提高大学生互动式英语阅读能力的研究
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摘要
长期以来,阅读在外语教学与学习中的重要性已为人们达成共识,理解一直被认为是阅读过程中最重要的组成部分。但是,怎样才能达到理解的最佳效果,历来心理学家,语言学家,心理语言学家,应用语言学家和教育家在看法上并不统一。传统的阅读观认为阅读是“自下而上”的解码过程。随着应用语言学和心理语言学的发展,一些语言学家提出“自上而下”的阅读观。当今,随着“相互作用”的图式理论的出现,人们认为真正有效的阅读应是“自下而上”与“自上而下”相互作用的双向心理过程。所以,对于阅读,我们尚有许许多多需要思考的问题。
本文通过六章的内容介绍并讨论了图式理论、互动阅读及其在阅读教学上的启示和应用。第一章为导论,阐明了此次研究的原因,所要回答的问题及期望的目的与意义。第二章讨论了阅读的本质及阅读的过程。第三章综述了图式理论及其与阅读理解的关系。第四章介绍了本次研究的方法(研究对象,研究工具,数据收集及研究分析的过程)。第五章是此次研究及其结果的详尽描述及讨论分析,指出图式理论在互动阅读教学中的利与弊,互动阅读过程的应用以及互动阅读在外语教学中的重大意义。最后一章是对全文的总结。
研究结果表明,互动阅读对于外语阅读教学和准确地掌握阅读技能,提高阅读效率具有十分重要的作用。
Comprehension is perceived to be an essential component in reading, and reading comprehension has long been a popular subject of study among researchers. But linguists and language experts in reading have no finished theory of reading. The traditional opinion about reading is that reading is a “Bottom-up”decoding process. With the development of Linguistics and Psycholinguistics, some linguists come up with the concept of “Top-down”reading. Now, with the occurrence of interactive schema theory, It is thought that the efficient reading is the combination of “Bottom-up”and “Top-down”which is an interactive process, involving a complex psychological and social activity. As far as reading is concerned, there is much we need to know.
This dissertation is on the reading theory and its implications and applications in the teaching of reading. There are six chapters in it. Chapter I is a brief introduction to the reason for the research, the research objective and the expected significance. Chapter II shows the definition of reading and reading process. Chapter III provides a review of the literature on schema theory and its relationship with reading. Chapter IV is the methodology used for the research (subjects, instruments, data collection and analysis procedures). Chapter V is the results and outcomes of the investigation. It shows the advantages and disadvantages of interactive theory in classroom teaching; the application of interactive theory in reading process and the significance of the schema theory in foreign language teaching. Chapter VI concludes the research. Research shows that interactive schema theory is significant in improving learning and teaching English reading; grasping reading skills correctly and improving reading efficiency.
本文通过六章的内容介绍并讨论了图式理论、互动阅读及其在阅读教学上的启示和应用。第一章为导论,阐明了此次研究的原因,所要回答的问题及期望的目的与意义。第二章讨论了阅读的本质及阅读的过程。第三章综述了图式理论及其与阅读理解的关系。第四章介绍了本次研究的方法(研究对象,研究工具,数据收集及研究分析的过程)。第五章是此次研究及其结果的详尽描述及讨论分析,指出图式理论在互动阅读教学中的利与弊,互动阅读过程的应用以及互动阅读在外语教学中的重大意义。最后一章是对全文的总结。
研究结果表明,互动阅读对于外语阅读教学和准确地掌握阅读技能,提高阅读效率具有十分重要的作用。
Comprehension is perceived to be an essential component in reading, and reading comprehension has long been a popular subject of study among researchers. But linguists and language experts in reading have no finished theory of reading. The traditional opinion about reading is that reading is a “Bottom-up”decoding process. With the development of Linguistics and Psycholinguistics, some linguists come up with the concept of “Top-down”reading. Now, with the occurrence of interactive schema theory, It is thought that the efficient reading is the combination of “Bottom-up”and “Top-down”which is an interactive process, involving a complex psychological and social activity. As far as reading is concerned, there is much we need to know.
