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Text Understanding and Learning : The Effects of Text's Linguistic Features on Comprehension and Memory

文本理解与学习:文本语言特征对理解和记忆的影响

基本信息

批准号：
14380119
负责人：
HORIBA Yukie
金额：
$ 6.98万
依托单位：
Graduate School of Language Sciences, Kanda University of International Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

The role of language involved in text understanding and memory was investigated by utilizing multiple perspectives from applied linguistics, psycholinguistics, and theoretical linguistics. The effects of the text's linguistic features and the comprehender's linguistic knowledge on the process of text/discourse comprehension and the construction of memory representation were examined in the context of Japanese and English as a first and a second language.1. In view of applied linguistics and psycholinguistics, we have examined how linguistic knowledge and text's content structure may affect text comprehension and memory individually and interactively.(1) Empirical studies were conducted in order to analyze the effect of vocabulary and grammar knowledge in second-language learners who have different first-language backgrounds (Horiba et al., 2003, 2004), a text's coherence and linguistic knowledge (Horiba, 2005), the breadth and depth of vocabulary knowledge (Horiba et al., 2005), workin … More g memory (Harrington, 2003), vocabulary recognition speed and language proficiency (Harrington, 2005) in text comprehension. (2) Studies were also conducted to analyze the relationship between text's content structure and questions in a reading comprehension test (Kobayashi, 2005), and to develop the depth- and breadth-of-vocabulary- knowledge test in Japanese (Horiba et al., 2005).2. In view of theoretical linguistics, we have analyzed some linguistic phenomena in terms of how we use or perceive the language in text/discourse, rather than how we structure single sentences.(1) Theoretical studies were conducted on language phenomena observed in text environment such as the right dislocation construction (Hasegawa & Watanuki, 2003), gapped or truncated constructions (Hasegawa, 2004, 2005 ; Okura, 2004), and conditional clauses (Inoue, 2004). (2) Studies were also conducted on the relation between text's information structure and syntactic structure (Inoue, 2003), and the role of syntax in cohesion in discourse (Inoue, 2005), proposing a theoretical-linguistic basis for the study of discourse-syntax interface which sheds a new light on text understanding and production. Less

从应用语言学、心理语言学和理论语言学等多个角度探讨了语言在语篇理解和记忆中的作用。在日语和英语作为第一语言和第二语言的背景下，考察了文本的语言特征和理解者的语言知识对文本/语篇理解过程和记忆表征构建的影响。本研究从应用语言学和心理语言学的角度考察了语言知识和语篇内容结构对语篇理解和记忆的影响。(1)通过实证研究，分析了不同母语背景(Horiba等人，2003年，2004年)、语篇连贯和语言知识(Horiba等人，2005年)、词汇知识的广度和深度(Horiba等人，2005年)的二语学习者词汇和语法知识的影响更多的g记忆(Harrington，2003)，词汇识别速度和语言熟练程度(Harrington，2005)。(2)本研究还分析了文本内容结构与阅读理解测试中问题之间的关系(小林，2005)，并开发了日语词汇知识深度和广度测试(Horiba等人，2005)。从理论语言学的角度，我们分析了一些语言现象，这些语言现象是从我们如何在语篇/语篇中使用或感知语言，而不是从我们如何构建单句的角度来分析的。(1)对语篇环境中观察到的语言现象进行了理论研究，如右错位结构(Hasegawa&Watanuki，2003)、间断或截断结构(Hasegawa，2004；Okura，2004)和条件从句(Inoue，2004)。(2)还研究了语篇的信息结构和句法结构之间的关系(Inoue，2003)，以及句法在语篇衔接中的作用(Inoue，2005)，为语篇-句法界面的研究提供了理论-语言学基础，为语篇的理解和产出提供了新的思路。较少