有效的外语教学与评估手段(1)(4)
2015-09-11 01:07
导读：As the first step in information processing sequence, the incoming information is represented in a literal, unanalyzed form in our sensory stores for at most of a few seconds, which will disappear rap
As the first step in information processing sequence, the incoming information is represented in a literal, unanalyzed form in our sensory stores for at most of a few seconds, which will disappear rapidly, if it is not relevant to the current goals. Then the information is moving to the working memory, which is the temporary holding place for many cognitive acts with a longer period of time. It has both storage and processing functions. However, it can hold only approximately seven plus or minus two units of information. Permanent memory is a repository of our knowledge of the world. It holds all of the information we have retained from the past that is not currently active. They are used to interpret the new incoming information during the first two steps. If the incoming information is comprehended, in turn, the new incoming information may later be added to this storehouse of information. Finally, the incoming information is processed and retained.
2.2 The cognitive process of dictation
The human organism approaches any new problems with an existing set of cognitive structures, and through insight, logical thinking, and various forms of hypothesis testing, calls upon whatever prior experience he has had and whatever cognitive structures he possesses to attempt a solution.
Dictation testing, just like some of other testing items, undergoes the problem-solving process, which mainly focuses on internalizing the dictation materials the student hears, what he originally hears is merely continuous, meaningless sound signals like a series of telegram codes which need decoding by using his already existing knowledge and experience, so that they can become meaningful to the receiver. Otherwise these sounds are meaningless and will quickly slip away from the mind. If he has the ability to recognize these signals, they will be stored in the brain’s working memory system. In doing so, the premise is that the student understands most parts of the passage on a discourse level which is a higher level of language understanding. The student then makes use of his existing knowledge and experience, such as grammar, vocabulary and analysis skill to recognize the sound signals, encode them in his own language system, decode them, and put them into the working memory system in his brain. Now the meaningless sound signals will become meaningful contents. When the student tries to write the passage out, he has to encode the message again by using his existing knowledge and experience to reorganize them so that they are understandable to others. So, the student undergoes a complicated psychological and cognitive process, which involves his various language abilities and skills. The whole process of dictation checks the students’ both receptive and productive ability and is active and creative. [6]
（转载自中国科教评价网http://www.nseac.com）
According to the psycholinguistic model, the following process involved in dictation, which may obviously show the fact that the cognitive acts of dictation are performed within the constraints of our information processing system. When the student takes in a speech in a literal and unanalyzed state and holds an image of it in working memory. An attempt is made to organize what was heard into constituents, identifying their content and function. During this time, information from permanent memory is retrieved to recognize the incoming information patterns. Patterns recognition occurs when the incoming information matched with information retrieved from permanent memory. As the constituents are identified, they are used to construct propositions, grouping the props together to form a coherent message. Once the student has identified and reconstructed the prepositional meaning, these are held in permanent memory. And the form in which the meaning was originally received is deleted.
