句法知识对大学生英语阅读能力影响研究
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摘要
对于我国大多数外语学习者来说，学习外语更多的是通过阅读来获取有效信息。英语阅读理解一直以来都被看作是语言教学中最重要的部分。阅读主要是提取段落、文章的意义，在这个过程中，对句子的理解是必不可少的一环。句法分析在语言理解中具有重要作用，它是语言理解的一种必要策略。借助句法分析，人们可以正确理解词与词之间的句法逻辑关系，分辨多义词在具体句子中的特定含义，准确分析出句子结构，进而达成语言理解。
本文通过准实验研究来探讨加强和巩固句法知识对提高大学生英语阅读能力的可行性和有效性。作者试图在句法分析与阅读能力之间找到一个结合点，与读者共同掌握有关句法知识，学会在阅读中充分利用句法知识掌握句法结构，以提高阅读理解的准确性。70名来自安阳理工学院非英语专业的大二学生参与此项研究，其中实验班和控制班各35人。实验历时14周。研究通过调查问卷和测试收集数据，采用SPSS软件进行数据分析。实验结果显示对句法知识强化的实验班的阅读水平提高的幅度要高于采用传统阅读课堂活动的控制班。根据定性和定量相结合的分析，在传统句法理论、句法与认知语义相结合的理论指导下，作者对大学生强化和巩固句法知识是否能提高大学生阅读能力及阅读可理解性输入的有效性进行了针对性的研究。本研究可以引起人们对句法和阅读之间联系的关注，从而对提高大学生阅读能力的研究有一定的推动作用。
Most foreign language learners learn a foreign language by reading to obtaineffective information. As a carrier of speech and information based on articles reading isa speech process of cognitive construction on written materials. English readingcomprehension has long been considered as the most important part in language teaching.Therefore, the applied linguists and language teachers have paid much attention toEnglish reading. In the reading comprehension, the quantity of answering the questionscorrectly and quickly is an important indicator to disclose reading competence, namely,reading competence includes reading speed and accuracy of reading. Language learnersextract the main point of paragraphs and articles through reading. Syntactic analysisinevitably plays an important role in the process of reading. Syntactic analysis has animportant role in language understanding; and it is also a necessary strategy in languageunderstanding. With the syntactic analysis, language learners can correctly understandthe words and syntactic logical relations between words, distinguish polysemy inparticular the specific meaning of the sentence, accurately analyze sentence structure,and achieve language understanding.
This thesis explores the feasibility and effectiveness of strengthening andconsolidating syntactic knowledge to improve college student’s English readingcompetence through a quasi-experimental research. The author tries to find acombination between syntactic analysis and the reading, and goes together to grasp thesyntactic knowledge with the readers. The aim is to help foreign language learnersimprove the accuracy of reading comprehension. Seventy non-English major sophomoresin Anyang City Polytechnic College participate in the present research. In order to getmore objective and direct information, the author carries out an experimental research inthis study. The number of students in the experimental group and the control group isequal, and there are thirty-five students in each group. This research lasts fourteen weeks,collects data through the questionnaire and tests and adopts the software SPSS to analyze the statistics. The results of the experiment show after strengthening and consolidatingsyntactic knowledge the subjects’ reading competence in the experimental group is muchbetter than that of the control group. It demonstrates that mastery of syntactic knowledgeis more useful in developing college students’ reading proficiency. According to acombination of qualitative and quantitative analysis and based on traditional syntacticknowledge and syntactic theories combined by semantics and cognitive linguistics, tostrengthen and consolidate the syntactic knowledge benefits students’ reading ability andthe effectiveness of reading comprehensible input. Syntactic exercises enable students toachieve their own syntactic mapping to enhance self-learning and understanding ofautomated reading. The research draws attention of the relationship between syntacticknowledge and reading competence. In addition, it also promotes the research ofimproving college reading competence.
