意象在大学英语阅读教学中的作用研究
|
摘要
阅读是国内外学者一直以来普遍关注的重要问题。传统的阅读模式和理论对阅读研究的发展做出了巨大贡献,促进了阅读教学的发展。但这些阅读模式和理论只强调阅读过程中的语言因素,却忽视了非语言因素;而非语言因素在阅读过程中同样重要。一种相对较新的认知理论,即双重代码理论,对阅读过程中的语言因素和非语言因素都给予了同样的关注。双重代码理论提出,人们有两种表征系统,即语言系统和非语言系统。非语言系统主要处理意象。国外大量研究证明,在母语和第二语言环境下,意象形成能有效地提高阅读理解能力和记忆能力。但是在外语环境下对意象的研究却相对较少。
本文以双重代码理论为基础,研究意象在大学英语阅读教学中的作用。研究对象为长春大学非英语专业两个平行班的学生。他们被随机分为实验组和控制组并接受前测和后测。实验数据运用统计软件SPSS14.0进行定量分析,并辅以定性分析补充说明。结果如下:(1)形成意象能有效地提高大学英语阅读理解能力,并延长对阅读材料的记忆;(2)形成意象多的学生比形成意象少的学生能更好地理解和记忆文章;(3)意象和情感反应紧密相连,情感反应对提高阅读理解能力和记忆能力也起着积极作用;(4)通过比较得出,意象比情感反应更有利于大学英语阅读教学。
针对以上研究结论,作者对外语阅读教学提出以下建议:尽量选择语言具体的、读者感兴趣的,或与读者的生活经历相似的阅读材料;提前安排预习任务,针对阅读材料提出相关问题,或提供相关阅读材料;借助图片逐步对学生开展形成意象的培训,从单个语句、段落到语篇,并鼓励学生把枯燥晦涩的抽象语言转化为其相对生动活泼的具体语言;安排课后阅读练习,如以总结和自我提问的方式再现对阅读材料形成的意象。从而加深理解的程度和增加记忆的准确性,促进大学英语教学改革。
Reading is an issue which has received universal attention from researchers both at home and abroad. Traditional reading models and theories have made great contribution to the development of reading research and facilitated the teaching and learning of reading. However, these reading models and theories limit the focus on linguistic aspects, while ignore non-linguistic aspects, which plays equally important role in reading process. Dual Coding Theory (DCT), as a comparatively novel cognitive theory, gives equal emphasis to both verbal and nonverbal aspects in reading process. It assumes that cognition in reading consists of the activity of two separate coding systems of mental representation: verbal system and nonverbal system. Nonverbal system mainly deals with images. Numerable researches abroad have proved that imagery generation is effective in promoting reading comprehension and recall of information in first and second language environment. However, there are relatively few studies of imagery in English as a foreign language (EFL) environment.
Employing DCT as the theoretical foundation, the present thesis intends to explore the role of imagery in the teaching of college English reading. Two parallel classes of non-English majors in ChangChun University were selected as the subjects, who were randomly categorized into experimental group (EG) and control group (CG), and received the pre-test and post-test. The collected data was quantitatively analyzed by SPSS14.0, implemented by qualitative analysis. It can be concluded from the results that:(1) Imagery generation can effectively promote college students’(non-English majors) reading comprehension and recall of information; (2) Those evoking more mental images perform better in reading than those evoking few mental images; (3) Imagery and affective responses are closely related; affective responses also play an effective role in promoting reading performance; (4) By comparison, it is known that imagery is more effective than affective responses in promoting the teaching of college English reading.
In the light of the major findings, the following suggestions are made: teachers are suggested to choose reading materials that are concrete, similar to readers’personal experience, and that could arouse readers’interests; teachers could arrange preview tasks and provide related reading questions; teachers could instruct how to form images gradually by the aid of pictures, from sentence, paragraph to text, and encourage students to convert the dull abstract words into corresponding concrete language; or assign after-class reading activities by way of summarization and self-questioning to review the generated images, so as to promote reading comprehension and recall of information. Therefore, the current study brings new insight to the reform of college English teaching.
