Interactive Approaches to Second Language Reading: Reassessing the term “interactive”
Interactive Approaches to Second Language Reading: Reassessing the term “interactive”
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第二语言阅读的互动方法：重新评估“互动”一词
DOI：
10.1017/cbo9781139524513.008
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发表时间：
1988
期刊：
影响因子：
--
通讯作者：
W. Grabe
中科院分区：
文献类型：
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作者：
W. Grabe
在许多ESL阅读文献中，交互式一词的使用激增。然而，这种扩散往往掩盖了其技术性用途的重要性。本章的目的是澄清术语交互的使用之间的关系，因为它发生在ESL阅读研究，第一语言阅读研究，和书面语篇的研究。本章后面的部分将区分阅读研究中使用的“交互过程”和“交互模式”这两个概念。最后，我将介绍一个更探索性的使用互动的概念，即“文本互动”，因为它是由Biber和Grabe在一些研究中开发的。互动这个词的这些不同概念的生产力在很大程度上取决于未来的研究。阅读是一个互动的过程在过去的十年里，公认的ESL阅读理论发生了巨大的变化，从一个串行（或自下而上）的模式，“阅读作为一个互动的过程”。Widdowson（1979）从这个角度讨论了阅读，认为阅读是将文本信息与读者带给文本的信息相结合的过程。从这个角度来看，阅读过程不仅仅是从文本中提取信息的问题。相反，它是一个阅读激活了一系列的知识在读者的头脑中，他或她使用，而这反过来又可以细化和扩展的新信息提供的文本。
Throughout much of the ESL reading literature the use of the word interactive proliferates. Such a proliferation, however, has tended to obscure the importance that should be attributed to its more technical uses. The purpose of this chapter is to clarify relationships among the uses of the term interactive as it occurs in ESL reading research, first language reading research, and research on written texts. Later sections of this chapter will establish a distinction between the concepts “interactive process” and “interactive model” as they are used in reading research. Lastly, I will introduce a somewhat more exploratory use of the notion of interaction, that of “textual interaction,” as it is being developed in a number of research studies by Biber and Grabe. How productive these distinct conceptions of the word interactive become depends, in large part, on future research. Reading as an interactive process In the last ten years, the accepted theory of ESL reading has changed dramatically, from a serial (or bottom-up) model, to “reading as an interactive process.” Widdowson (1979) has discussed reading in this light as the process of combining textual information with the information a reader brings to a text. In this view the reading process is not simply a matter of extracting information from the text. Rather, it is one in which the reading activates a range of knowledge in the reader's mind that he or she uses, and that, in turn, may be refined and extended by the new information supplied by the text.