外语叙事文阅读中的意象构建
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摘要
阅读是国内外学者一直以来普遍关注的重要问题。学术史上的几大主要阅读模式和理论对阅读研究的发展做出了巨大贡献，使人们对阅读过程的内在机制的理解得到不断提高。然而，这些模式理论大都将注意力集中在语言层面上，而非语言层面却未得到足够关注。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和非语言层面都予以了同样的关注。
双重代码理论的基本设想是，人的大脑存在两种表征系统，即加工言语信息的语言系统和加工意象和情感反应的非语言系统。双重代码理论认为，当读者在阅读过程中同时利用两套系统时，其阅读理解效果将得到显著提高。作为一种阐释阅读机制的相对较新的理论，双重代码理论正受到越来越多的国内外阅读研究者的关注。然而，与历史上其它阅读理论比较而言，对双重代码理论的研究特别是实证研究相对不足，其中以双重代码为基础的意象研究是国内外学者关注的课题之一，实证研究表明，意象是提高阅读者的母语阅读理解水平的有效策略。然而，这些研究中却极少有关注在特定的篇章类型中特定的意象构建方式，更没有研究关注在外语学习环境中特定篇章类型中的意象构建。因此，在国内外相关研究现状的基础上，我们设计并完成了为期一学期的实验研究，旨在探讨以双重代码理论和篇章结构为基础的外语叙事文阅读中的意象构建。
该实验研究主要是基于其理论基础，即在叙事文阅读中依据篇章的叙事结构而构建意象。该实验所采用的训练模式是以策略为基础的外语教学。
建立在以上理论基础上，我们设计并完成了该实验研究。本研究主要探讨三个问题：
1．以双重代码理论和篇章结构为基础的意象构建策略训练能否显著提高学生的叙事文阅读水平?
2．以双重代码理论和篇章结构为基础的意象构建对叙事文阅读水平的影响表现在哪些方面?
3．从实验组学生所提交的试后报告中我们能获得怎样的数据?
第三个问题主要围绕实验组学生所完成的试后报告中的三个要点展开，即：
1)是否有必要通过特定阅读策略的使用来达到较好的阅读理解效果?
2)叙事文阅读中，在头脑中产生想象，即意象构建，是否能有效促进对文中所描述内容的理解?
3)在阅读过程中，掌握和运用叙事文的宏观和微观篇章结构是如何影响意象构建的过程?
针对以上研究问题，在实验的展开过程中，我们选择了国内某大学外语专业两个平行班作为该研究的实验对象。其中一个班共41名学生作为控制组，另一个班共43名学生作为实验组。实验过程中，控制组接受常规的阅读训练，而实验组则接受经过精心设计的训练计划。实验前后两组学生均完成了前测和后测，测验结果经社会科学统计分析软件包(SPSS，12.0)的统计分析。分析结果表明，以双重代码理论和篇章结构为基础的意象构建对实验组学生的叙事文阅读理解水平有显著提高，并且对主题内容理解水平的提高尤为显著。对实验组在实验结束时所完成的试后报告分析所得结果与该统计分析结果基本一致。
本研究希望能对外语教学工作者和学生起到一些启迪作用。在外语教与学的过程中，我们不应只局限于对语言层面的关注，非语言层面也应该得到更多的重视。语言和非语言系统的同时运用不仅能促进阅读水平的提高，还能有效运用在其它的外语学习活动中。
Reading has been an issue that has received universal attention from researchers both at home and abroad. The major reading models and theories in history have made great contributions to the improvement of our understanding of the mechanism of reading process. However, most of the theories limit the focus to linguistic aspects, and non-linguistic aspects in reading process are largely ignored. The comparatively new cognitive theory—Dual Coding Theory (DCT)—gives equal emphasis to both verbal and nonverbal aspects in reading process.
