Effects on Reading Comprehension of Building Background Knowledge.
Effects on Reading Comprehension of Building Background Knowledge.
复制标题
构建背景知识对阅读理解的影响。
DOI：
10.2307/3586468
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发表时间：
1982
期刊：
影响因子：
3.2
通讯作者：
P. Johnson
中科院分区：
文献类型：
--
作者：
P. Johnson
本实验研究探讨背景知识建构对阅读理解的影响。讨论了下列具体问题。先前的文化经验是否会对ESL学生对美国习俗中熟悉方面的信息的阅读理解产生不同的影响，而对该习俗中未知方面的信息的阅读理解产生不同的影响？同一篇文章中预选的不熟悉词汇的词义呈现时间是否对阅读理解有不同的影响？72名大学水平的高级ESL学生阅读了一篇关于万圣节主题的文章。这篇文章包含了不熟悉和熟悉的信息，这些信息是基于受试者最近对这种习俗的体验。研究对象在阅读和/或在文本中找到预先选择的不熟悉词汇的含义。对文章回忆和句子识别任务的统计分析表明，先前的文化经验为读者理解文章中关于万圣节的熟悉信息做好了准备。然而，通过任何一种处理方式接触目标词汇的意思似乎对阅读理解没有显著影响。文章的特点对读者理解文章的能力有很大的影响。话题的文化背景和文章的词汇难易程度会影响阅读理解。古德曼（1971）将阅读描述为一个循环过程，读者通过抽样、预测、测试和确认来重建文本。古德曼的观点是，优秀的读者会利用语言固有的冗余性，即使只提取了一部分图形材料，也能重建整个文本。一旦文本信息的这种内部重构发生了，读者就会对照之前的信息来检验它的准确性。以前的信息可以是从文本中提取的信息，也可以是读者对文本主题的背景知识。当读者确认重建与先前的知识一致时，然后再次开始采样的循环过程。如果由于与读者的背景知识冲突，在文本的重建中出现了一些不一致或不准确的地方，读者可能会重读文本或不相信信息
This experimental study investigated the effects on reading comprehension of building background knowledge. The following specific points were addressed. Would prior cultural experience have different effects on ESL students' reading comprehension of information linked to a familiar aspect of an American custom in comparison to information linked to an unknown aspect of this custom? Would time of presentation of the meanings of preselected unfamiliar vocabulary words in the same passage have different effects on reading comprehension? Seventy two advanced ESL students on the university level read a passage on the topic of Halloween. The passage contained unfamiliar and familiar information based on the subjects' recent experience of this custom. Subjects studied the meanings of preselected unfamiliar vocabulary words before reading and/or found them in the text. Statistical analysis of the recall of the passage and of the sentence recognition task indicates that prior cultural experience prepared readers for comprehension of the familiar information about Halloween in the passage. However, exposure to meanings of the target vocabulary words by any of the treatments seems not to have a significant effect on reading comprehension. Characteristics of a text can have a large impact on readers' ability to comprehend it. The cultural background of the topic and the level of vocabulary difficulty of a passage influence reading comprehension. Goodman (1971) has described reading as a cyclical process by which a reader reconstructs a text by sampling, predicting, testing, and confirming. Goodman's argument is that the good reader takes advantage of the redundancy inherent in language which enables a reconstruction of the whole text although only a part of the graphic material has been extracted. Once such an internal reconstruction of the textual message has taken place, the reader tests its accuracy against previous information. Previous information can be the information extracted from a text as well as the reader's background knowledge on the topic of a text. When the reader confirms that the reconstruction is in agreement with previous knowledge, then the cyclical process of sampling begins again. If there is some inconsistency or inaccuracy in the reconstruction of a text because of a conflict with the reader's background knowledge, the reader may reread the text or may not believe the informa