摘要
本文采用二语在线篇章处理的实验方式,既从阅读测试的结果也从阅读的认知心理过程的角度,去分析比较母语阅读与二语阅读之间的关系,探讨二语学习者是否能像阅读母语一样地阅读外语这一重要问题。实验对象为来自上海某重点高校的硕士研究生。研究结果显示:(1)从阅读测试结果看,当二语学习者二语水平超过"门槛",达到较高层次的时候,其二语阅读能力将主要由其母语阅读能力决定,即由普适于所有语言的认知加工来决定,包括预测、分析、综合、推理以及对相关背景知识的提取等高层次的心理运作。(2)从阅读的认知心理过程看,二语学习者能够像阅读母语一样,有效地利用强化和抑制机制,构建"网络化的、有层次的、只有一些主要子结构的"的心理结构,建立对所理解内容的连贯心理表征,惠及理解。这些结果表明,在二语阅读教学中,要着重培养二语知识,鼓励泛读,丰富阅读经历;在课堂上花大量时间进行低层次的、通过母语学习业已熟悉的阅读策略或技能的训练毫无必要。
Using an experimental paradigm of on-line L2 discourse processing, this article investigated the relationship between LI and L2 reading, and explored the possibility of the ultimate attainment of native-like L2 reading proficiency from both test-based and product-oriented perspectives as well as process-oriented and psychocognitive perspectives. Subjects were MA students of English majors from a major university in Shanghai. Results indicated that, with an advanced level of L2 proficiency, L2 reading is mainly determined by L2 learners＇ L1 reading ability, that is, higher mental operations including predicting, analyzing, synthesizing, inferencing, and relevant background knowledge. From the process-oriented and psychocognitive perspective, an L2 reader, like an L1 reader, is constructing a coherent mental representation of what he is reading by adopting both mechanisms of suppression and enhancement. They could benefit from the networked, hierarchical structures resulting from their skilled mental structure building. Pedagogically, these findings indicated that L2 teachers need to help students develop their L2 knowledge by encouraging extensive L2 reading and gaining rich L2 reading experiences. It seems inefficient and useless to spend much classroom time training students with low-level reading skills and strategies which they have already acquired in their L1.
出处
《外语教学理论与实践》
CSSCI
北大核心
2016年第4期1-9,30,共10页
Foreign Language Learning Theory And Practice
关键词
二语阅读
“门槛”效应
抑制
心理表征
L2 reading
threshold effect
suppression
mental representations
