中国学生英语听力过程研究—双重代码理论视角
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摘要
听力理解在外语/二语习得的基本技能中占有举足轻重的地位,人们越来越重视研究听力理解过程以及如何提高英语学习者的听力理解能力。最近出现的自下而上理论、自上而下理论和图式理论部分地解释了听力理解过程,但是这些理论比较注重听力理解过程中的语言因素而忽视了听力理解过程中的非语言因素。
而双重代码理论认为,人们在认知过程中有两套语码处理系统。其中,语言系统处理语言因素,非语言系统处理非语言因素,主要包括意象和情感反应。本文以双重代码理论为基础,从实证的角度论证了双重代码理论在听力教学中的有效性,以期全面理解听力理解过程,找到更多有效提高学生听力理解能力的途径。
本文选取了山东工艺美术学院的四十名大一新生作为被试,采取定量研究的方法解决了以下三个问题:在理解文章和记忆文章方面,形成意象和情感反应多的学生与形成意象和情感反应少的学生有何区别?在形成意象和情感反应方面以及在理解文章和记忆文章方面,男生和女生有何区别?在不同体裁的文章中,具体的文章是否比抽象的文章更好理解,更易引起学生的兴趣,也比较易于记忆?结果表明:在听力过程中,形成意象和情感反应多的学生与形成意象和情感反应少的学生在文章的理解和记忆方面有显著的区别,形成意象和情感反应多的学生能更好地理解文章,并能将文章记得时间更长;男生和女生在形成意象和情感反应方面具有明显的差异,女生能形成更多的意象和情感反应,因而女生比男生能更好地理解和记忆文章;在不同体裁的文章中,具体的文章比抽象的文章更好理解,也比较易于记忆。
最后,本文讨论了上述研究结果在大学英语听力教学等方面的教学启示,指出了研究的局限性,对下一步的研究提出了几点建议。
Due to the importance of listening comprehension among the four basic foreign/second language skills, considerable attention has been given to the exploration of listening process and how to improve EFL's listening comprehension. However, theories on listening like bottom-up theories, top-down theories, and schema theory can partly explain the process of listening, and most of them put emphasis on linguistic factors in the listening process rather than non-linguistic factors.
Different from other listening theories, Dual Coding Theory takes listening as a cognitive activity mediated by two independent but partly interconnected symbolic systems specialized for encoding, organizing, storing, and retrieving stimulus information. One is the image (or imagery) system, and the other is the verbal system. Based on this theory, this thesis conducted two empirical studies on the application and role of Dual Coding Theory in English listening process in order to better understand the listening process of Chinese EFL learners and find more strategies to promote EFL's listening comprehension.
Forty freshmen from Shandong College of Art and Design are selected as the subjects of the study. Quantitative analytical methods are adopted to answer the research questions focusing on what the differences are between the participants evoking more mental images and affective responses and those evoking fewer mental images and affective responses in understanding and remembering the text, what the differences are between boys and girls in forming mental images and affective responses and in understanding and remembering the text and in different text types (narrative, expository and argumentative texts), whether concrete texts are more comprehensible, more interesting and can be better recalled than abstract texts.
It has been found that in the listening process there are significant differences between the participants evoking more mental images and affective responses and those evoking fewer mental images and affective responses in understanding and remembering the text, the participants evoking more mental images and affective responses can understand and recall the text better than those evoking fewer mental images and affective responses; there are significant differences between boys and girls in forming mental images and affective responses, girls can form more mental images and evoke more affective responses than boys, which results in their better understanding and recall of the text than boys' and concrete texts are more comprehensible and can be better recalled than abstract texts in different text types (narrative, expository and argumentative texts).
Based on the main findings of the study, this thesis then discusses its pedagogical implications by providing some suggestions for the teaching of English listening. Limitations of the study and suggestions for future research are finally provided.