This dissertation is on the reading theory and its implications and applications in the teaching of reading. There are six chapters in it. Chapter I is a brief introduction to the reason for the research, the research objective and the expected significance. Chapter II shows the definition of reading and reading process. Chapter III provides a review of the literature on schema theory and its relationship with reading. Chapter IV is the methodology used for the research (subjects, instruments, data collection and analysis procedures). Chapter V is the results and outcomes of the investigation. It shows the advantages and disadvantages of interactive theory in classroom teaching; the application of interactive theory in reading process and the significance of the schema theory in foreign language teaching. Chapter VI concludes the research. Research shows that interactive schema theory is significant in improving learning and teaching English reading; grasping reading skills correctly and improving reading efficiency.
引文
【1】Adams, W. Royce and Spira, Jane Brody, 1978. Reading Beyond Words. New York: Holt, Rinehart and Winston, New York Chicago San Francisco Atlanta Dallas Montreal Toronto.
【2】Aitchinson, J.,1992. Good Birds, Better Birds and Amazing Birds: the Development of Prototypes. London: London and Basingstoke.
【3】Anderson, N.J., 1999. Improving Reading Speed: Activities for the Classroom. New York: English Teaching Forum.
【4】Anglin, J. M., 1985. The Child’s Expressible Knowledge of Word Concepts. Hillsdale, N. J.: Lawrence Erlbaum.
【5】Bachman, Lyle F. , 2000. Fundamental Considerations in Language Testing. Shanghai: Shanghai Foreign Language Education Press.
【6】Bartlett, F.C., 1932. Remembering. Cambridge: Cambridge University Press.
【7】Berman, D. 1984. From Communication to Curriculum. Harmondsworth: Penguin.
【8】Bloom, Benjamin C, 1956. Taxonomy of Educational Objectives: Cognitive Doman. New York: David Mckay.
【9】Bloom and Green, 1984. Directions in the Sociolinguistic Study of Reading (P395-396). Educational Leadership.
【10】Bolinger, D., 1977. Meaning and Form. London: Longman.
【11】Brown, Gillian; Malmkj?r, Kirsten; Pollitt, Alastair and Williams, John, 2000. Language and Understanding. Shanghai: Shanghai Foreign Language Education Press.
【12】Brown, Gillian and Yule, George, 2000. Discourse Analysis. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
【13】Brown, H. D. , 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
【14】Brown, H. Douglas, 2003. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press.
【15】Carrell, P.L., 1983. Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a Foreign Language.1(2): 81─92.
【16】Carrell, J.;Devine and Eskey,D.E., 1989. Interactive Approaches to Second Language Reading. Cambridge: Cambeidge University Press.
【17】Chaudron, C. and Richards J.C., 1988. The Effect of Discourse Markers on the Comprehension of Lectures. Cambridge Mass.: MIT Press.
【18】Chiang, Chungshing and Dunkel, Patricia, 1992. The Effect of Speech Modification, Prior Knowledge and Reading Proficiency on EFL Lecture Learning. TESOL Quarterly, Vol.26.
【19】Christine, Nuttall, 1982. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.
【20】Cohen, Andrew D., 2000. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
【21】Cook, Vivian, 2000. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press, Edward Arnold (Publishers) Limited.
【22】Craik, F. I. M. and R. S. Lockhart, 1972. Levels of Processing: a Framework for Memory Research. Journal of Experimental Psychology 104: 268-94.
【23】Craik, f. i. M. and E. Tulvig, 1975. Depth of Processing and the Retention of Words in Episode Memory. Journal of Experimental Psychology 104: 268-94.
【24】Cziko, G. A., 1980. Language Competence and Reading Strategies: A Comparison of First and Second-language Oral Reading Errors. Language Learning, 30. 101─116.
【25】Davies, Paul and Pearse, Eric, 2002. Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press.
【26】Devine, J. and Eskey, D.E., 1985, Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
【27】Eco, U, 1979. The Role of the Reader. Indiana and London, Indiana: Indiana University Press.
【28】Ellis, Rod, 2001. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
【29】Ellis, Rod, 2002. Understanding Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
【30】Eskey, D.E. and Grabe, W., 1989. Interactive Models for Second Language Reading: Perspectives on Instruction. Cambridge: Cambridge University Press.
【31】Garfinkel, Alan, 1982. ESL and the Foreign Language Teacher. Skokie, Illinois: National Textbook Company,
【32 】Gass,S.; Selinker, L., 1988. Second Language Acquisition: An Introductory Course. Hillsdale, N.J.: Lawrence Erlbaum Associates.