本文以双重代码理论为基础,研究意象在大学英语阅读教学中的作用。研究对象为长春大学非英语专业两个平行班的学生。他们被随机分为实验组和控制组并接受前测和后测。实验数据运用统计软件SPSS14.0进行定量分析,并辅以定性分析补充说明。结果如下:(1)形成意象能有效地提高大学英语阅读理解能力,并延长对阅读材料的记忆;(2)形成意象多的学生比形成意象少的学生能更好地理解和记忆文章;(3)意象和情感反应紧密相连,情感反应对提高阅读理解能力和记忆能力也起着积极作用;(4)通过比较得出,意象比情感反应更有利于大学英语阅读教学。
针对以上研究结论,作者对外语阅读教学提出以下建议:尽量选择语言具体的、读者感兴趣的,或与读者的生活经历相似的阅读材料;提前安排预习任务,针对阅读材料提出相关问题,或提供相关阅读材料;借助图片逐步对学生开展形成意象的培训,从单个语句、段落到语篇,并鼓励学生把枯燥晦涩的抽象语言转化为其相对生动活泼的具体语言;安排课后阅读练习,如以总结和自我提问的方式再现对阅读材料形成的意象。从而加深理解的程度和增加记忆的准确性,促进大学英语教学改革。
Reading is an issue which has received universal attention from researchers both at home and abroad. Traditional reading models and theories have made great contribution to the development of reading research and facilitated the teaching and learning of reading. However, these reading models and theories limit the focus on linguistic aspects, while ignore non-linguistic aspects, which plays equally important role in reading process. Dual Coding Theory (DCT), as a comparatively novel cognitive theory, gives equal emphasis to both verbal and nonverbal aspects in reading process. It assumes that cognition in reading consists of the activity of two separate coding systems of mental representation: verbal system and nonverbal system. Nonverbal system mainly deals with images. Numerable researches abroad have proved that imagery generation is effective in promoting reading comprehension and recall of information in first and second language environment. However, there are relatively few studies of imagery in English as a foreign language (EFL) environment.
Employing DCT as the theoretical foundation, the present thesis intends to explore the role of imagery in the teaching of college English reading. Two parallel classes of non-English majors in ChangChun University were selected as the subjects, who were randomly categorized into experimental group (EG) and control group (CG), and received the pre-test and post-test. The collected data was quantitatively analyzed by SPSS14.0, implemented by qualitative analysis. It can be concluded from the results that:(1) Imagery generation can effectively promote college students’(non-English majors) reading comprehension and recall of information; (2) Those evoking more mental images perform better in reading than those evoking few mental images; (3) Imagery and affective responses are closely related; affective responses also play an effective role in promoting reading performance; (4) By comparison, it is known that imagery is more effective than affective responses in promoting the teaching of college English reading.
In the light of the major findings, the following suggestions are made: teachers are suggested to choose reading materials that are concrete, similar to readers’personal experience, and that could arouse readers’interests; teachers could arrange preview tasks and provide related reading questions; teachers could instruct how to form images gradually by the aid of pictures, from sentence, paragraph to text, and encourage students to convert the dull abstract words into corresponding concrete language; or assign after-class reading activities by way of summarization and self-questioning to review the generated images, so as to promote reading comprehension and recall of information. Therefore, the current study brings new insight to the reform of college English teaching.
引文
1. Alba, J. W. & Hasher. 1983. Is Memory Schematic? Psychological Bulletin, 93: 203-231.
2. Anderson, Richard, C. & Kulhavy, Raymond, W. 1972. Imagery and Prose Learning. Journal of Educational Psychology, 3: 242-243.
3. Anderson, N. 2004. Reading. In D. Nunan (Eds.). Practical English Language Teaching. Beijing: Higher Education Press.
4. Barlett, F. C. 1932. Remembering: A Study in Experimental and Social Psychology. London: Cambridge University Press.
5. Brewer, W. F. & Treyens, J. C. 1981. Role of Schemata in Memory for Places. Cognitive Psychology, 13: 207-230.
6. Bugelski, B. R. 1977. The Association of Images. In J. M. Nicholas (Eds.). Images, Perception and Knowledge. Western Ontario series in the Philosophy of Science. Dordrecht: Reidel.
