图式理论和大学英语阅读教学(1)(3)
2016-07-09 01:08
导读：2.2LinguisticSchemaandtheVocabularyTeaching Theschemaemphasizestheeffectofbackgroundknowledgeinthemacroscopicside,andthelinguisticfactorsinthemicrocosmicside.Vocabularyisthebasisofexpressingandbuildin
2.2LinguisticSchemaandtheVocabularyTeaching
Theschemaemphasizestheeffectofbackgroundknowledgeinthemacroscopicside,andthelinguisticfactorsinthemicrocosmicside.Vocabularyisthebasisofexpressingandbuildingallkindsofschemata.Themeaningofthevocabularyintheschematheoryisnotthesimpleexplanation,butthecomprehensivedefinitionofoneword,contextandbackgroundknowledge.Forexample,
Thebabykickedtheball.
Thepunterkickedtheball.
Thegolferkickedtheball.
Theteacherrequiresthestudentstounderstandthesentenceproperly.Atfirst,theteacherrequiresthestudentsneedadefinitionof“ball”,whichistheshape,type,sizeandthemeaningofallkindsofballsindifferentcultures,butnotrequiresthemtoassociatethe“ball”withthevolleyball,basketball,football.Sothevocabularyteachingneedstochoosethekeywords,whicharegoodforbuildingnewschema.
Invocabularyteaching,itneedstopayattentiontothespecialwordsthatoftencausemisunderstanding,besidesaccordingtothecontextandtheword-buildingtounderstandthenewwords.
Therearetwosentences:
(1)Theimportanceofthenewmethodcannotbeover-emphasized.
(2)Theimportanceofthenewmethodmustnotbeover-emphasized.
Thesamephrase“over-emphasized”connectedwiththephrases“cannot”and“mustnot”inthedifferentsentences,itexpressestheoppositemeaning.Therefore,theleveloflanguageisveryimportant.Theteachercanusethelinguisticschemaandregularmemorytoteachvocabulary.Accordingtothemethodsofsimilarity,contrastandassociation,theteachercanputthevocabularyintoonenet.Asweknow,thesemanticmemoryistheessentialmemoryoflanguage;itisapsychologicalstorehouseofvocabulary,whichstoresthecommonwords.Itisabstractandbrief.Butthecommonwordscanbededuced.Ifthestudentscangraspsomesemanticschemataanddevelopthesemanticmemory,putthededucibleeffectofschemaandsemantictogether,thenetofschemawillbeactivated.Itisusingonewordtoactonenettoimprovetheefficiencymemory.Inordertobuildlinguisticschemaandimprovethelevelofreading,wemustspecifythecapacityoflanguage,oritwouldbemoredifficulttousethe“bottom-up”modeltoevokeemotionoftheknownschema.
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2.3ContentSchemaandReading
Theschemahasitsculturalspecific;itdoesn’tbelongtoculturalbackgroundcategoryofspecialreaders.Someresearchesindicated:ifpeoplelacksomecontentschemataorthecapacityofallocatingschemata,thoughtheyhavespecifiedcapacityoflanguage,theystillhavedifficultyinbuildinghypothesisandreading.Rumelhartposedthreepossibilitiestothereaderswhocan’tunderstandonearticlerightly.Firstly,thereadersdon’thavethesuitableschema.Inthiscase,thereaderscan’tunderstandthemeaningofthearticle.Secondly,maybethereadershavesomesuitableschemata,buttheauthordoesn’toffersomesuitablecluesforthereaderstodeveloptheeffectoftheschema.Therefore,thereaderscan’tunderstandthearticle,either.Thirdly,thereaderscantranslatethearticle,butcan’tunderstandtheauthor’srealmeaning.Inthiscase,thereadersknowthewords,butmisunderstandtheauthor’smeaning.Theschematheorysays,everyarticleitselfdoesn’thaveanymeaning.Itonlypointsthedirectiontothereadersandguidesthemhowtoapplytheirknownknowledgetocatchandbuildsthemeaningofthearticle.Becausethereadingcomprehensionconcernsboththemselvesandreaders,theeffectivecomprehensionisacapacitytoconnectthereadingmaterialstopersonalknowledge.Carrelthoughtthecapacityoflanguageisapartofthewholebackgroundknowledgeandhedividedthebackgroundknowledgeintothreetypes:
