图式理论和大学英语阅读教学(1)
2016-07-09 01:08
导读：英语论文论文，图式理论和大学英语阅读教学(1)应该怎么写，有什么格式要求，科教论文网提供的这篇文章是一个很好的范例：
1.Introduction 1.1Schema TheearliestformulationofschemawasputforwardbyKan
1.Introduction
1.1Schema
TheearliestformulationofschemawasputforwardbyKant.Inmodernpsychologystudy,BartlettiscreditedwithfirstproposingtheconceptofschemainRemembering:AStudyinExperimentalandSocialPsychology.“Tohim,thetermschemareferstoanactiveorganizationofpastreaction,orofpastexperiences,whichmustalwaysbesupposedtobeoperatinginanywell-adoptedorganicresponse.”[1]
In1970s,Rumelhartexplainedthatthe“schemaisthebuildingblocksofcognition.”[2]Forexample,thepeopledon’thavethedefinitionofcomputerbeforeitisinvented.Butnow,withthepopularizingofcomputer,thereisadefinitionofcomputerinpeople’smindthatisthecomputerschema.Theschemahelpsthepeopletomakeupapictureofcomputersthathavebeenseenandtoknowthedifferentkindsofcomputersandthethingsthataresimilartothecomputerslater.
Thatistosay,“schemaisastructureofabstractknowledge;itsummarizesallkindsofknowncaseswhichhasdifferentdetailsandgivestheexpressiontotherelationorallparts.”[3]
1.2ClassificationsofSchemaTheory
Researchershaveidentifiedseveraltypesofschemata.
“Contentschema,whichreferstoareader’sbackgroundorworldknowledge,providesreaderswithafoundation,abasisforcomparison.Formalschema,oftenknownastextualschema,referstotheorganizationalformsandrhetoricalstructuresofwrittentexts.Itcanincludeknowledgeofdifferenttexttypesandgenres,andalsoincludetheunderstandingofdifferenttypesoftextswhichusedifferenttextorganization,languagestructures,vocabulary,grammar,levelofformality/register.Schoolingandcultureplaythelargestroleinprovidingonewithaknowledgebaseofformalschema.Whileformalschemacoverdiscourselevelitems,linguisticorlanguageschemaincludethedecodingfeaturesneededtorecognizewordsandhowtheyfittogetherinasentence.Firstlanguagereaders,maythroughrepeatedexamples,beabletogeneralizeapatternorguessthemeaningofaword,whichmaynothaveinitiallybeenpartoftheirlinguisticschemata.Thebuildingoflinguisticschemainasecondlanguagecanproceedinthemuchthesameway”.[4]
Fromtheabovediscussionitisevidentthatschemaplayanimportantroleintextcomprehension,bothinthefirstlanguageandthesecondlanguagecontext.
（转载自http://zw.NSEAC.com科教作文网）
1.3“Bottom-up”and“Up-down”Models
Theschematheorysaysthereadingmaterialsdon’ttransmitthemeaningtothereader,buttoguidethereadertoapplytheknownknowledgetorebuildingtheinformation,whichthemeaningisbasedon.Thereadingcomprehensionisaprocessaboutschemaandthereadingmaterialsinterflowforeachotheranditneedstobeactivatedbythereader.Thetopstructureoftheprocessrepresentsthemostcommondefinitionwhilethebottomstructurerepresentsthemostspecialdefinition.
Accordingtothat,twobasicmodelsofhandlinginformationhavedeveloped.“Oneisthebottom-up’thatreliesonthewordinformation;theotheris‘top-down’thatappliesthebackgroundknowledgetounderstandingthewholemeaningofthearticle.”[5]Theyaffecttheprocessofreadingatthesametimeandremedyeachother.Theapplicationof“bottom-up”iscausedbytheinputdata,it’scalleddata-driven,andthemodelof“up-down”iscalledconceptually-driven.
“Rumelhartthoughttheapplicationoftwomodelshappenedatthesametime.”[6]Forexample,Maryheardtheicecreammancomingdownthestreet;sherememberedherbirthdaymoneyandrushedintothehouse…