本文通过准实验研究来探讨加强和巩固句法知识对提高大学生英语阅读能力的可行性和有效性。作者试图在句法分析与阅读能力之间找到一个结合点，与读者共同掌握有关句法知识，学会在阅读中充分利用句法知识掌握句法结构，以提高阅读理解的准确性。70名来自安阳理工学院非英语专业的大二学生参与此项研究，其中实验班和控制班各35人。实验历时14周。研究通过调查问卷和测试收集数据，采用SPSS软件进行数据分析。实验结果显示对句法知识强化的实验班的阅读水平提高的幅度要高于采用传统阅读课堂活动的控制班。根据定性和定量相结合的分析，在传统句法理论、句法与认知语义相结合的理论指导下，作者对大学生强化和巩固句法知识是否能提高大学生阅读能力及阅读可理解性输入的有效性进行了针对性的研究。本研究可以引起人们对句法和阅读之间联系的关注，从而对提高大学生阅读能力的研究有一定的推动作用。
Most foreign language learners learn a foreign language by reading to obtaineffective information. As a carrier of speech and information based on articles reading isa speech process of cognitive construction on written materials. English readingcomprehension has long been considered as the most important part in language teaching.Therefore, the applied linguists and language teachers have paid much attention toEnglish reading. In the reading comprehension, the quantity of answering the questionscorrectly and quickly is an important indicator to disclose reading competence, namely,reading competence includes reading speed and accuracy of reading. Language learnersextract the main point of paragraphs and articles through reading. Syntactic analysisinevitably plays an important role in the process of reading. Syntactic analysis has animportant role in language understanding; and it is also a necessary strategy in languageunderstanding. With the syntactic analysis, language learners can correctly understandthe words and syntactic logical relations between words, distinguish polysemy inparticular the specific meaning of the sentence, accurately analyze sentence structure,and achieve language understanding.
This thesis explores the feasibility and effectiveness of strengthening andconsolidating syntactic knowledge to improve college student’s English readingcompetence through a quasi-experimental research. The author tries to find acombination between syntactic analysis and the reading, and goes together to grasp thesyntactic knowledge with the readers. The aim is to help foreign language learnersimprove the accuracy of reading comprehension. Seventy non-English major sophomoresin Anyang City Polytechnic College participate in the present research. In order to getmore objective and direct information, the author carries out an experimental research inthis study. The number of students in the experimental group and the control group isequal, and there are thirty-five students in each group. This research lasts fourteen weeks,collects data through the questionnaire and tests and adopts the software SPSS to analyze the statistics. The results of the experiment show after strengthening and consolidatingsyntactic knowledge the subjects’ reading competence in the experimental group is muchbetter than that of the control group. It demonstrates that mastery of syntactic knowledgeis more useful in developing college students’ reading proficiency. According to acombination of qualitative and quantitative analysis and based on traditional syntacticknowledge and syntactic theories combined by semantics and cognitive linguistics, tostrengthen and consolidate the syntactic knowledge benefits students’ reading ability andthe effectiveness of reading comprehensible input. Syntactic exercises enable students toachieve their own syntactic mapping to enhance self-learning and understanding ofautomated reading. The research draws attention of the relationship between syntacticknowledge and reading competence. In addition, it also promotes the research ofimproving college reading competence.
引文
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Bernhardt, E. B.&M. L. Kamil.1995. Interpreting relationships between LI and L2reading:consolidating the linguistic threshold and the linguistic interdependence hypotheses. AppliedLinguistics.16(1), pp.15-34.
Bo, B.2002. An Advanced English Grammar (In Chinese). Beijing: World Affairs Press.(薄冰.高级英语语法[M].北京:世界知识出版社.2002.)
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Chen, J.&L. Zhu.2007. Cognitive Linguistics&its Three Approaches (In Chinese). Journal ofNortheast Dianli University. No.3,2007. pp.43-45.(陈劲松,朱林生.简析认知语言学理论及其三种研究方法[J].东北电力大学学报.2007(3):43-45.)
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Fan, L.&Z. Liu.2005. A Review of Inferential Models of Discourse Comprehension (In Chinese).Journal of Pla University of Foreign Languages.28(5). pp.43-48.(范琳,刘振前.语篇阅读推理模式研究综述[J].解放军外国语学院学报.2005(5):43-48.)
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Gass, S.2001. Second Language Acquisition an Introductory Course (2nded). Mahwah: Lawrence.Erlbaum Associates, Inc., Publishers.
Goodman, S. R., Cote, N. C.&E. U. Saul.1995. Paragraphing, reading, and task effects on discoursecomprehension. Discourse Processing,20, pp.273-305.
