摘要
阅读是阅读主体对读物的认知、理解、吸收和应用的复杂的心理过程,是人们从事学习的最重要的途径和手段之一。英语阅读能力包含多种要素,而快速阅读处理材料所输入的信息能力是其中极其重要的微技能。它是以激发学生阅读积极性,提高阅读速度和正确理解率,从而达到提高阅读效率为目的的一套能给学生面临的困惑提供帮助的阅读训练。快速阅读中策略的运用是很重要的。Ellis(1994∶531)指出策略是"techniques,approaches or deliberate actions that studentstake in order to facilitate the learning,recall of bothlinguistic and content area information".(学生所采取的技巧,方法或特意的行为以便学习或回忆语言方面及内容的信息)Cohen在1998年提出了阅读策略是读者有意识地选择使用的,来完成阅读任务的思维过程。利用阅读策略提高快速阅读的问题,得到了一些中国学者,例如,文秋芳(2003)等的重视。20世纪70年代成就的图式理论(SchemaTheory)对阅读教学的影响很大。以图式理论为基础的Goodman(1967)的自上而下的阅读模式推动了阅读训练的改革,继而在全世界掀起了一股快速阅读的热潮。图式理论强调阅读者背景知识对阅读的影响。Cook在1997年也提出,运用图式理论可以帮助人们感知世界,以此增强阅读效果。因此,教学活动就要以唤起学习者头脑中的图式为目的,通过对文章题目、插图、关键词等线索的讨论,激发学生搜寻已有的背景知识并进行积极的预测。这样就可以弥补词汇语法层次上的不足,突破逐字逐句所造成的读速慢问题。这样就需要眼睛的配合。1908年,休伊出版了《阅读的心理学与教学法》,书中介绍了用眼动研究阅读的方法;介绍了阅读时的眼动形式:注视与眼跳、前进式眼跳和回视眼动。对眼动的研究主要集中在阅读方面。阎国利(2000)等人认为眼动法在中国的发展可分为三个阶段。20世纪80年代后是阅读眼动研究的深入阶段。进一步的研究还在不断进行。
快速阅读涉及面比较广,它可以考察人的综合素质。因此近几年的各类英语考试中,快速阅读理解所占的比重越来越大。例如大学英语四六级考试(CET4&6)就增加了快速阅读部分。阅读理解对学生来说是一项重要的语言技能。英语课本中每单元都有英语阅读课文,目的就是培养学生的阅读理解能力。而大部分老师在时间较紧的情况下对较长的阅读课文也只是泛泛的翻译,很少有人告诉学生如何阅读英语文章。面对阅读理解,学生们不知如何准确有效地做出应答。Grabe(1991)曾指出:"...a description of reading has to account for the notions thatfluent reading,flexible,and gradually developing."(对于阅读的描述在于阅读要流畅,灵活和渐进发展)Taylor(1975)也强调"...reading has to be fast to be successful."(阅读速度越快越好)一定阅读速度是获取主要信息所必需的,是保持阅读兴趣专注于阅读内容所需要的,尤其是在这个“信息爆炸”,新知识以几何级增长的时代,快速阅读技能的培养也就必然成为大学英语教学的要务。本篇论文试图解决的问题:1.学生在快速阅读方面缺乏策略意识的问题2.学生在快速阅读方面策略选择的问题。让学生更好地运用图示理论和快速眼动法来达到提高快速阅读的速度和理解度的目的。
本文以理论分析结合实验的基本方法来进行研究。为了对图式理论有初步了认识,本文对于其主要定义,分类,特点,功能及局限性等五个方面进行了阐述。并对快速眼动法进行了简要的介绍。本文主要采用书面问卷、策略教学、快速阅读测试及阅读学习日志等调查方法,以吉林大学两个自然班(共60人)为研究对象,其中一个班(30人)作为实验组,接受以图式理论和眼球速动法为理论基础的快速阅读教学,而另一个班(30人)为对照组,只接受传统的阅读教学。本实验分为三个阶段进行,即快速阅读学习策略课堂融入性训练(图式理论的应用),快速眼动法的训练及训前快速阅读学习策略问卷调查。通过问卷了解学生主要的快速阅读困难,以此确定所要培训的主要策略并制定相应的训练方案。实验所得数据以定量和定性两种方法进行分析处理。通过分析得出该研究对于英语教学有着积极的现实意义,最后指出快速阅读策略值得进一步研究的方面。
在理论方面,本文所提出的图式理论及快速眼动法相结合的快速阅读策略及其在英语教学中的应用分析在国内研究中还不多见,两者的共同运用应该算是一种新的尝试。在教学方面,本文主要是通过对图式理论和快速眼动法的分析和在教学中的实践运用,探索一条让学生在英语快速阅读能力方面有所提高的途径。
由于快速阅读有其自身的特点,研究对象的个体存在着差异并且教师个人对快速阅读策略的诠释也不尽相同,实验的过程和结果可能有所偏差。因此提高实验的可靠性也是本篇论文需要改进的地方。
For a long time, the topic of reading has been viewed as a critical issue for both first and second language educators and researchers. The thesis combines the theory analysis and experiment to investigate. The questionnaire, teaching strategy and fast reading tests are adopted in the experiment. 60 first-year non-English major undergraduates in Jilin University participated in the experiment to explore the effect of the 10-week's training of the schema-theoretic approaches and the EMSR on fast reading. The experiment group consisted of 30 undergraduates from College of Finance; the control group included 30 students from College of Literature. The variables such as age, gender, native language, and vocabulary level were controlled so as not to cloud my results. In the control group students only receive the traditional teaching on reading, while in the experiment group activities connected with schema-theoretic approaches and skills of EMSR were included in the instruction, which include three stages (schema-theoretic applications Instruction; the training of EMSR and the questionnaire) to acknowledge students' fast reading barriers and to solve the problems with the schema-theoretic approaches and skills of EMSR. Then the result and the data of the experiment were analyzed in quantity and quality.
Besides a brief introduction and a conclusion, the thesis consists of five chapters. Chapter One is an introduction of the background of the study, statement of the problem and so on. Chapter Two comprises the review of the literature of the whole thesis, focusing on the detailed presentation of schema theory combined with EMSR as well. Chapter Three is concerned with the research methodology, illustrating with an experiment between a control group and an experiment group. Chapter Four is the analysis of the result and findings based on the experiment. Chapter Five is a brief conclusion.
In theory the research of fast reading strategy is insufficient. And the combination of the schema theoretic approaches and EMSR is a new attempt. In teaching practice, the research of fast reading strategy has a positive effect on the EFL.The experiment has proved that fast-reading can be taught in a quite effective way, and the schema-theoretic approaches combined with EMSR is not only easy-to-use but also applicable in classroom teaching. Thus, the study has great pedagogical implications. I hope this thesis can benefit both college teachers and students.
引文
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