摘要
关于阅读的普遍性理论假设和语言阈值假设都提出,一语(L1)阅读技能会迁移到二语(L2)阅读,一系列实证研究也证实了这两大假设。然而,这些研究和假设大都只关注阅读技能的迁移,而没有进一步解释迁移现象的本质;阈值效应的存在虽然为人们认可,其本质并未得到深入探讨。本文从认知心理学的结构建构理论出发,论证了外语阅读技能的迁移其实是心理表征建构的迁移,而迁移的阈值效应是由外语水平与诸多认知机制,如抑制机制、工作记忆能力等因素综合作用的结果。
Both the Reading Universal Hypothesis and the Linguistic Threshold Hypothesis maintain the transferability of reading skills from L1 to L2 while they haven't further addressed the nature of transfer. Although a threshold effect has been recognized by more and more researchers, yet few of them were directed to probe its nature. The present study investigates the transfer within the Structure Building Framework and suggests that it is the building of mental representations that has been transferred for those who have transferred their reading skills and the threshold effect is the result of combined effects of language proficiency with those psycho-cognitive mechanisms like those of suppression and working memory capacity etc.
出处
《外语教学与研究》
CSSCI
北大核心
2006年第2期122-128,共7页
Foreign Language Teaching and Research