Goodman, K.1973. The Psycholingusitic Nautre of the Reading Process. Wayne State UniversityPress.
Goodman, S.1975. The reading process. in Carrell, P. L., devine, J.&David, E.(Eds.), Interactiveapproaches to second language reading pp.11-21. Cambridge: Cambridge University Press.
Gough, P. B., W. Hoover.&C. Peterson.1996. Some observations on the simple view of reading. InCornoldi, C.&Oakhill, J. editors, Reading Comprehension Difficulties. Mahwah, NJ: LawrenceErlbaum.
Grabe, W.1999. Developments in reading research and their implications for computer-adaptivereading assessment. In M. Chalhoub-deVille (eds.), Issues in Computer-adaptive Testing ofReading Proficiency Studies in Language Testing10, pp.11-47. Cambridge: CambridgeUniversity Press.
Grabe, W.2000. Reading research and its implications for reading assessment. In A. Kunnan (eds.),Fairness and Validation in Language Assessment,226-62. Cambridge: Cambridge UniversityPress.
Grellet, F.1987. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.Cambridge: Cambridge University Press.
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Horrocks, G.1987. Generative Grammar. London: Longman.
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Hu, Z.2007. Linguistics A Course Book (In Chinese). Beijing: Peking University Press.(胡壮麟.语言学教程[M].北京:北京大学出版社.2007.)
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Koda, K.2005. Insights into Second Language Reading: A Cross Linguistic Approach. Cambridge:Cambridge University Press.
Krashen, S. D. The Input Hypothesis. New York: Longman. Inc.1985.
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Bloomfield, L.1980. Language. Beijing: Business Press.
Barnett, M. A.1986. Syntactic and lexical/semantic skills in foreign language reading: importanceand interaction. Modern Language Journal.
Berman, R. A.1984. Syntactic Components of the Foreign Language Reading Process. Reading in aForeign Language. London: Longman.
Bernhardt, E. B.1991. Reading development in a second language: theoretical, empirical, andclassroom perspectives. Norwood, NJ: Ablex.
Bernhardt, E. B.2000. Second-language reading as a case study of reading scholarship in the20thcentury. New Jersey: Lawrence Erlbaum Associated, Inc.
Bernhardt, E. B.&M. L. Kamil.1995. Interpreting relationships between LI and L2reading:consolidating the linguistic threshold and the linguistic interdependence hypotheses. AppliedLinguistics.16(1), pp.15-34.
Bo, B.2002. An Advanced English Grammar (In Chinese). Beijing: World Affairs Press.(薄冰.高级英语语法[M].北京:世界知识出版社.2002.)
Carver, R. P.1997. Reading for one second, one minute, or one year from the perspective of readingtheory. Scientific Studies of Reading.1, pp.3-45.
Chen, J.2003. Philosophy of Language (In Chinese). Beijing: Peking University Press.(陈嘉映.语言哲学[M].北京:北京大学出版社.2003:283-286.)
Chen, J.&L. Zhu.2007. Cognitive Linguistics&its Three Approaches (In Chinese). Journal ofNortheast Dianli University. No.3,2007. pp.43-45.(陈劲松,朱林生.简析认知语言学理论及其三种研究方法[J].东北电力大学学报.2007(3):43-45.)
Chen, X.1998. English Reading Teaching and Psychology (In Chinese). Beijing: Beijing Languageand Culture University Press.(陈贤纯.外语阅读教学与心理学[M].北京:北京语言文化大学出版社.1998.)
Crain, S,&D. Shankweiler.1988. Syntactic complexity and reading acquisition. In A. Davision&G. M.Green (Eds.), Linguistic Complexity and Text Comprehension,167-192. Hillsdale, NJ: Erlbaum.
Crystal, D.1997. The Cambridge Encyclopedia of Language. Cambridge: Cambridge University Press.
Devine, T. G.1986.Teaching Reading Comprehension: From Theory to Practice. Massachusetts:Allyn and Bacon, Inc.
Du, W.1996. A Probe into the language similarities (In Chinese). Journal of Sichuan InternationalStudies University. No.1,1996. pp.23-25.(杜文礼.语言的像似性探微[J].四川外语学院学报.1996(1):23-25.)