【33】Grellet, Fran?oise, 2000. Developing Reading Skills. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【34】Harmer, Jeremy, 2003. How to Teach English. Beijing: Foreign Language Teaching and Research Press.
【35】Hedge, Tricia, 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
【36】Hennings, Dorothy Grant, 1982. Teaching Communication and Reading Skills in the Content Areas. Indiana: Phi Delta Kappa, Bloomington, Indiana.
【37】Hosenfeld, C. 1976. Learning about Language: Discovering Our Students’Strategies. Foreign Language Annals 9: 117-29.
【38】Hudson, T., 1982. The Effects of Induced Schemata on the “Short Circuit”in L2 Reading: Non-decoding Factors in L2 Reading Performance. Language Learning, 32. 1─31.
【39】Johnson, Keith, 2002. An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
【40】Just, Marcel Adam and Carpenter, Patricia A., 1987. The Psychology of Reading and Language Comprehension. Boston: Allyn and Bacon, Inc. Boston London Sydney Toronto.
【41】Kleinmann, E., 1978. The Strategy of Avoidance in Adult Second Language Acquisition in Ritchie (ed.) 1978.
【42】Kramsch, Claire, 2000. Context and Culture in Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【43】Krashen, S., 1981. The Case for Narrow Reading. TESOL Newsletter. 15 (6),23.
【44】Leech, G. N. and J. Svartvik, 1975. A Communicative Grammar of English. London: Longman.
【45】Littlewood, William, 2000. Foreign and Second Language Learning. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【46】Mackay, R.; Barkman, B. and Jordan, R.R.(Eds), 1979. Reading in a Second Language. Rowley, MA: Newbury House.
【47】Meisel, J., 1983. Strategies of Second Language Acquisition: More Than One Kind of Simplification in Andersen (ed.) 1983a.
【48】Munby John, 1992, Communicative Syllabus Design. Shanghai: Shanghai Foreign Language Education Press.
【49】Nation, P. and J. Coady, 1988. Vocabulary in Reading in R. Carter and M. McCarthy (eds). Pp. 97-110.
【50】Nattinger, J.R. and J. S. DeCarrico, 1992. Lexical Phrases and Language Teaching. Oxford: Oxford University Press.
【51】Nunan, David, 2001. Second Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press, Heinle & Heinle/Thomson Learning Asia.
【52】Nunan, David, 2002. Research Methods in Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【53】Nunan, David, 2003. The Learner-Centred Curriculum —A Study in Second Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【54】Nuttall, Christine, 2003. Teaching Reading Skills in a Foreign Language. Shanghai: Shanghai Foreign Language Education Press.
【55】Olshavsky, J.E., 1977. Reading as Problem Solving: An Investigation of Strategies. Reading Research Quarterly 12.
【56】O’Malley, J.; Anna ,Michael and Chamot, Uhl, 2003. Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
【57】Paulston, Christina Bratt and Bruder, Mary Newton, 1976. Teaching English as a Second Language: Techniques and Procedures. Massachusetts: Winthrop Publishers, Inc. Cambridge, Massachusetts.
【58】Pawley, A. and F. H. Syder, 1983. Two Puzzles for Linguistic Theory: Nativelike Selection and Nativelike Fluency in J. C. Richards and R. W. Schmidt (eds). Pp.191-227.
【59】Pica, T. 1985. The Selective Impact of Classroom Instruction on Second Language Acquisition. Applied Linguistics 6/3: 214-22
【60】Reid, Joy M. , 2002. Learning Styles in the ESL/EFL Classroom ESL/EFL. Beijing: Foreign Language Teaching and Research Press, Brooks/Cole/Thomson Learning Asia.
【61】Richards, Jack C.; Platt, John and Platt, Heidi, 2000. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
【62】Rivers, Wilga M., 2000. Interactive Language Teaching. Beijing: People’s Education Press, Cambridge University Press.
【63】Robinson, P. J., 1989. A Rich View of Lexical Competence. ELT Journal 43/4: 274-82.
【64】Rosch, E., 1975. Cognitive Representations of Semantic Categories. Journal of Experimental Psychology. General Volume 104: 192-233.