7. Bundy, M. W. 1927. The Theory of Imagination in Classical and Mediaeval Thought. Urbana: The University of Illinois Press.
8. Carrell, P. L. et al. 1988. Interactive Approaches to Second Language Reading. London: Cambridge University Press. Reprinted by World Publishing Company, 2006.
9. Christine Nuttall. 2002. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.
10. Chang Zonglin. 2005. Cognitive Studies in Language & Culture. Qingdao: China Ocean University Press.
11. Clark, J. M. & Paivio Allan. 1991. Dual Coding Theory and Education. Educational Psychology Review, 3: 149-210.
12. Finke, R. A. 1989. Principles of Mental Imagery. Cambridge, Massachusetts: The MIT Press.
13. Flesch, R. F. 1948. A New Readability Yardstick. Journal of Applied Psychology, 32: 221-233.
14. Gambrell, L. B. & Bales, R. J. 1986. Mental Imagery and the Comprehension-monitoring Performance of Fourth- and Fifth-grade Poor Readers. Reading Research Quarterly, 21: 454-464.
15. Gambrell, L. B. & Jawitz, P. B. 1993. Mental Imagery, Text Illustration, and Children’s Story Comprehension and Recall. Reading Research Quarterly, 28: 264-276.
16. Goetz, E. T., Sadoski, Fatemi, & Bush. 1994. That’s New to Me: Readers’ Response to Brief Newspaper Articles. Journal of Reading Behavior, 26: 125-138.
17. Goodman, K. S. 1976. Reading: A Psycholinguistic Guessing Game. In Nancy a Johnson (Eds.). Current topics in language. Cambridge, MA: Winthrop.
18. Huey, E. B. 1908. The Psychology and Pedagogy of Reading. New York: Macmillan. Reprinted by Cambridge, MA: Winthrop, 1968.
19. Kosslyn, S. M. 1980. Image and Mind. Cambridge, MA: Harvard University Press.
20. Long, S., Winograd, & Bridge. 1989. The Effects of Reader and Text Characteristics on Reports of Imagery during and After Reading. Reading Research Quarterly, 24: 353-372.
21. Marks, D. F. Paivio Allan. 1997. Biographical Dictionary of Psychology. In N. Sheehy, S.J. Chapman, & W. A. Conroy (Eds.). New York: Routledge: 432-434.
22. Markee, N. P. 1994. Towards an Ethnomethodological Respecification of Second-language Acquisition Studies. In E. E. Tarone et al (Eds.). Research Methodology in Second-language Acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.
23. Marton, F. 1981. Phenomenography-describing Conceptions of the World around Us. Instructional Science, 10: 177-200.
24. McCallum, R. D. & Moore, S. 1999. Not all Imagery is Created Equal: the Role of Imagery in the Comprehension of Main Ideas in Exposition. Reading Psychology, 20: 21-26.
25. Mckellar, P. 1957. Imagination and Thinking. London: Cohen & West.
26. Morton, J. 1979. “Facilitation in Word Recognition: Experiment Causing Change in the Logogen Model”. In Processing of Visible Language (vol. 1). P.A. Kolers et al. New York: Plenum Press.
27. Neil J. Anderson. 2003. Exploring Second Language Reading: Issues and Strategies. Foreign Language Teaching & Research Press.
28. Paivio, Allan. 1971. Imagery and Verbal Processes. New York: Holt, Rinehart, and Winston.
29. Paivio, Allan & Wallace Lambert. 1981. Dual Coding and Bilingual Memory. Journal of Verbal Learning and Verbal Behavior, 9: 532-539.
30. Paivio, Allan. 1986. Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
31. Paivio, Allan. 1991b. Dual Coding Theory: Retrospect and Current Status.Canadian Journal of Psychology, 45: 255-287.
32. Patricia Dunkel, Shitala Mishra & Alfred Stover. 1986. Recognition of Sentences by Native and Nonnative Speakers of English: Probing the Role of Imagery. TESOL Quarterly, 2: 335-338.