而双重代码理论认为,人们在认知过程中有两套语码处理系统。其中,语言系统处理语言因素,非语言系统处理非语言因素,主要包括意象和情感反应。本文以双重代码理论为基础,从实证的角度论证了双重代码理论在听力教学中的有效性,以期全面理解听力理解过程,找到更多有效提高学生听力理解能力的途径。
本文选取了山东工艺美术学院的四十名大一新生作为被试,采取定量研究的方法解决了以下三个问题:在理解文章和记忆文章方面,形成意象和情感反应多的学生与形成意象和情感反应少的学生有何区别?在形成意象和情感反应方面以及在理解文章和记忆文章方面,男生和女生有何区别?在不同体裁的文章中,具体的文章是否比抽象的文章更好理解,更易引起学生的兴趣,也比较易于记忆?结果表明:在听力过程中,形成意象和情感反应多的学生与形成意象和情感反应少的学生在文章的理解和记忆方面有显著的区别,形成意象和情感反应多的学生能更好地理解文章,并能将文章记得时间更长;男生和女生在形成意象和情感反应方面具有明显的差异,女生能形成更多的意象和情感反应,因而女生比男生能更好地理解和记忆文章;在不同体裁的文章中,具体的文章比抽象的文章更好理解,也比较易于记忆。
最后,本文讨论了上述研究结果在大学英语听力教学等方面的教学启示,指出了研究的局限性,对下一步的研究提出了几点建议。
Due to the importance of listening comprehension among the four basic foreign/second language skills, considerable attention has been given to the exploration of listening process and how to improve EFL's listening comprehension. However, theories on listening like bottom-up theories, top-down theories, and schema theory can partly explain the process of listening, and most of them put emphasis on linguistic factors in the listening process rather than non-linguistic factors.
Different from other listening theories, Dual Coding Theory takes listening as a cognitive activity mediated by two independent but partly interconnected symbolic systems specialized for encoding, organizing, storing, and retrieving stimulus information. One is the image (or imagery) system, and the other is the verbal system. Based on this theory, this thesis conducted two empirical studies on the application and role of Dual Coding Theory in English listening process in order to better understand the listening process of Chinese EFL learners and find more strategies to promote EFL's listening comprehension.
Forty freshmen from Shandong College of Art and Design are selected as the subjects of the study. Quantitative analytical methods are adopted to answer the research questions focusing on what the differences are between the participants evoking more mental images and affective responses and those evoking fewer mental images and affective responses in understanding and remembering the text, what the differences are between boys and girls in forming mental images and affective responses and in understanding and remembering the text and in different text types (narrative, expository and argumentative texts), whether concrete texts are more comprehensible, more interesting and can be better recalled than abstract texts.
It has been found that in the listening process there are significant differences between the participants evoking more mental images and affective responses and those evoking fewer mental images and affective responses in understanding and remembering the text, the participants evoking more mental images and affective responses can understand and recall the text better than those evoking fewer mental images and affective responses; there are significant differences between boys and girls in forming mental images and affective responses, girls can form more mental images and evoke more affective responses than boys, which results in their better understanding and recall of the text than boys' and concrete texts are more comprehensible and can be better recalled than abstract texts in different text types (narrative, expository and argumentative texts).
Based on the main findings of the study, this thesis then discusses its pedagogical implications by providing some suggestions for the teaching of English listening. Limitations of the study and suggestions for future research are finally provided.
引文
Anderson, A. & Lynch, T. (1988). Listening. London: Oxford University Press.
Anderson, J. R. (1990). Cognitive Psychology and Its Implications (3rd edition). New York: W.H. Freeman Company.
Anderson-Mejias, P. L. (1986). English for Academic Listening: Teaching the Skill Associated with Listening to Extended Discourse. Foreign Language Annals, 19, 391-395.
Asher, J. J. (1979). Learning another language through actions: The complete teacher's guidebook. Los Gatos, CA: Sky Oaks Productions.
Baggett, P., & Ehrenfeucht, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movies. Educational Communication and Technology, 31(1), 23-32.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50(3), 507-531.
Begg, I. (1972). Recall of meaningful phrases. Journal of Verbal Learning and Verbal Behavior, 11, 431-439.
Celce-Murcia, M. (1995). Discourse analysis and the teaching of listening. Oxford: Oxford University Press.
Chun, D.. & Plass, J. (1996a). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 50,183-198.
