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二十世纪六十年代以前的古典阅读教学理论从语义学的角度认为阅读过程就是从文字出发来求解文意的过程,在这种理论的推动下,美国外语教学界倡导了词汇掌握运动,其中最具有代表性的理论性成果是MichaelWest撰写的专著《通用词汇表》。自从十九世纪八十年代以来,很多语言学家从心理学的角度出发对阅读过程展开研究,当时的研究涉及了字词认知的线索、对于文章的记忆、阅读期间的内部言语、边缘视觉的影响等。这些在今天看来依旧是关键的基本阅读流程。在这过程中,Huey著的《阅读心理学和阅读教学法》总结了当时的研究成果,同时还阐述了阅读的过程与方法,内部言语的含义、影响与性质等。他还尝试着将阅读心理的研究和阅读教学法结合在一起。二十世纪六十年代后,由于心理语言学和认知心理学的迅速发展,为阅读理论的研究翻开了斩新的一页,众多语言学家对阅读纷纷提出各自的看法,其中最值得注意的有:信息处理模型,心理语言模式,交互模式,图式理论。
From the perspective of semantics, the reading instruction theory of the classical reading until the 1960s thinks that the reading process is the process of solving the text meaning from the text. Under the guidance of this theory, the American foreign language teaching community advocates the lexical mastery exercise, in which The most representative theoretical result is the monograph “Universal Glossary” written by Michael West. Since the eighties of the 18th century, many linguists have studied the reading process from a psychological point of view. At that time, the research involved clues of word cognition, memory of the article, internal speech during reading, edge vision Influence and so on. These still appear to be the key basic reading processes today. In this process, Huey’s “Reading Psychology and Reading Teaching Method” summarizes the research results at the time, and also elaborates the process and method of reading, the meaning, influence and nature of internal speech. He also tried to combine reading psychology research with reading pedagogy. Since the 1960s, due to the rapid development of psycholinguistics and cognitive psychology, a new page has been opened up for the study of reading theory. Many linguists put forward their own opinions on reading, of which the most worthy Attention are: information processing model, psychological language model, interactive mode, schema theory.