Fan, L.&Z. Liu.2005. A Review of Inferential Models of Discourse Comprehension (In Chinese).Journal of Pla University of Foreign Languages.28(5). pp.43-48.(范琳,刘振前.语篇阅读推理模式研究综述[J].解放军外国语学院学报.2005(5):43-48.)
Gass, S. M.,&L.(Eds.). Selinker.1983. Language Transfer in Language Learning. Rowley, MA:Newbury House.
Gass, S.2001. Innovations in Second Language Research Methods. Annal Review of AppliedLinguistics. pp.21.
Gass, S.2001. Second Language Acquisition an Introductory Course (2nded). Mahwah: Lawrence.Erlbaum Associates, Inc., Publishers.
Goodman, S. R., Cote, N. C.&E. U. Saul.1995. Paragraphing, reading, and task effects on discoursecomprehension. Discourse Processing,20, pp.273-305.
Goodman, K.1973. The Psycholingusitic Nautre of the Reading Process. Wayne State UniversityPress.
Goodman, S.1975. The reading process. in Carrell, P. L., devine, J.&David, E.(Eds.), Interactiveapproaches to second language reading pp.11-21. Cambridge: Cambridge University Press.
Gough, P. B., W. Hoover.&C. Peterson.1996. Some observations on the simple view of reading. InCornoldi, C.&Oakhill, J. editors, Reading Comprehension Difficulties. Mahwah, NJ: LawrenceErlbaum.
Grabe, W.1999. Developments in reading research and their implications for computer-adaptivereading assessment. In M. Chalhoub-deVille (eds.), Issues in Computer-adaptive Testing ofReading Proficiency Studies in Language Testing10, pp.11-47. Cambridge: CambridgeUniversity Press.
Grabe, W.2000. Reading research and its implications for reading assessment. In A. Kunnan (eds.),Fairness and Validation in Language Assessment,226-62. Cambridge: Cambridge UniversityPress.
Grellet, F.1987. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.Cambridge: Cambridge University Press.
Halliday, M. A. K.&R. Hasan.1976. Cohesion in English.London:Edward Amold.
Halliday, M.A. K.&R. Hasan.1989. Language, Context, and Text. Oxford: Oxford University Press.
Harris, Z.1952. Discourse Analysis. Language.
Haynes, M.&T. H. Carr.1990. Writing system background and second language reading: acomponent skills analysis of English reading by native speaker-readers of Chinese. In Carr, T.H.&Levy, B.A., editors, Reading and its Development: Component Skills Approaches. San Diego,CA: Academic Press.
Horrocks, G.1987. Generative Grammar. London: Longman.
Hou. J.1998. A Guide To English Lexicology (In Chinese). Wuhan: China University of GeosciencesPress.(侯国金.英语语言学精要问答与考试指南[M].武汉:中国地质大学出版社.1998.)
Hu, C.1998. Methodology In English Reading (In Chinese). Nanjing: Guangxi Education Press.(胡春洞.英语阅读论[M].南京:广西教育出版.1998.)
Hu, Z.2007. Linguistics A Course Book (In Chinese). Beijing: Peking University Press.(胡壮麟.语言学教程[M].北京:北京大学出版社.2007.)
Huang, Y.2002. Read and Write More—On the English Study (In Chinese). Journal of ForeignLanguages. No.6,2002. pp.13-17.(黄源深.多读多写英语学习谈[J].外国语.2002(6):13-17.)
Jiang, R.2001. The Influence of Grammar Knowledge on Reading Models of Native Speakers andlearners of second language. Unpublished PhD dissertation (In Chinese). Beijing Language andCulture University.(蒋荣.语法知识对母语者与第二语言学习者阅读模式的影响[D].北京:北京语言文化大学.2001.)
Johnson, P.1981. Effects on Reading Comprehension of Language Complexity and CulturalBackground Knowledge of a Text. TESOL Quarterly.15, pp.169-181.
Koda, K.1998. The Role of Phonemic Awareness in Second Language Reading. Second LanguageResearch.14, pp.194-215.
Koda, K.2005. Insights into Second Language Reading: A Cross Linguistic Approach. Cambridge:Cambridge University Press.
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