33. Pressley, G. Michael. 1976. Mental Imagery Helps Eight-olds Remember What They Read. Journal of Educational Psychology, 3: 355-359.
34. Pressley, G. Michael. 1977. Imagery and Children’s Learning: Putting the Pictures in Developmental Perspective. Review of Educational Research, 47: 585-622.
35. Raymond W. Kulhavy et al. 1993. Comparing Elaboration and Dual Coding Theories: The Case of Maps and Text. The American Journal of Psychology, 4: 483-498.
36. Richardson, John T. E. 1994. Individual Differences in Imaging: Their Measurement, Origins, and Consequences. Amityville, New York: Baywood.
37. Rossman, L. Martin. 2005. Guided Imagery for Self-Healing. HJ Kramer/New World Library.
38. Rumelhart, D. E. 1977. Toward an Interactive Model of Reading. In Dorrie (Eds.). Attention and Performance. New York: Longman, 6: 573-603.
39. Sadoski, Mark. 1983. An Exploratory Study of the Relationship between Reported Imagery and the Comprehension and Recall of a Story. Reading Research Quarterly, 1: 110-123.
40. Sadoski, Mark. 1985. Commentary: The Natural Use of Imagery in Story Comprehension and Recall: Replication and Extension. Reading Research Quarterly, 5: 658-667.
41. Sadoski, Mark, Ernest T. Goetz & Suzanne Kangiser. 1988. Imagination inStory Response: Relationships between Imagery, Affect, and Structural Importance. Reading Research Quarterly, 3: 320-336.
42. Sadoski, Mark & Zeba Quast. 1990. Reader Response and Long-Term Recall for Journalistic Text: The Roles of Imagery, Affect and Importance. Reading Research Quarterly, 4: 256-272.
43. Sadoski, Mark, Paivio, Allan & Ernest T. Goetz. 1991. A Critique of Schema Theory in Reading and a Dual Coding Alternative. Reading Research Quarterly, 26: 463-484.
44. Sadoski, Mark et al. 1993a. A Cause Model of Sentence Recall: Effects of Familiarity, Concreteness, Comprehensibility, and Interestingness. Journal of Reading Behavior, 25: 5-16.
45. Sadoski, Mark & Ernest T. Goetz. 1995. Concreteness Effects in Text Recall: Dual Coding or Context Availability. Reading Research Quarterly, 2: 278-288.
46. Sadoski, Mark. 2001. Resolving the Effects of Concreteness on Interest, Comprehension, and Learning Important Ideas from Text. Educational Psychology Review, 3: 263-281.
47. Sadoski, Mark & Paivio, Allan. 2001. Imagery and Text: a Dual Coding Theory of Reading and Writing. New York: Lawrence Erlbaum Associates, inc.
48. Sadoski, Mark. 2002. Dual Coding Theory and Reading Poetic Text. Journal of the Imagination in Language Learning and Teaching. 78-83.
49. Sadoski, Mark & Paivio, Allan. 2004. A Dual Coding Theoretical Model of Reading. In R. B. Ruddell & N. J. Unrau (Eds.). Theoretical Models and Processes of Reading (5th Eds.). Newark, DE: International Reading Association: 1329-1362.
50. Sandra Koser Steingart & Marvin D. Glock. 1979. Imagery and the Recall of Connected Discourse. Reading Research Quarterly, 1: 66-83.
51. Sandra Silberstein. 2002. Techniques and Resources in Teaching Reading. Shanghai Foreign Language Education Press.
52. Steffensen,M.S. Goetz,E.T. & Cheng Xiaoguang. 1999. The Images and Emotions of Bilingual Chinese Readers: A Dual Coding Analysis. Reading Psychology, 20: 301-324.
53. Steingart, S. K. & Glock, M. D. 1979. Imagery and the Recall of Connected Discourse. Reading Research Quarterly, 15: 66-83.
54. Stephen Dopkins. 1996. The Role of Imagery in the Mental Representation of Negative Sentences. The American Journal of Psychology, 4: 551-565.
