心理词汇研究以及对大学英语阅读教学的启示
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摘要
词汇和阅读都是大学英语教学的重要组成部分。听说读写译五大技能,都必须以对词汇的充分掌握为基础。本文从心理语言学角度探讨心理词汇的运行机制和主要模式,从中发现心理词汇对二语阅读的一些启示作用。并从心理词汇理论的角度,对大学英语阅读教学提出一些建设性的设想。
大学英语的阅读能力是大纲中的规定,要求学生掌握的基本技能之一。由于我国大学的实际情况,对于大多数学生而言,阅读是其主要的输入来源,他们主要从阅读中获取新知识,同时巩固和加强已有的知识。时代的发展也对学生的阅读能力提出了更高的要求。
目前,大多数大学开设了专门的阅读课程,但很多这类阅读课程往往偏重于所谓的阅读技巧训练,而主导阅读的内在机制往往被忽略了。许多阅读理论和试验都证实,快速而自动的单词解码是流利阅读的首要条件。因此,了解并有意识借助心理词库理论,将有助于学生自觉地构筑自己的心理词库。本文首先就心理词库的概念,一些典型模式做一些论述,阐明大脑对词汇的记忆和提取机制。随后,本文探讨了当今比较有影响的阅读理论如阅读模式、图示理论等,并且尝试性地论述心理词汇与阅读的内在关系,从理论的角度阐述心理词汇及其机制对阅读能力的影响,以及通过阅读更好的构建心理词汇。然后又探讨怎样在平时有意识地构建心理词汇,也就是如何促使学习者有意识地强化自己的心理词库,并且形成阅读与心理词库的互动关系。本文在探究如何更有效的构建心理词汇时,提出“词块”理论是一个值得注意的理论。在此基础上,本文试探性地提出了新的阅读方法,该方法强调阅读课堂教学前的准备,如阅读中的心理词汇技巧运用,阅读后对词汇的整理归纳等,希望能更好地推动阅读与心理词汇构建的良性互动关系。
Lexicon and reading are important ingredients of college English teaching and learning. All the basic skills like reading, speaking, writing, listening and translation, must be based on proficient mastery of lexicon. This thesis probes tentatively into the rationale of mental lexicon and its typical models, at the same time explores how these findings can be applied to college English teaching, mainly on reading comprehension tasks.
Reading comprehension ability is a basic skill stipulated in national syllabus for college students. In fact, for most college students, reading activities serve as the major source of the input of their language knowledge. With the rapid development of internet and globalization, higher requirements are to be imposed on their reading ability.
Concurrently, in almost every college, students have been exposed to courses for reading, i.e., the so-called extensive reading. The traditional teaching has laid great importance on the practice of reading skill, while neglecting the roles played by both the innate mechanism of lexical cognition and the mental lexicon in reading process. Also, the relations between ML (Abbreviation of mental lexicon) and reading are largely neglected. Fluent reading, in both L1 and L2, must be based on rapid and automatic decoding of printed words. This thesis, however, is to explore tentatively the structure of L2 mental lexicon and demonstrate its storage and retrieval mechanism, aiming to build an interactive relation between reading and ML construction. Admittedly, many factors may affect reader's reading ability, such as one's vocabulary scale, syntactic knowledge, background knowledge, working memory, and motives, but among them mental lexicon is the primal factor affecting reading competence. Thus, the study of ML will expedite the reading comprehension teaching for college students. To write this paper, we expect to cultivate the awareness of mental lexicon building among college students which has been largely ignored, and to motivate an interactive relation between reading and mental lexicon building.
