中学英语词汇教学中的实证性研究）（JJWYZD2009002）的重要成果

摘　　要：作为一种较新的阅读理论，双重代码理论认为阅读过程由语言系统和非语言系统组成，其中由意象和情感反应所组成的非语言系统对阅读理解达到辅助和中介作用，而且该理论的另一个重要观点就是越具体的文章越易引起意象和情感反应，也就越易理解和记忆。本文通过实证研究的方法对双重代码理论在外语阅读过程中的应用进行了深入的印证。实验数据表明，具体的文章比抽象的文章更易理解，更易记忆，读者也更感兴趣。同时，在不同的文体之中语言的具体性对文章的理解和记忆等方面的影响存在差异，在议论文和记叙文中语言的具体性对文章的理解和记忆要比在说明文中更为显著。As a relatively new reading theory, Dual Coding Theory claims that reading process consists of two coding systems of mental representation, verbal system for language and nonverbal system for dealing with nonverbal objects and events, mental imagery and affective responses, which accordingly play the mediating and ancillary roles in thorough comprehension. Another important assumption of DCT is that concrete texts are easier to elicit mental images and affective responses, which in turn results in better comprehension and recall than abstract texts. The present essay attempts to make an empirical study on tile application of DCT in foreign language reading process. Results reveal that concrete texts are easier to understand, more interesting and better recalled than abstract texts, besides, language concreteness effect on comprehensibility and other aspects of texts varies in different text type; the effect of language concreteness is greater for argumentative and narrative texts, and less for expository texts.

关 键 词：双重代码理论 阅读过程 语言的具体性 

分 类 号：G633.33[文化科学—教育学]