【65】Rumelhart, D.E., 1976. Toward an Interactive Model of Reading. In S. Dornic (Ed.), Attention and Performance IV. Hillsdate, NJ: Ertbaum.
【66】Scrivener, Jim, 2002. Learning Teaching ─A Guidebook for English Language Teachers. Shanghai: Shanghai Foreign Language Education Press.
【67】Seliger, Herbert W. and Shohamy, Elana, 2000. Second Language Research Methods. Shanghai: Shanghai Foreign Language Education Press.
【68】Silberstein, Sandra, 2002. Techniques and Resources in Teaching Reading. Shanghai: Shanghai Foreign Language Education Press.
【69】Skehan, Peter, 2002. A Cognitive Approach to Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【70】Smith,Frank, 1978. Reading. Cambridge: Cambridge University Press.
【71】Spolsky, Bernard, 2001. Conditions for Second Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【72】Steffenson, M.S.; Joag-Dev,C. and Anderson, R.C., 1979. A Cross-cultural Perspective on Reading Comprehension. Reading Research Quarterly,15. 10─29.
【73】Stern, H. H.; Allen, Patrick and Harley, Birgit, 2002. Issues and Options in Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【74】Tarone, Elaine and Yule, George, 2001. Focus on the Language Learner. Shanghai: Shanghai Foreign Language Education Press.
【75】Tinkham, T., 1993. The Effect of Semantic Clustering on the Learning of Second Language Vocabulary. System 21/3: 371-80.
【76】Urquhart, A.H.and Weir, C.J., 1988. Reading in a Second Language Process, Product and Practice. Longman, London, New York.
【77】Wallace, Michael J. , 2000. Action Research for Language Teachers. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【78】Widdowson, H. G. , 2001. Aspects of Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【79】Williams, Marion and Burden, Robert L. , 2003. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, People’s Education Press, Cambridge University Press.
【80】Wilkins, D. A., 1979. Current Developments in the Teaching of English as a Foreign Language. London: Modern English Publications.
【81】Wray, Alison and Trott, Kate; Bloomer, Aileen; Reay, Shirley; Butler, Chris, 2001. Projects in Linguistics: A Practical Guide to Researching Language. Beijing: Foreign Language Teaching and Research Press, Edward Arnold (Published) Limited.
【82】曹英多, 2002, “按大纲要求,重视阅读,培养较强的阅读能力”, 《大学英语语言教学与研究》,上海:上海外语教育出版社。
【83】韩宝成, 2004,《外语教学科研中的统计方法》, 北京: 外语教学与研究出版社。
【84】刘润清, 2004,《外语教学中的科研方法》, 北京: 外语教学与研究出版社。
【2】Aitchinson, J.,1992. Good Birds, Better Birds and Amazing Birds: the Development of Prototypes. London: London and Basingstoke.
【3】Anderson, N.J., 1999. Improving Reading Speed: Activities for the Classroom. New York: English Teaching Forum.
【4】Anglin, J. M., 1985. The Child’s Expressible Knowledge of Word Concepts. Hillsdale, N. J.: Lawrence Erlbaum.
【5】Bachman, Lyle F. , 2000. Fundamental Considerations in Language Testing. Shanghai: Shanghai Foreign Language Education Press.
【6】Bartlett, F.C., 1932. Remembering. Cambridge: Cambridge University Press.
【7】Berman, D. 1984. From Communication to Curriculum. Harmondsworth: Penguin.
【8】Bloom, Benjamin C, 1956. Taxonomy of Educational Objectives: Cognitive Doman. New York: David Mckay.
【9】Bloom and Green, 1984. Directions in the Sociolinguistic Study of Reading (P395-396). Educational Leadership.
【10】Bolinger, D., 1977. Meaning and Form. London: Longman.
【11】Brown, Gillian; Malmkj?r, Kirsten; Pollitt, Alastair and Williams, John, 2000. Language and Understanding. Shanghai: Shanghai Foreign Language Education Press.
【12】Brown, Gillian and Yule, George, 2000. Discourse Analysis. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
【13】Brown, H. D. , 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
【14】Brown, H. Douglas, 2003. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press.
【15】Carrell, P.L., 1983. Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a Foreign Language.1(2): 81─92.
【16】Carrell, J.;Devine and Eskey,D.E., 1989. Interactive Approaches to Second Language Reading. Cambridge: Cambeidge University Press.
