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图式通常被划分为涉及特定主题的内容图式和涉及语篇组织结构的形式图式。诸多研究已经证明,图式知识,尤其是文化图式知识,如果能被积极地激发出来则能够有效地促进学习者的阅读理解水平。然而,存在的问题是,学生们或者缺乏相关的图式知识,或者不具备激发自己图式知识的能力,其结果便是造成了阅读过程中的种种理解问题。这种问题在中国尤为显著。很多学生都不自觉地在英文阅读中采用自下而上的阅读方法,以至于忽视了背景知识在促进阅读理解上的重要作用。本文描述了中国英语学习者在阅读过程中所可能遇到的因缺乏文化背景知识或激发自己图式知识的能力而产生的问题,旨在探索老师在英语阅读课堂上的作用。
Schemas are often divided into content schemas that relate to specific topics and formal schemas that involve discourse organization. Many studies have proved that schema knowledge, especially cultural schema knowledge, can be effectively stimulated to promote learners’ level of reading comprehension if they can be actively stimulated. However, the problem is that students either lack related schemata or do not have the ability to stimulate their schemata, resulting in a variety of comprehension issues in the reading process. This problem is especially noticeable in China. Many students unconsciously adopt a bottom-up reading method in English reading so as to neglect the important role that background knowledge plays in promoting reading comprehension. This paper describes the problems that Chinese EFL learners may encounter due to their lack of cultural background or the ability to motivate their schemata in order to explore the role of teachers in EFL reading class.