The basic assumption of DCT is that two forms of representational systems exist in the brain, the verbal system processing verbal information and the nonverbal system processing images and emotional reactions. It's claimed by DCT that if readers are enabled to utilize both verbal and nonverbal representational systems, their reading comprehension tends to be significantly improved. As a comparatively new approach to interpret reading mechanism, DCT is receiving more and more attention from reading researchers at home and abroad. However, generally speaking, compared with the researches on other reading theories in history, relatively fewer researches, especially empirical studies, have been conducted on DCT, among which imagery in light of DCT is one of the issues researchers at home and abroad are concerned with, and some empirical studies have proved it effective in promoting L1 readers' comprehension of texts. Yet few of these studies have addressed the specified way to induce images in texts of specific text type, let alone researches conducted in this regard under English as foreign language (EFL) learning environment. Therefore, based on the status quo of the related researches at home and abroad, we have designed and carried out the present experimental study which lasts about one semester, attempting to study the issue of image generation in EFL narrative reading based on DCT and the text structure of narratives.
The experimental research is mainly based on the theoretical foundation which assumes that it's a feasible way to generate images with the help the macro-and micro- structures of narratives. The training model in our experiment is the strategy-based instruction (SBI).
On the basis of the theoretical foundation, we have designed and carried out the experiment, which is intended to provide answers to three research questions: 1. Can the long-term strategy training of image generation based on DCT and text structure during EFL narrative reading significantly promote students' reading comprehension of narratives?
2. In what aspects does image generation based on DCT and narrative text , structure affect students' narrative reading performances?
3. What findings have been yielded in the verbal reports provided by the subjects in the experimental group at the end of the experiment?
The third question is centered on three issues which are revealed in the verbal reports provided by the subjects in the experimental group:
1) Is it necessary to make use of certain strategies so as to help get successful understanding of the reading texts?
2) While reading narratives, is the forming of mental pictures, i.e., the generation of images, an effective way to promote the understanding of what is described in the text?
3) In what way does the mastery of the macro- as well as micro- structures of narratives contribute to the process of generating images while reading?
To examine the three research questions, during the conduction of the research, we had two parallel classes of Chinese students of English major in a university in China participate in our research. One group made up of 41 students was assigned the control group (CG) and the other made up of 43 students the experimental group (EG). The control group received regular reading instruction while the experimental group participated in the carefully designed training program. A pre-test and a post-test were administered among the students in both groups, and the data were analyzed with the help of the software packet of social statistics (SPSS, version 12.0). The results yielded in the two tests showed that generating images based on DCT and the text structure of narratives was an effective and feasible strategy in narrative reading, and the effect was most obvious in the improvement of the students' comprehension of the main idea of narrative texts. The findings derived from the analysis of EG students' verbal reports were generally consistent with the results of the statistic analysis.
The present study attempts to provide some insights into what EFL language instructors and students should do in future. During the process of reading instruction and learning, we should avoid limiting our attention to the verbal aspects while reading. More attention should be paid to such nonverbal aspects as imagery and affective reactions. The utilization of both verbal and nonverbal systems can not only help promote reading comprehension but can also be applied to other EFL learning activities.
双重代码理论的基本设想是，人的大脑存在两种表征系统，即加工言语信息的语言系统和加工意象和情感反应的非语言系统。双重代码理论认为，当读者在阅读过程中同时利用两套系统时，其阅读理解效果将得到显著提高。作为一种阐释阅读机制的相对较新的理论，双重代码理论正受到越来越多的国内外阅读研究者的关注。然而，与历史上其它阅读理论比较而言，对双重代码理论的研究特别是实证研究相对不足，其中以双重代码为基础的意象研究是国内外学者关注的课题之一，实证研究表明，意象是提高阅读者的母语阅读理解水平的有效策略。然而，这些研究中却极少有关注在特定的篇章类型中特定的意象构建方式，更没有研究关注在外语学习环境中特定篇章类型中的意象构建。因此，在国内外相关研究现状的基础上，我们设计并完成了为期一学期的实验研究，旨在探讨以双重代码理论和篇章结构为基础的外语叙事文阅读中的意象构建。
该实验研究主要是基于其理论基础，即在叙事文阅读中依据篇章的叙事结构而构建意象。该实验所采用的训练模式是以策略为基础的外语教学。
建立在以上理论基础上，我们设计并完成了该实验研究。本研究主要探讨三个问题：
1．以双重代码理论和篇章结构为基础的意象构建策略训练能否显著提高学生的叙事文阅读水平?