Dilley, M. G. & Paivio, A. (1968). Pictures and words as stimulus and response items in paired-associate learning of young children. Journal of Experimental Child Psychology, 6,231-240.
Dunkel, P. A. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical consideration. The Modern Language Journal, 70,99-106.
Gambrell, L. B. (1982). Induced imagery and the text prediction performance of first and third graders. In J.A. Niles & L.A. Harris (Eds.), New Inquiries in Reading Research and Instruction (pp.131-135). Rochester, NY: National Reading Conference.
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.
Gambrell, L. B. & Jawitz, P. B. (1993). Mental imagery, text illustration, and children's story comprehension and recall. Reading Research Quarterly, 28, 264-276.
Goetz, E. T., Sadoski, M., Olivarez, A., Jr., Calero-Breckheimer, A., Garner, P., & Fatemi, Z. (1992). The structure of emotional response in reading: quantitative and qualitative analyses. Reading Research Quarterly, 27, 360-372.
Goetz, E. T., Sadoski, M., Fatemi, Z., & Bush, R. (1994). That's news to me: Readers' responses to brief newspaper articles. Journal of Reading Behavior, 25,125-138.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15 (1-3), 89-108.
Hwang, Y. L. (2003). The effect of the use of videos captioning on English as a foreign language (EFL) on college students' language learning in Taiwan. Unpublished doctoral dissertation. University of Mississippi, USA.
Jones, L. & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition with multimedia annotations. Modern Language Journal, 86, 546-561.
Kyounghee, Hong. Ko. (1998). The Role of Visual Support in Bottom-up Processing of Spoken Text in an L2 Video Episode. Unpublished doctoral dissertation, State University of New York at Buffalo.
Lee, W. & Peiyan, M. B. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534.
Long, D. R. (1987). Listening comprehension: Need and neglect. Hispania. 70, 921-928.
Mayer, E., & Anderson, B. (1991). Animations need narrations: An experimental test of a Dual Coding hypothesis. Journal of Educational Psychology, 83,484-490.
Mayer,R.E.(2001).Multimedia learning.Cambridge:Cambridge University Press.
Mueller,G.(1980).Visual contextual cues and listening comprehension:An experiment.Modern Language Journal,64,33-340.
O'Malley,J.M.,Chamot,A.U.,Stewner-Manzanares,G.,Kupper,L.,& Russo,R.P.(1985).Learning Strategies Used by Beginning and Intermediate ESL Students.Language Learning,35,21-46.
O'Malley,J.M.,Chamot,A.U.& Kupper,L.(1989).Listening Comprehension Strategies in Second Language Acquisition.Applied Linguistics,10/4,418-437.
Oxford,R.L.(1993).Research update on teaching L2 listening.System,21(2),205-211.
Paivio,A.(1965).Abstractness,imagery,and meaningfulness in paired-associate learning.Journal of Verbal Learning and Verbal Behavior,4,32-38.
Paivio,A.,Yuille,J.C.,& Madigan,S.A.(1968).Concreteness,imagery,and meaningfulness values for 925 nouns.Journal of Experimental Psychology Monograph Supplement,76(1),1-25.
Paivio,A.(1969).Mental imagery in associative learning and memory.Psychological Review,76,241-263.
Paivio,A.(1971).Imagery and cognitive process.New York:Holt,Rinehart &Winston.
Paivio,A.(1986).Mental Representations:A Dual Coding Approach.New York:Oxford University Press.
Paivio,A.(1991a).Images in mind:The evolution of a theory.New York:Harvester Wheatsheaf.
Paivio,A.(1991b).Dual coding theory:retrospect and current status.Canadian Journal of Psychology,45/3,255-287.
Paivio,A.(2006).Dual Coding Theory and Education.Paper presented at the conference on "Pathways to Literacy Achievement for High Poverty Children,"The University of Michigan School of Education,September 29-October 1.
Pressley,G.M.(1976).Mental imagery helps eight-olds remember what they read.Journal of Educational Psychology,68/3,355-359.
Richardson,A.(1994).Individual Differences in Imaging:their Measurement,Origins,and Consequences.Amityville,NY:Baywood.