55. Sternberg, Robert J. 1996. Cognitive Psychology. New York: Harcourt Brace College Publishers.
56. Taylor, S.E. & Crocker, J. 1981. Schematic Bases of Social Information Processing. In E. T. Higgins, C.P. Herman, & M.P. Zanna (Eds.). Social Cognition: The Ontario Symposium (Vol.1). Hillsdale, NJ: Erlbaum.
57. Wen Qiufang. 2004. Research Methods and Thesis Writing. Foreign Language Teaching & Research Press.
58. Widdowson, H.G. 1979. The Process and Purpose of Reading. In Explorations in Applied Linguistics. H Widdowson (Eds.). New York: Cambridge University Press. 171-183.
59. Wilensky, R. 1983. Story Grammars versus Story Points. Behavioral & Brain Sciences, 6: 579-623.
60. William Grabe & Stoller F. L. 2005. Teaching and Researching Reading. Foreign Language Teaching & Research Press.
61. Yi Xiubo. 2003. Applied Linguistics — Language Learning and Teaching. Jilin University Press.
62. 成晓光,2003,双重代码理论与英文阅读,《外语与外语教学》3:15-18。
63. 房定坚 禹昱,2005,浅论二语习得中的意象,《同济大学学报》(社会科学版),8:100-103。
64. 关翠琼,2005,试论外语的阅读理论和教学,《武汉冶金管理干部学学报》,3: 64-66。
65. 刘龙根 崔敏,2005,《大学体验英语快速阅读教程 3》,高等教育出版社。
66. 王强 迟磊,2003,《美语思维阅读技能训练》,世界图书出版公司。
67. 喻浩明,2005,双重代码理论及其在英语阅读理解教学中的应用,《新乡师范高等专科学校学报》,9:119-121。
2. Anderson, Richard, C. & Kulhavy, Raymond, W. 1972. Imagery and Prose Learning. Journal of Educational Psychology, 3: 242-243.
3. Anderson, N. 2004. Reading. In D. Nunan (Eds.). Practical English Language Teaching. Beijing: Higher Education Press.
4. Barlett, F. C. 1932. Remembering: A Study in Experimental and Social Psychology. London: Cambridge University Press.
5. Brewer, W. F. & Treyens, J. C. 1981. Role of Schemata in Memory for Places. Cognitive Psychology, 13: 207-230.
6. Bugelski, B. R. 1977. The Association of Images. In J. M. Nicholas (Eds.). Images, Perception and Knowledge. Western Ontario series in the Philosophy of Science. Dordrecht: Reidel.
7. Bundy, M. W. 1927. The Theory of Imagination in Classical and Mediaeval Thought. Urbana: The University of Illinois Press.
8. Carrell, P. L. et al. 1988. Interactive Approaches to Second Language Reading. London: Cambridge University Press. Reprinted by World Publishing Company, 2006.
9. Christine Nuttall. 2002. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.
10. Chang Zonglin. 2005. Cognitive Studies in Language & Culture. Qingdao: China Ocean University Press.
11. Clark, J. M. & Paivio Allan. 1991. Dual Coding Theory and Education. Educational Psychology Review, 3: 149-210.
12. Finke, R. A. 1989. Principles of Mental Imagery. Cambridge, Massachusetts: The MIT Press.
13. Flesch, R. F. 1948. A New Readability Yardstick. Journal of Applied Psychology, 32: 221-233.
14. Gambrell, L. B. & Bales, R. J. 1986. Mental Imagery and the Comprehension-monitoring Performance of Fourth- and Fifth-grade Poor Readers. Reading Research Quarterly, 21: 454-464.
15. Gambrell, L. B. & Jawitz, P. B. 1993. Mental Imagery, Text Illustration, and Children’s Story Comprehension and Recall. Reading Research Quarterly, 28: 264-276.
16. Goetz, E. T., Sadoski, Fatemi, & Bush. 1994. That’s New to Me: Readers’ Response to Brief Newspaper Articles. Journal of Reading Behavior, 26: 125-138.
17. Goodman, K. S. 1976. Reading: A Psycholinguistic Guessing Game. In Nancy a Johnson (Eds.). Current topics in language. Cambridge, MA: Winthrop.