【17】Chaudron, C. and Richards J.C., 1988. The Effect of Discourse Markers on the Comprehension of Lectures. Cambridge Mass.: MIT Press.
【18】Chiang, Chungshing and Dunkel, Patricia, 1992. The Effect of Speech Modification, Prior Knowledge and Reading Proficiency on EFL Lecture Learning. TESOL Quarterly, Vol.26.
【19】Christine, Nuttall, 1982. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.
【20】Cohen, Andrew D., 2000. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
【21】Cook, Vivian, 2000. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press, Edward Arnold (Publishers) Limited.
【22】Craik, F. I. M. and R. S. Lockhart, 1972. Levels of Processing: a Framework for Memory Research. Journal of Experimental Psychology 104: 268-94.
【23】Craik, f. i. M. and E. Tulvig, 1975. Depth of Processing and the Retention of Words in Episode Memory. Journal of Experimental Psychology 104: 268-94.
【24】Cziko, G. A., 1980. Language Competence and Reading Strategies: A Comparison of First and Second-language Oral Reading Errors. Language Learning, 30. 101─116.
【25】Davies, Paul and Pearse, Eric, 2002. Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press.
【26】Devine, J. and Eskey, D.E., 1985, Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
【27】Eco, U, 1979. The Role of the Reader. Indiana and London, Indiana: Indiana University Press.
【28】Ellis, Rod, 2001. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
【29】Ellis, Rod, 2002. Understanding Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
【30】Eskey, D.E. and Grabe, W., 1989. Interactive Models for Second Language Reading: Perspectives on Instruction. Cambridge: Cambridge University Press.
【31】Garfinkel, Alan, 1982. ESL and the Foreign Language Teacher. Skokie, Illinois: National Textbook Company,
【32 】Gass,S.; Selinker, L., 1988. Second Language Acquisition: An Introductory Course. Hillsdale, N.J.: Lawrence Erlbaum Associates.
【33】Grellet, Fran?oise, 2000. Developing Reading Skills. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【34】Harmer, Jeremy, 2003. How to Teach English. Beijing: Foreign Language Teaching and Research Press.
【35】Hedge, Tricia, 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
【36】Hennings, Dorothy Grant, 1982. Teaching Communication and Reading Skills in the Content Areas. Indiana: Phi Delta Kappa, Bloomington, Indiana.
【37】Hosenfeld, C. 1976. Learning about Language: Discovering Our Students’Strategies. Foreign Language Annals 9: 117-29.
【38】Hudson, T., 1982. The Effects of Induced Schemata on the “Short Circuit”in L2 Reading: Non-decoding Factors in L2 Reading Performance. Language Learning, 32. 1─31.
【39】Johnson, Keith, 2002. An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
【40】Just, Marcel Adam and Carpenter, Patricia A., 1987. The Psychology of Reading and Language Comprehension. Boston: Allyn and Bacon, Inc. Boston London Sydney Toronto.
【41】Kleinmann, E., 1978. The Strategy of Avoidance in Adult Second Language Acquisition in Ritchie (ed.) 1978.
【42】Kramsch, Claire, 2000. Context and Culture in Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【43】Krashen, S., 1981. The Case for Narrow Reading. TESOL Newsletter. 15 (6),23.
【44】Leech, G. N. and J. Svartvik, 1975. A Communicative Grammar of English. London: Longman.
【45】Littlewood, William, 2000. Foreign and Second Language Learning. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【46】Mackay, R.; Barkman, B. and Jordan, R.R.(Eds), 1979. Reading in a Second Language. Rowley, MA: Newbury House.
【47】Meisel, J., 1983. Strategies of Second Language Acquisition: More Than One Kind of Simplification in Andersen (ed.) 1983a.
【48】Munby John, 1992, Communicative Syllabus Design. Shanghai: Shanghai Foreign Language Education Press.
【49】Nation, P. and J. Coady, 1988. Vocabulary in Reading in R. Carter and M. McCarthy (eds). Pp. 97-110.
【50】Nattinger, J.R. and J. S. DeCarrico, 1992. Lexical Phrases and Language Teaching. Oxford: Oxford University Press.
【51】Nunan, David, 2001. Second Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press, Heinle & Heinle/Thomson Learning Asia.