大学英语的阅读能力是大纲中的规定,要求学生掌握的基本技能之一。由于我国大学的实际情况,对于大多数学生而言,阅读是其主要的输入来源,他们主要从阅读中获取新知识,同时巩固和加强已有的知识。时代的发展也对学生的阅读能力提出了更高的要求。
目前,大多数大学开设了专门的阅读课程,但很多这类阅读课程往往偏重于所谓的阅读技巧训练,而主导阅读的内在机制往往被忽略了。许多阅读理论和试验都证实,快速而自动的单词解码是流利阅读的首要条件。因此,了解并有意识借助心理词库理论,将有助于学生自觉地构筑自己的心理词库。本文首先就心理词库的概念,一些典型模式做一些论述,阐明大脑对词汇的记忆和提取机制。随后,本文探讨了当今比较有影响的阅读理论如阅读模式、图示理论等,并且尝试性地论述心理词汇与阅读的内在关系,从理论的角度阐述心理词汇及其机制对阅读能力的影响,以及通过阅读更好的构建心理词汇。然后又探讨怎样在平时有意识地构建心理词汇,也就是如何促使学习者有意识地强化自己的心理词库,并且形成阅读与心理词库的互动关系。本文在探究如何更有效的构建心理词汇时,提出“词块”理论是一个值得注意的理论。在此基础上,本文试探性地提出了新的阅读方法,该方法强调阅读课堂教学前的准备,如阅读中的心理词汇技巧运用,阅读后对词汇的整理归纳等,希望能更好地推动阅读与心理词汇构建的良性互动关系。
Lexicon and reading are important ingredients of college English teaching and learning. All the basic skills like reading, speaking, writing, listening and translation, must be based on proficient mastery of lexicon. This thesis probes tentatively into the rationale of mental lexicon and its typical models, at the same time explores how these findings can be applied to college English teaching, mainly on reading comprehension tasks.
Reading comprehension ability is a basic skill stipulated in national syllabus for college students. In fact, for most college students, reading activities serve as the major source of the input of their language knowledge. With the rapid development of internet and globalization, higher requirements are to be imposed on their reading ability.
Concurrently, in almost every college, students have been exposed to courses for reading, i.e., the so-called extensive reading. The traditional teaching has laid great importance on the practice of reading skill, while neglecting the roles played by both the innate mechanism of lexical cognition and the mental lexicon in reading process. Also, the relations between ML (Abbreviation of mental lexicon) and reading are largely neglected. Fluent reading, in both L1 and L2, must be based on rapid and automatic decoding of printed words. This thesis, however, is to explore tentatively the structure of L2 mental lexicon and demonstrate its storage and retrieval mechanism, aiming to build an interactive relation between reading and ML construction. Admittedly, many factors may affect reader's reading ability, such as one's vocabulary scale, syntactic knowledge, background knowledge, working memory, and motives, but among them mental lexicon is the primal factor affecting reading competence. Thus, the study of ML will expedite the reading comprehension teaching for college students. To write this paper, we expect to cultivate the awareness of mental lexicon building among college students which has been largely ignored, and to motivate an interactive relation between reading and mental lexicon building.
引文
Anderson,M.,& Pearson,P.1984.A Schema-Theoretic View of Basic Processes in Reading Comprehension.London:Longman.
Anderson,R.C.1985.The Meaning of Words in Context.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Aitchison,J.1987.Words in the Mind:An Introduction to the Mental Lexicon.Oxford:Blacksmith.
Aithicson,J.1993.The Articulate Mammal:An Introduction to Psycholinguistics.Beijing:Foreign Language Teaching and Research Press.
Ausubel,D.P.1960.The Use of Advanced Organizers in Learning and Retention of Meaningful Verbal Material.Journal of Educational Psychology,51,267-272.
Bock,K.,& Levelt,W.1994.Language Production:Grammatical Encoding.San Diego:Academic Press.
Carroll,D.W.2000.Psychology of Language.Beijing:Foreign Language Teaching and Research Press.
Carver,R.P.2000.The Causes of High and Low Reading Achievement.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Clarke,M.,& Silberstein,S.1987.Toward a Realization of Psycholinguistic principles in the ESL Reading Class.Boston:Heinle & Heinle Publishers.
Clifford,P.1981.Reading Comprehension at Four Linguistic Levels.Newark,Delaware:International Reading Association.
Cofer,C.N.1966.Clustering in Free Recall as a Function of Certain Methodological Variation.Journal of Experimental Psychology,71,858-866.
Collins,A.M.,& Loftus,E.F.1975.A Spreading Activation of Semantic Processing.Psychological Review,82,240-274.
Collins,A.M.,& Quillian,M.R.1969.Retrieval from Semantic Memory.Journal of Verbal Learning and Verbal Behavior,8,240-247.