18. Huey, E. B. 1908. The Psychology and Pedagogy of Reading. New York: Macmillan. Reprinted by Cambridge, MA: Winthrop, 1968.
19. Kosslyn, S. M. 1980. Image and Mind. Cambridge, MA: Harvard University Press.
20. Long, S., Winograd, & Bridge. 1989. The Effects of Reader and Text Characteristics on Reports of Imagery during and After Reading. Reading Research Quarterly, 24: 353-372.
21. Marks, D. F. Paivio Allan. 1997. Biographical Dictionary of Psychology. In N. Sheehy, S.J. Chapman, & W. A. Conroy (Eds.). New York: Routledge: 432-434.
22. Markee, N. P. 1994. Towards an Ethnomethodological Respecification of Second-language Acquisition Studies. In E. E. Tarone et al (Eds.). Research Methodology in Second-language Acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.
23. Marton, F. 1981. Phenomenography-describing Conceptions of the World around Us. Instructional Science, 10: 177-200.
24. McCallum, R. D. & Moore, S. 1999. Not all Imagery is Created Equal: the Role of Imagery in the Comprehension of Main Ideas in Exposition. Reading Psychology, 20: 21-26.
25. Mckellar, P. 1957. Imagination and Thinking. London: Cohen & West.
26. Morton, J. 1979. “Facilitation in Word Recognition: Experiment Causing Change in the Logogen Model”. In Processing of Visible Language (vol. 1). P.A. Kolers et al. New York: Plenum Press.
27. Neil J. Anderson. 2003. Exploring Second Language Reading: Issues and Strategies. Foreign Language Teaching & Research Press.
28. Paivio, Allan. 1971. Imagery and Verbal Processes. New York: Holt, Rinehart, and Winston.
29. Paivio, Allan & Wallace Lambert. 1981. Dual Coding and Bilingual Memory. Journal of Verbal Learning and Verbal Behavior, 9: 532-539.
30. Paivio, Allan. 1986. Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
31. Paivio, Allan. 1991b. Dual Coding Theory: Retrospect and Current Status.Canadian Journal of Psychology, 45: 255-287.
32. Patricia Dunkel, Shitala Mishra & Alfred Stover. 1986. Recognition of Sentences by Native and Nonnative Speakers of English: Probing the Role of Imagery. TESOL Quarterly, 2: 335-338.
33. Pressley, G. Michael. 1976. Mental Imagery Helps Eight-olds Remember What They Read. Journal of Educational Psychology, 3: 355-359.
34. Pressley, G. Michael. 1977. Imagery and Children’s Learning: Putting the Pictures in Developmental Perspective. Review of Educational Research, 47: 585-622.
35. Raymond W. Kulhavy et al. 1993. Comparing Elaboration and Dual Coding Theories: The Case of Maps and Text. The American Journal of Psychology, 4: 483-498.
36. Richardson, John T. E. 1994. Individual Differences in Imaging: Their Measurement, Origins, and Consequences. Amityville, New York: Baywood.
37. Rossman, L. Martin. 2005. Guided Imagery for Self-Healing. HJ Kramer/New World Library.
38. Rumelhart, D. E. 1977. Toward an Interactive Model of Reading. In Dorrie (Eds.). Attention and Performance. New York: Longman, 6: 573-603.
39. Sadoski, Mark. 1983. An Exploratory Study of the Relationship between Reported Imagery and the Comprehension and Recall of a Story. Reading Research Quarterly, 1: 110-123.
40. Sadoski, Mark. 1985. Commentary: The Natural Use of Imagery in Story Comprehension and Recall: Replication and Extension. Reading Research Quarterly, 5: 658-667.
41. Sadoski, Mark, Ernest T. Goetz & Suzanne Kangiser. 1988. Imagination inStory Response: Relationships between Imagery, Affect, and Structural Importance. Reading Research Quarterly, 3: 320-336.
42. Sadoski, Mark & Zeba Quast. 1990. Reader Response and Long-Term Recall for Journalistic Text: The Roles of Imagery, Affect and Importance. Reading Research Quarterly, 4: 256-272.
