Schema Theory and Its Application to Second Language Reading

图式理论及其在第二语言阅读中的应用

• 批准号: 01510279
• 负责人: TENMA Hichiko
• 金额: $ 1.28万
• 依托单位: Tsuda College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1989
• 资助国家: 日本
• 起止时间: 1989 至 1990
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-01510279/
• 关键词: Schema Theory; Reading Processes; Top-Down; Bottom-Up; 聴き取り過程

The major findings of the present research are as follows : 1) interaction of background and linguistic knowledge plays an essential role in reading comprehension : 2) the absence of appropriate cultural schema affects reading ; 3) good readers make major changes to the schema while reading.1) The process of interactive use of background and linguistic knowledge was examined by giving college and high school students reading passages with hints on background knowledge and linguistic knowledge. The background knowledge was given in the form of pictures and summaries of the passages. Linguistic knowledge was provided by simplifying the grammar of the sentences and by giving the meaning of vocabulary words. The college students found the summary and vocabulary hints helpful, while the high school students found the picture and grammar hints helpful in reading.2) In the experiment on cultural schema, the absence of appropriate cultural knowledge specific to the reading passage was found to affect not only the comprehension of poor readers but even that of good readers.3) The study of what good readers do while reading found that they start guessing the background of the text from the very beginning of the reading process, and constantly modify the schema. It is notable that they make major changes to the schema, too.Although at the beginning of this study, we aimed at applying our research of schema theory, to listening comprehension, speaking and writing as well, in the process of our research we decided to focus on reading comprehension because we realized that reading was an important area when schema theory is concerned. We have presented the result of our study mainly on reading comprehension in the attaeched booklet, but we are planning to pursue other skill areas also in the future.

本研究的主要发现如下：1）背景和语言知识的相互作用在阅读理解中起着至关重要的作用；2）缺乏适当的文化图式会影响阅读； 3) 优秀的读者在阅读时会对图式做出重大改变。1) 通过给大学生和高中生阅读带有背景知识和语言知识提示的文章来检验背景知识和语言知识的交互使用过程。背景知识以图片和段落摘要的形式给出。语言知识是通过简化句子的语法和给出词汇的含义来提供的。大学生发现摘要和词汇提示有帮助，而高中生发现图片和语法提示对阅读有帮助。2）在文化图式实验中，发现缺乏针对阅读段落的适当文化知识不仅会影响阅读能力差的读者的理解，甚至会影响优秀读者的理解。3）对优秀读者在阅读时做什么的研究发现，他们从阅读过程的一开始就开始猜测文本的背景，并且 不断修改架构。值得注意的是，它们对图式也做出了重大改变。虽然在本研究之初，我们的目标是将图式理论的研究应用到听力理解、口语和写作中，但在我们的研究过程中，我们决定将重点放在阅读理解上，因为我们意识到阅读是图式理论涉及的一个重要领域。我们在随附的小册子中介绍了主要针对阅读理解的研究结果，但我们计划将来也追求其他技能领域。

项目成果

田近 裕子: "A Preliminary Study of the Models of Reading Comprehension" The Tsuda Review. 35. 73-90 (1990)

Yuko Tajika：“阅读理解模型的初步研究”津田评论 35. 73-90 (1990)。