Rivers,W.M.,& Temperley,M.S(1978).A practical guide to the teaching of English as a second or foreign language.New York:Oxford University Press.
Rost,M.(1990).Listening in language learning.London:Longman Wilson.
Rumelhart,D.E.,& Ortony,A.(1977).The representation of knowledge in memory.In R.C.Anderson,R.J.Spiro,& W.E.Montague(Eds.),Schooling and the acquisition of knowledge(pp.99-136).Hillsdale,NJ:Lawrence Erlbaum Associates.
Sadoski,M.(1983).An exploratory study of the relationships between reported imagery and the comprehension and recall of a story.Reading Research Quarterly,19,110-123.
Sasoski,M.(1985).The natural use of imagery in story comprehension and recall:Replication and extension.Reading Research Quarterly,20,658-667.
Sadoski,M.(2002).Dual coding theory and reading poetic text.Journal of the Imagination in Language Learning and Teaching,7,78-83.
Sadoski,M.,Goetz,E.T.,& Fritz,J.B.(1993a).A causal model of sentence recall:effects of familiarity,concreteness,comprehensibility,and interestingness.Journal of Reading Behavior,25,5-16.
Sadoski,M.,Goetz,E.T.,& Fritz,J.B.(1993b).Impact of concreteness on comprehensibility,interest,and memory for text:implications for dual coding theory and text design.Journal of Educational Psychology,85/2,291-304.
Sadoski,M.,Goetz,E.T.,Olivarez,A.,Lee,S.,& Roberts,N.M.(1990).Imagination in story reading:the role of imagery,verbal recall,story analysis,and processing levels.Journal of Reading Behavior,22,55-70.
Sadoski,M.,Goetz,E.T.,& Rodriguez,M.(2000).Engaging texts:effects of concreteness on comprehensibility,interest and recall in four text types.Journal of Educational psychology,92/1,85-95.
Sadoski,M.& Paivio,A.(2001).Imagery and Text:A Dual Coding Theory of Reading and Writing.Mahwah,N.J.:Lawrence Erlbaum Associates
Steffensen,M.S.,Goetz,E.T.,& Cheng,X.G.(1999).The images and emotions of bilingual Chinese readers:a dual coding analysis.Reading Psychology,20,301-324.
Terrell,T.D.(1977).A natural approach to second language acquisition and learning.The Modern Language Journal,61,325-337.
Terrell,T.D.(1982).The natural approach to language teaching:An update.The Modern Language Journal,66,121-132.
Thompson,V.,& Paivio,A.(1994).Memory for pictures and sounds:Independence of auditory and visual codes.Canadian Journal of Experimental Psychology,48,380-398.
Underwood,M.(1989).Teaching listening.New York:Longman
Ur,P.(1984).Teaching listening comprehension.Cambridge:Cambridge University Press.
Weyers,J.R.(1999).The effect of authentic video on communicative competence.The Modern Language Journal,83/3,339-349.
Winitz,H.(1981).A reconsideration of comprehension and production in language training.In H.Winitz(Eds.),The comprehension approach to foreign language instruction(pp.101-140).Rowley,MA:Newbury House.
Wu,T.L.(1993).The Effect of Progressive Interactivity on ESL Listening Comprehension from Interactive Video.Unpublished doctoral dissertation.University of Connecticut.
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.
梁海英,(2005).双重代码理论在外语阅读过程中的实证研究.未发表的硕士学位论文,兰州:西北师范大学.
《大学体验英语》项目组,(2002)大学体验英语(听说教程)第二册.北京:高等教育出版社.
郑树棠等,(1999).21世纪大学英语听说教程第一册.上海:复旦大学出版社;北京:高等教育出版社.
Anderson, J. R. (1990). Cognitive Psychology and Its Implications (3rd edition). New York: W.H. Freeman Company.
Anderson-Mejias, P. L. (1986). English for Academic Listening: Teaching the Skill Associated with Listening to Extended Discourse. Foreign Language Annals, 19, 391-395.
Asher, J. J. (1979). Learning another language through actions: The complete teacher's guidebook. Los Gatos, CA: Sky Oaks Productions.