43. Sadoski, Mark, Paivio, Allan & Ernest T. Goetz. 1991. A Critique of Schema Theory in Reading and a Dual Coding Alternative. Reading Research Quarterly, 26: 463-484.
44. Sadoski, Mark et al. 1993a. A Cause Model of Sentence Recall: Effects of Familiarity, Concreteness, Comprehensibility, and Interestingness. Journal of Reading Behavior, 25: 5-16.
45. Sadoski, Mark & Ernest T. Goetz. 1995. Concreteness Effects in Text Recall: Dual Coding or Context Availability. Reading Research Quarterly, 2: 278-288.
46. Sadoski, Mark. 2001. Resolving the Effects of Concreteness on Interest, Comprehension, and Learning Important Ideas from Text. Educational Psychology Review, 3: 263-281.
47. Sadoski, Mark & Paivio, Allan. 2001. Imagery and Text: a Dual Coding Theory of Reading and Writing. New York: Lawrence Erlbaum Associates, inc.
48. Sadoski, Mark. 2002. Dual Coding Theory and Reading Poetic Text. Journal of the Imagination in Language Learning and Teaching. 78-83.
49. Sadoski, Mark & Paivio, Allan. 2004. A Dual Coding Theoretical Model of Reading. In R. B. Ruddell & N. J. Unrau (Eds.). Theoretical Models and Processes of Reading (5th Eds.). Newark, DE: International Reading Association: 1329-1362.
50. Sandra Koser Steingart & Marvin D. Glock. 1979. Imagery and the Recall of Connected Discourse. Reading Research Quarterly, 1: 66-83.
51. Sandra Silberstein. 2002. Techniques and Resources in Teaching Reading. Shanghai Foreign Language Education Press.
52. Steffensen,M.S. Goetz,E.T. & Cheng Xiaoguang. 1999. The Images and Emotions of Bilingual Chinese Readers: A Dual Coding Analysis. Reading Psychology, 20: 301-324.
53. Steingart, S. K. & Glock, M. D. 1979. Imagery and the Recall of Connected Discourse. Reading Research Quarterly, 15: 66-83.
54. Stephen Dopkins. 1996. The Role of Imagery in the Mental Representation of Negative Sentences. The American Journal of Psychology, 4: 551-565.
55. Sternberg, Robert J. 1996. Cognitive Psychology. New York: Harcourt Brace College Publishers.
56. Taylor, S.E. & Crocker, J. 1981. Schematic Bases of Social Information Processing. In E. T. Higgins, C.P. Herman, & M.P. Zanna (Eds.). Social Cognition: The Ontario Symposium (Vol.1). Hillsdale, NJ: Erlbaum.
57. Wen Qiufang. 2004. Research Methods and Thesis Writing. Foreign Language Teaching & Research Press.
58. Widdowson, H.G. 1979. The Process and Purpose of Reading. In Explorations in Applied Linguistics. H Widdowson (Eds.). New York: Cambridge University Press. 171-183.
59. Wilensky, R. 1983. Story Grammars versus Story Points. Behavioral & Brain Sciences, 6: 579-623.
60. William Grabe & Stoller F. L. 2005. Teaching and Researching Reading. Foreign Language Teaching & Research Press.
61. Yi Xiubo. 2003. Applied Linguistics — Language Learning and Teaching. Jilin University Press.
62. 成晓光,2003,双重代码理论与英文阅读,《外语与外语教学》3:15-18。
63. 房定坚 禹昱,2005,浅论二语习得中的意象,《同济大学学报》(社会科学版),8:100-103。
64. 关翠琼,2005,试论外语的阅读理论和教学,《武汉冶金管理干部学学报》,3: 64-66。
65. 刘龙根 崔敏,2005,《大学体验英语快速阅读教程 3》,高等教育出版社。
66. 王强 迟磊,2003,《美语思维阅读技能训练》,世界图书出版公司。
67. 喻浩明,2005,双重代码理论及其在英语阅读理解教学中的应用,《新乡师范高等专科学校学报》,9:119-121。