2．以双重代码理论和篇章结构为基础的意象构建对叙事文阅读水平的影响表现在哪些方面?
3．从实验组学生所提交的试后报告中我们能获得怎样的数据?
第三个问题主要围绕实验组学生所完成的试后报告中的三个要点展开，即：
1)是否有必要通过特定阅读策略的使用来达到较好的阅读理解效果?
2)叙事文阅读中，在头脑中产生想象，即意象构建，是否能有效促进对文中所描述内容的理解?
3)在阅读过程中，掌握和运用叙事文的宏观和微观篇章结构是如何影响意象构建的过程?
针对以上研究问题，在实验的展开过程中，我们选择了国内某大学外语专业两个平行班作为该研究的实验对象。其中一个班共41名学生作为控制组，另一个班共43名学生作为实验组。实验过程中，控制组接受常规的阅读训练，而实验组则接受经过精心设计的训练计划。实验前后两组学生均完成了前测和后测，测验结果经社会科学统计分析软件包(SPSS，12.0)的统计分析。分析结果表明，以双重代码理论和篇章结构为基础的意象构建对实验组学生的叙事文阅读理解水平有显著提高，并且对主题内容理解水平的提高尤为显著。对实验组在实验结束时所完成的试后报告分析所得结果与该统计分析结果基本一致。
本研究希望能对外语教学工作者和学生起到一些启迪作用。在外语教与学的过程中，我们不应只局限于对语言层面的关注，非语言层面也应该得到更多的重视。语言和非语言系统的同时运用不仅能促进阅读水平的提高，还能有效运用在其它的外语学习活动中。
Reading has been an issue that has received universal attention from researchers both at home and abroad. The major reading models and theories in history have made great contributions to the improvement of our understanding of the mechanism of reading process. However, most of the theories limit the focus to linguistic aspects, and non-linguistic aspects in reading process are largely ignored. The comparatively new cognitive theory—Dual Coding Theory (DCT)—gives equal emphasis to both verbal and nonverbal aspects in reading process.
The basic assumption of DCT is that two forms of representational systems exist in the brain, the verbal system processing verbal information and the nonverbal system processing images and emotional reactions. It's claimed by DCT that if readers are enabled to utilize both verbal and nonverbal representational systems, their reading comprehension tends to be significantly improved. As a comparatively new approach to interpret reading mechanism, DCT is receiving more and more attention from reading researchers at home and abroad. However, generally speaking, compared with the researches on other reading theories in history, relatively fewer researches, especially empirical studies, have been conducted on DCT, among which imagery in light of DCT is one of the issues researchers at home and abroad are concerned with, and some empirical studies have proved it effective in promoting L1 readers' comprehension of texts. Yet few of these studies have addressed the specified way to induce images in texts of specific text type, let alone researches conducted in this regard under English as foreign language (EFL) learning environment. Therefore, based on the status quo of the related researches at home and abroad, we have designed and carried out the present experimental study which lasts about one semester, attempting to study the issue of image generation in EFL narrative reading based on DCT and the text structure of narratives.
The experimental research is mainly based on the theoretical foundation which assumes that it's a feasible way to generate images with the help the macro-and micro- structures of narratives. The training model in our experiment is the strategy-based instruction (SBI).
On the basis of the theoretical foundation, we have designed and carried out the experiment, which is intended to provide answers to three research questions: 1. Can the long-term strategy training of image generation based on DCT and text structure during EFL narrative reading significantly promote students' reading comprehension of narratives?
2. In what aspects does image generation based on DCT and narrative text , structure affect students' narrative reading performances?
3. What findings have been yielded in the verbal reports provided by the subjects in the experimental group at the end of the experiment?
The third question is centered on three issues which are revealed in the verbal reports provided by the subjects in the experimental group:
1) Is it necessary to make use of certain strategies so as to help get successful understanding of the reading texts?