Baggett, P., & Ehrenfeucht, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movies. Educational Communication and Technology, 31(1), 23-32.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50(3), 507-531.
Begg, I. (1972). Recall of meaningful phrases. Journal of Verbal Learning and Verbal Behavior, 11, 431-439.
Celce-Murcia, M. (1995). Discourse analysis and the teaching of listening. Oxford: Oxford University Press.
Chun, D.. & Plass, J. (1996a). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 50,183-198.
Dilley, M. G. & Paivio, A. (1968). Pictures and words as stimulus and response items in paired-associate learning of young children. Journal of Experimental Child Psychology, 6,231-240.
Dunkel, P. A. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical consideration. The Modern Language Journal, 70,99-106.
Gambrell, L. B. (1982). Induced imagery and the text prediction performance of first and third graders. In J.A. Niles & L.A. Harris (Eds.), New Inquiries in Reading Research and Instruction (pp.131-135). Rochester, NY: National Reading Conference.
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.
Gambrell, L. B. & Jawitz, P. B. (1993). Mental imagery, text illustration, and children's story comprehension and recall. Reading Research Quarterly, 28, 264-276.
Goetz, E. T., Sadoski, M., Olivarez, A., Jr., Calero-Breckheimer, A., Garner, P., & Fatemi, Z. (1992). The structure of emotional response in reading: quantitative and qualitative analyses. Reading Research Quarterly, 27, 360-372.
Goetz, E. T., Sadoski, M., Fatemi, Z., & Bush, R. (1994). That's news to me: Readers' responses to brief newspaper articles. Journal of Reading Behavior, 25,125-138.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15 (1-3), 89-108.
Hwang, Y. L. (2003). The effect of the use of videos captioning on English as a foreign language (EFL) on college students' language learning in Taiwan. Unpublished doctoral dissertation. University of Mississippi, USA.
Jones, L. & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition with multimedia annotations. Modern Language Journal, 86, 546-561.
Kyounghee, Hong. Ko. (1998). The Role of Visual Support in Bottom-up Processing of Spoken Text in an L2 Video Episode. Unpublished doctoral dissertation, State University of New York at Buffalo.
Lee, W. & Peiyan, M. B. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534.
Long, D. R. (1987). Listening comprehension: Need and neglect. Hispania. 70, 921-928.
Mayer, E., & Anderson, B. (1991). Animations need narrations: An experimental test of a Dual Coding hypothesis. Journal of Educational Psychology, 83,484-490.
Mayer,R.E.(2001).Multimedia learning.Cambridge:Cambridge University Press.
Mueller,G.(1980).Visual contextual cues and listening comprehension:An experiment.Modern Language Journal,64,33-340.
O'Malley,J.M.,Chamot,A.U.,Stewner-Manzanares,G.,Kupper,L.,& Russo,R.P.(1985).Learning Strategies Used by Beginning and Intermediate ESL Students.Language Learning,35,21-46.
O'Malley,J.M.,Chamot,A.U.& Kupper,L.(1989).Listening Comprehension Strategies in Second Language Acquisition.Applied Linguistics,10/4,418-437.
Oxford,R.L.(1993).Research update on teaching L2 listening.System,21(2),205-211.
Paivio,A.(1965).Abstractness,imagery,and meaningfulness in paired-associate learning.Journal of Verbal Learning and Verbal Behavior,4,32-38.
Paivio,A.,Yuille,J.C.,& Madigan,S.A.(1968).Concreteness,imagery,and meaningfulness values for 925 nouns.Journal of Experimental Psychology Monograph Supplement,76(1),1-25.
Paivio,A.(1969).Mental imagery in associative learning and memory.Psychological Review,76,241-263.
Paivio,A.(1971).Imagery and cognitive process.New York:Holt,Rinehart &Winston.
Paivio,A.(1986).Mental Representations:A Dual Coding Approach.New York:Oxford University Press.
Paivio,A.(1991a).Images in mind:The evolution of a theory.New York:Harvester Wheatsheaf.
Paivio,A.(1991b).Dual coding theory:retrospect and current status.Canadian Journal of Psychology,45/3,255-287.
