高职院校英语学习者意象图式建构能力的实证研究——以扬州某高职院校学生为例  

An Empirical Study on the Construction Ability of Image Schema for English Learners in Higher Vocational Colleges

作　　者：张靖宇[1] 方艳[1] ZHANG Jing-yu FANG Yah(Yangzhou Polytechnic College, Yangzhou 225009, Jiangsu Provinc)

机构地区：[1]扬州职业大学外国语学院

出　　处：《江苏教育研究（职教）（C版）》2016年第10期26-31,共6页

基　　金：江苏高校哲学社会科学研究专题项目"江苏高职高专院校英语学习者的概念构建方式差异研究--以江苏某高职院校学生为例"(项目编号:2016SJA740030)的阶段性成果

摘　　要：高职层次学生在建构和运用"感谢"图式时,能够完整地表征出图式内基本要素,并有效区别凸显性和非凸显性成分。在注意力定性梯度调整上,学生能够根据注意力分配情况,对不同突显度的概念进行区别性调整。但在注意力定量梯度调整能力上,学生之间出现分化。高职学生的图式增长操作能力存在欠缺,学生不能有效地对原图式进行拓展,图式运用较为僵化,灵活度欠缺。比较显示,高分组学生在分配注意力时,能使用多样化识解手段以突显出侧面概念。为描写侧面子图式,高分组学生能够从多角度描述相关事体概念。Higher vocational students can fully characterize the basic elements of a schema and effectively distinguish the convex dominant and non-convex dominant components when constructing and applying the ＂thank you＂ schema. In the attention quantitative gradient adjustment, the students can carry out different adjustments on the concepts with different salience according to the attention distribution. However, the students＇ differentiation appears in the attention qualitative gradient adjustment. With the lack of schema growth operation ability, higher vocational students cannot effectively expand the original schema and their schema application is relatively rigid without flexibility. The comparison shows that the students with high scores can use diversified means of understanding to highlight the lateral concept when distributing attention. When describing the side sub-schema, they are able to describe the relevant business concepts from multiple perspectives.

关 键 词：图式 注意力选择 注意力梯度调整 图式增长 跨图式关联 

分 类 号：G712[文化科学—职业技术教育学]