Conrad,C.1972.Cognitive Economy in Semantic Memory.Journal of Experimental Psychology,9,149-154.
Crandall,J.1995.The Why,What,and How of ESL Reading Instruction:Some Guidelines for Writers of ESL Reading Textbook. Boston: Heinle & Heinle Publishers.
Daneman, M. 1988. Reading Research: Advances in Theory and Practice (Vol. 6, pp. 145-175). San Diego, CA: Academic Press.
Davis, F. B. 1968. Research in Comprehension and Reading. Reading Research Quarterly, 3, 499-545.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Forster, K. 1976. Accessing the Mental Lexicon: New Approaches to Language Mechanism. Amsterdam: R.J.Wales & E.Walker.
Freebody, P., & Anderson, R. C. 1983. Effects on Text Comprehension of Differing Proportions and Locations of Difficult Vocabulary. Journal of Reading Behavior, 15, 19-39.
Goodman, K.S. 1976. Reading: A Psycholinguistic Guessing Game. Newark, Delaware: International Reading Association.
Grabe, W. 1988. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
Grabe, W. & Stoller, F. L. 2003. Teaching and Researching Reading. London: Pearson Education Press.
Gries, St.Th. 2003. Towards a Corpus-based Identification of Prototypical Instances of Constructions. Annual Review of Cognitive Linguistics, 1,1-27.
Henderson, R.L., & Green, D.R.1969. Reading for Meaning in the Elementary School. Englewood Cliffs, NJ: Prentice-Hall.
Jiang, Nan. 2000. Lexical Representation and Development in Second Language. Applied Linguistics, 21, 47-77.
Koda, K. 2005. Insights into Second Language Reading. Cambridge: Cambridge University Press.
Krashen, S. 1989. The Input Hypothesis: Issue & Implication. London: Longman.
Laufer, B. 2003. Vocabulary Acquisition in Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Canadian Modern Language Review, 59, 4.
Levelt, W. 1989. Speaking: From Intention to Articulation. Mass: MIT Press.
Levelt, W. 1989. Studies in the Perception of Language. New York: Plenum Press.
Lewis, M. 1993. The Lexical Approach: The State of ELT and a Way Forward. Hove, England: Language Teaching Publications.
Lewis,M.1997.Implementing the Lexical Approach:Putting Theory into Practice.Hove,England:Language Teaching Publications.
Marslen-Wilson,W.D.1978.Processing Interaction and Lexical Access during Word Recognition in Speech.Cognitive Psychology,10,29-63.
McClelland,J.L.,& Elman,J.1986.The Trace Model of Speech Perception.Cognitive Psychology,18,1-96.
Meara,P.1982.Learners Word Associations in French.Inter-language Studies Bulletin,3,192-211.
Nation,I.S.P.2001.Learning Vocabulary in Another Language.Cambridge:Cambridge University Press.
Patrick,B.2003.Mental Lexicon:Some Words to Talk About Words.New York:Nova Science Publishers Inc.
Rand,J.S.1980.Theoretical Issues in Reading Comprehension.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Raphael,L.J.1990.Language and Cognition.New York:Chichester Press.
Rosch,E.1978.Cognitive Reference of Points.Cognitive Psychology,5,26-33.
Rosch,E.1975.Cognitive Representation of Semantic Categories.Journal of Experimental Psychology,General 104,192-232.
Rubenstein,H.,Garfield,L.,& Millikan,J.1970.Homographic Entries in the Internal Lexicon.Journal of Verbal Learning and Verbal Behavior,9,478-494.
Rumelhart,D.1977.Toward An Interactive Model of Reading.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Scovel,Th.2000.Psycholinguistics 上海:上海外语教育出版社.
Segalowitz,N.1991.Does Advanced Skill in a Second Language Reduce Automaticity in the First Language.Language Learning,41,59-83.
Singleton,D.1999.Exploring the Second Language Mental Lexicon.Cambridge:Cambridge University Press.
Stanovich,K.E.2000.Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency.Reading Research Quarterly,16,32-71.
Taft,M.1991.Reading and the Mental Lexicon.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Wallace,C.1992.Reading in Second Language.Oxford:Oxford University Press.