Paivio,A.(2006).Dual Coding Theory and Education.Paper presented at the conference on "Pathways to Literacy Achievement for High Poverty Children,"The University of Michigan School of Education,September 29-October 1.
Pressley,G.M.(1976).Mental imagery helps eight-olds remember what they read.Journal of Educational Psychology,68/3,355-359.
Richardson,A.(1994).Individual Differences in Imaging:their Measurement,Origins,and Consequences.Amityville,NY:Baywood.
Rivers,W.M.,& Temperley,M.S(1978).A practical guide to the teaching of English as a second or foreign language.New York:Oxford University Press.
Rost,M.(1990).Listening in language learning.London:Longman Wilson.
Rumelhart,D.E.,& Ortony,A.(1977).The representation of knowledge in memory.In R.C.Anderson,R.J.Spiro,& W.E.Montague(Eds.),Schooling and the acquisition of knowledge(pp.99-136).Hillsdale,NJ:Lawrence Erlbaum Associates.
Sadoski,M.(1983).An exploratory study of the relationships between reported imagery and the comprehension and recall of a story.Reading Research Quarterly,19,110-123.
Sasoski,M.(1985).The natural use of imagery in story comprehension and recall:Replication and extension.Reading Research Quarterly,20,658-667.
Sadoski,M.(2002).Dual coding theory and reading poetic text.Journal of the Imagination in Language Learning and Teaching,7,78-83.
Sadoski,M.,Goetz,E.T.,& Fritz,J.B.(1993a).A causal model of sentence recall:effects of familiarity,concreteness,comprehensibility,and interestingness.Journal of Reading Behavior,25,5-16.
Sadoski,M.,Goetz,E.T.,& Fritz,J.B.(1993b).Impact of concreteness on comprehensibility,interest,and memory for text:implications for dual coding theory and text design.Journal of Educational Psychology,85/2,291-304.
Sadoski,M.,Goetz,E.T.,Olivarez,A.,Lee,S.,& Roberts,N.M.(1990).Imagination in story reading:the role of imagery,verbal recall,story analysis,and processing levels.Journal of Reading Behavior,22,55-70.
Sadoski,M.,Goetz,E.T.,& Rodriguez,M.(2000).Engaging texts:effects of concreteness on comprehensibility,interest and recall in four text types.Journal of Educational psychology,92/1,85-95.
Sadoski,M.& Paivio,A.(2001).Imagery and Text:A Dual Coding Theory of Reading and Writing.Mahwah,N.J.:Lawrence Erlbaum Associates
Steffensen,M.S.,Goetz,E.T.,& Cheng,X.G.(1999).The images and emotions of bilingual Chinese readers:a dual coding analysis.Reading Psychology,20,301-324.
Terrell,T.D.(1977).A natural approach to second language acquisition and learning.The Modern Language Journal,61,325-337.
Terrell,T.D.(1982).The natural approach to language teaching:An update.The Modern Language Journal,66,121-132.
Thompson,V.,& Paivio,A.(1994).Memory for pictures and sounds:Independence of auditory and visual codes.Canadian Journal of Experimental Psychology,48,380-398.
Underwood,M.(1989).Teaching listening.New York:Longman
Ur,P.(1984).Teaching listening comprehension.Cambridge:Cambridge University Press.
Weyers,J.R.(1999).The effect of authentic video on communicative competence.The Modern Language Journal,83/3,339-349.
Winitz,H.(1981).A reconsideration of comprehension and production in language training.In H.Winitz(Eds.),The comprehension approach to foreign language instruction(pp.101-140).Rowley,MA:Newbury House.
Wu,T.L.(1993).The Effect of Progressive Interactivity on ESL Listening Comprehension from Interactive Video.Unpublished doctoral dissertation.University of Connecticut.
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.
梁海英,(2005).双重代码理论在外语阅读过程中的实证研究.未发表的硕士学位论文,兰州:西北师范大学.
《大学体验英语》项目组,(2002)大学体验英语(听说教程)第二册.北京:高等教育出版社.
郑树棠等,(1999).21世纪大学英语听说教程第一册.上海:复旦大学出版社;北京:高等教育出版社.