2) While reading narratives, is the forming of mental pictures, i.e., the generation of images, an effective way to promote the understanding of what is described in the text?
3) In what way does the mastery of the macro- as well as micro- structures of narratives contribute to the process of generating images while reading?
To examine the three research questions, during the conduction of the research, we had two parallel classes of Chinese students of English major in a university in China participate in our research. One group made up of 41 students was assigned the control group (CG) and the other made up of 43 students the experimental group (EG). The control group received regular reading instruction while the experimental group participated in the carefully designed training program. A pre-test and a post-test were administered among the students in both groups, and the data were analyzed with the help of the software packet of social statistics (SPSS, version 12.0). The results yielded in the two tests showed that generating images based on DCT and the text structure of narratives was an effective and feasible strategy in narrative reading, and the effect was most obvious in the improvement of the students' comprehension of the main idea of narrative texts. The findings derived from the analysis of EG students' verbal reports were generally consistent with the results of the statistic analysis.
The present study attempts to provide some insights into what EFL language instructors and students should do in future. During the process of reading instruction and learning, we should avoid limiting our attention to the verbal aspects while reading. More attention should be paid to such nonverbal aspects as imagery and affective reactions. The utilization of both verbal and nonverbal systems can not only help promote reading comprehension but can also be applied to other EFL learning activities.
引文
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Bell, N. (2004). The role of imagery and verbal processing in comprehension. Published in IDA Conference in November. 2004.
Beni, R. D, & Pazzaglia, F. (1995). Memory of different kinds of mental images: Role of contextual and autobiographic variables. Learning and Instruction, 5, 203-220
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Carrell, P. L. (1984). Evidence of a formal schema in second language comprehension. Language Learning, 1, 87-111.
Carrell, P. L. 1988. Some issues in studying the sole of schemata, or background knowledge in second language comprehension. Reading in a Foreign Language, 1 (2), 81-92.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. System, 24 (4), 503-519.
Cohen, A. D. (2000). Strategies in learning and using a second language. Beijing: Foreign Language Teaching and Research Press.
Cook, V. (2000). Second language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Daily, L. Z. (1988). Imagery and paired-associate learning. Reading Research Quarterly, 15, 57-67.
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Bell, N. (2004). The role of imagery and verbal processing in comprehension. Published in IDA Conference in November. 2004.
Beni, R. D, & Pazzaglia, F. (1995). Memory of different kinds of mental images: Role of contextual and autobiographic variables. Learning and Instruction, 5, 203-220
Brown, G. (1995). Models of understanding. In G. Brown et al (Ed.), Language and Understanding (pp 1-20). Shanghai: Shanghai Foreign Language Education Press.
Carrell, P. L. (1984). Evidence of a formal schema in second language comprehension. Language Learning, 1, 87-111.
Carrell, P. L. 1988. Some issues in studying the sole of schemata, or background knowledge in second language comprehension. Reading in a Foreign Language, 1 (2), 81-92.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. System, 24 (4), 503-519.
Cohen, A. D. (2000). Strategies in learning and using a second language. Beijing: Foreign Language Teaching and Research Press.
Cook, V. (2000). Second language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Daily, L. Z. (1988). Imagery and paired-associate learning. Reading Research Quarterly, 15, 57-67.
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
Goodman, K. S. (1973). Psycholinguistic universals of the reading process. In F. Smith (Ed.), Psycholinguistic and reading (pp. 21-29). New York: Holt Rinehart and Winston.
Goodman, K. S. (1976). Reading: A psycholinguistic guessing game. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 95-112). Newark, DE: International Reading Association.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & L. G. Mattingly (Eds.), Language by ear and by eye (pp. 331-358). Cambridge MA: MIT Press.
Harmer, J. (2000). How to teach English. Beijing: Foreign Language Teaching and Research Press.
Hastings, K. W., Krug, J. & Xu, X. (2000) Imagery, context availability, contextual constraint and abstractness. TESOL Quarterly, 16 (3), 413-429.
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