Wilkins,D.A.1978.Linguistics in Language Teaching.London:Edward Arnold.
Wolter,B.2001.Comparing L1 and L2 Mental Lexicon.Studies in Second Language Acquisition,23,41-69.
陈琳,1996,真实材料兴趣自读在外语学习中的作用,《外语界》第3期。
戴曼纯,2001,《论二语词汇习得研究》,北京:外语教学与研究出版社。
董亚芬,2003,将阅读能力培养放在第一位是合理的,《外语界》第1期。
桂诗春,2000,《新编心理语言学》,上海:上海外语教育出版社。
桂诗春,2003,记忆和英语学习,《外语界》第3期。
李红,2007,《双语心理词汇与英语学习实证研究》,重庆:重庆大学出版社。
刘润清,1995,《英语教学理论与实践》,北京:外语教学与研究出版社。
黄怡莉,2006,《外语教学理论与实践》,郑州:河南大学出版社。
黄源深,2006,好的英语是读出来的,《外语界》第4期。
黄源深,2008,学会通过阅读获取信息,《外语界》第1期。
撒忠清,2004,大学英语泛读教学的现状评析与建议,《无锡教育学院学报》第6期。
束定芳,2008,大学生英语阅读能力培养目标与阅读教材编写,《外语界》第1期。
文秋芳,2003,《英语学习的成功之路》,上海:上海外语教育出版社。
应惠兰,徐惠芳,2001,以学习者为中心的阅读材料的选择,《外语教学与研究》第5期。
张淑静,2004,《The CLE Mental Lexicon:Nature and Developmental pattern》郑州:河南大学出版社。
张淑静,2004,重组二语心理词汇,《四川外语学院学报》第3期。
张淑静,2003,从反应类型看词汇习得,《外语教学与研究》第7期。
张淑静,2005,二语心理词汇和母语心理词汇的差异,《四川外语学院学报》第5期。
郑黎明,2007,图式理论与英语阅读材料的选用,《沈阳教育学院学报》第12期。
周雪,2006,《英语高效阅读与写作研究》,兰州:甘肃教育出版社。http://www.websters-online-dictionary.org/2007.9
Anderson,R.C.1985.The Meaning of Words in Context.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Aitchison,J.1987.Words in the Mind:An Introduction to the Mental Lexicon.Oxford:Blacksmith.
Aithicson,J.1993.The Articulate Mammal:An Introduction to Psycholinguistics.Beijing:Foreign Language Teaching and Research Press.
Ausubel,D.P.1960.The Use of Advanced Organizers in Learning and Retention of Meaningful Verbal Material.Journal of Educational Psychology,51,267-272.
Bock,K.,& Levelt,W.1994.Language Production:Grammatical Encoding.San Diego:Academic Press.
Carroll,D.W.2000.Psychology of Language.Beijing:Foreign Language Teaching and Research Press.
Carver,R.P.2000.The Causes of High and Low Reading Achievement.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Clarke,M.,& Silberstein,S.1987.Toward a Realization of Psycholinguistic principles in the ESL Reading Class.Boston:Heinle & Heinle Publishers.
Clifford,P.1981.Reading Comprehension at Four Linguistic Levels.Newark,Delaware:International Reading Association.
Cofer,C.N.1966.Clustering in Free Recall as a Function of Certain Methodological Variation.Journal of Experimental Psychology,71,858-866.
Collins,A.M.,& Loftus,E.F.1975.A Spreading Activation of Semantic Processing.Psychological Review,82,240-274.
Collins,A.M.,& Quillian,M.R.1969.Retrieval from Semantic Memory.Journal of Verbal Learning and Verbal Behavior,8,240-247.
Conrad,C.1972.Cognitive Economy in Semantic Memory.Journal of Experimental Psychology,9,149-154.
Crandall,J.1995.The Why,What,and How of ESL Reading Instruction:Some Guidelines for Writers of ESL Reading Textbook. Boston: Heinle & Heinle Publishers.
Daneman, M. 1988. Reading Research: Advances in Theory and Practice (Vol. 6, pp. 145-175). San Diego, CA: Academic Press.