【52】Nunan, David, 2002. Research Methods in Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【53】Nunan, David, 2003. The Learner-Centred Curriculum —A Study in Second Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【54】Nuttall, Christine, 2003. Teaching Reading Skills in a Foreign Language. Shanghai: Shanghai Foreign Language Education Press.
【55】Olshavsky, J.E., 1977. Reading as Problem Solving: An Investigation of Strategies. Reading Research Quarterly 12.
【56】O’Malley, J.; Anna ,Michael and Chamot, Uhl, 2003. Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
【57】Paulston, Christina Bratt and Bruder, Mary Newton, 1976. Teaching English as a Second Language: Techniques and Procedures. Massachusetts: Winthrop Publishers, Inc. Cambridge, Massachusetts.
【58】Pawley, A. and F. H. Syder, 1983. Two Puzzles for Linguistic Theory: Nativelike Selection and Nativelike Fluency in J. C. Richards and R. W. Schmidt (eds). Pp.191-227.
【59】Pica, T. 1985. The Selective Impact of Classroom Instruction on Second Language Acquisition. Applied Linguistics 6/3: 214-22
【60】Reid, Joy M. , 2002. Learning Styles in the ESL/EFL Classroom ESL/EFL. Beijing: Foreign Language Teaching and Research Press, Brooks/Cole/Thomson Learning Asia.
【61】Richards, Jack C.; Platt, John and Platt, Heidi, 2000. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
【62】Rivers, Wilga M., 2000. Interactive Language Teaching. Beijing: People’s Education Press, Cambridge University Press.
【63】Robinson, P. J., 1989. A Rich View of Lexical Competence. ELT Journal 43/4: 274-82.
【64】Rosch, E., 1975. Cognitive Representations of Semantic Categories. Journal of Experimental Psychology. General Volume 104: 192-233.
【65】Rumelhart, D.E., 1976. Toward an Interactive Model of Reading. In S. Dornic (Ed.), Attention and Performance IV. Hillsdate, NJ: Ertbaum.
【66】Scrivener, Jim, 2002. Learning Teaching ─A Guidebook for English Language Teachers. Shanghai: Shanghai Foreign Language Education Press.
【67】Seliger, Herbert W. and Shohamy, Elana, 2000. Second Language Research Methods. Shanghai: Shanghai Foreign Language Education Press.
【68】Silberstein, Sandra, 2002. Techniques and Resources in Teaching Reading. Shanghai: Shanghai Foreign Language Education Press.
【69】Skehan, Peter, 2002. A Cognitive Approach to Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【70】Smith,Frank, 1978. Reading. Cambridge: Cambridge University Press.
【71】Spolsky, Bernard, 2001. Conditions for Second Language Learning. Shanghai: Shanghai Foreign Language Education Press.
【72】Steffenson, M.S.; Joag-Dev,C. and Anderson, R.C., 1979. A Cross-cultural Perspective on Reading Comprehension. Reading Research Quarterly,15. 10─29.
【73】Stern, H. H.; Allen, Patrick and Harley, Birgit, 2002. Issues and Options in Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【74】Tarone, Elaine and Yule, George, 2001. Focus on the Language Learner. Shanghai: Shanghai Foreign Language Education Press.
【75】Tinkham, T., 1993. The Effect of Semantic Clustering on the Learning of Second Language Vocabulary. System 21/3: 371-80.
【76】Urquhart, A.H.and Weir, C.J., 1988. Reading in a Second Language Process, Product and Practice. Longman, London, New York.
【77】Wallace, Michael J. , 2000. Action Research for Language Teachers. Beijing: People’s Education Press, Foreign Language Teaching and Research Press, Cambridge University Press.
【78】Widdowson, H. G. , 2001. Aspects of Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
【79】Williams, Marion and Burden, Robert L. , 2003. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, People’s Education Press, Cambridge University Press.
【80】Wilkins, D. A., 1979. Current Developments in the Teaching of English as a Foreign Language. London: Modern English Publications.
【81】Wray, Alison and Trott, Kate; Bloomer, Aileen; Reay, Shirley; Butler, Chris, 2001. Projects in Linguistics: A Practical Guide to Researching Language. Beijing: Foreign Language Teaching and Research Press, Edward Arnold (Published) Limited.
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