Davis, F. B. 1968. Research in Comprehension and Reading. Reading Research Quarterly, 3, 499-545.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Forster, K. 1976. Accessing the Mental Lexicon: New Approaches to Language Mechanism. Amsterdam: R.J.Wales & E.Walker.
Freebody, P., & Anderson, R. C. 1983. Effects on Text Comprehension of Differing Proportions and Locations of Difficult Vocabulary. Journal of Reading Behavior, 15, 19-39.
Goodman, K.S. 1976. Reading: A Psycholinguistic Guessing Game. Newark, Delaware: International Reading Association.
Grabe, W. 1988. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
Grabe, W. & Stoller, F. L. 2003. Teaching and Researching Reading. London: Pearson Education Press.
Gries, St.Th. 2003. Towards a Corpus-based Identification of Prototypical Instances of Constructions. Annual Review of Cognitive Linguistics, 1,1-27.
Henderson, R.L., & Green, D.R.1969. Reading for Meaning in the Elementary School. Englewood Cliffs, NJ: Prentice-Hall.
Jiang, Nan. 2000. Lexical Representation and Development in Second Language. Applied Linguistics, 21, 47-77.
Koda, K. 2005. Insights into Second Language Reading. Cambridge: Cambridge University Press.
Krashen, S. 1989. The Input Hypothesis: Issue & Implication. London: Longman.
Laufer, B. 2003. Vocabulary Acquisition in Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Canadian Modern Language Review, 59, 4.
Levelt, W. 1989. Speaking: From Intention to Articulation. Mass: MIT Press.
Levelt, W. 1989. Studies in the Perception of Language. New York: Plenum Press.
Lewis, M. 1993. The Lexical Approach: The State of ELT and a Way Forward. Hove, England: Language Teaching Publications.
Lewis,M.1997.Implementing the Lexical Approach:Putting Theory into Practice.Hove,England:Language Teaching Publications.
Marslen-Wilson,W.D.1978.Processing Interaction and Lexical Access during Word Recognition in Speech.Cognitive Psychology,10,29-63.
McClelland,J.L.,& Elman,J.1986.The Trace Model of Speech Perception.Cognitive Psychology,18,1-96.
Meara,P.1982.Learners Word Associations in French.Inter-language Studies Bulletin,3,192-211.
Nation,I.S.P.2001.Learning Vocabulary in Another Language.Cambridge:Cambridge University Press.
Patrick,B.2003.Mental Lexicon:Some Words to Talk About Words.New York:Nova Science Publishers Inc.
Rand,J.S.1980.Theoretical Issues in Reading Comprehension.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Raphael,L.J.1990.Language and Cognition.New York:Chichester Press.
Rosch,E.1978.Cognitive Reference of Points.Cognitive Psychology,5,26-33.
Rosch,E.1975.Cognitive Representation of Semantic Categories.Journal of Experimental Psychology,General 104,192-232.
Rubenstein,H.,Garfield,L.,& Millikan,J.1970.Homographic Entries in the Internal Lexicon.Journal of Verbal Learning and Verbal Behavior,9,478-494.
Rumelhart,D.1977.Toward An Interactive Model of Reading.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Scovel,Th.2000.Psycholinguistics 上海:上海外语教育出版社.
Segalowitz,N.1991.Does Advanced Skill in a Second Language Reduce Automaticity in the First Language.Language Learning,41,59-83.
Singleton,D.1999.Exploring the Second Language Mental Lexicon.Cambridge:Cambridge University Press.
Stanovich,K.E.2000.Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency.Reading Research Quarterly,16,32-71.
Taft,M.1991.Reading and the Mental Lexicon.Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Wallace,C.1992.Reading in Second Language.Oxford:Oxford University Press.
Wilkins,D.A.1978.Linguistics in Language Teaching.London:Edward Arnold.
Wolter,B.2001.Comparing L1 and L2 Mental Lexicon.Studies in Second Language Acquisition,23,41-69.
陈琳,1996,真实材料兴趣自读在外语学习中的作用,《外语界》第3期。
戴曼纯,2001,《论二语词汇习得研究》,北京:外语教学与研究出版社。
董亚芬,2003,将阅读能力培养放在第一位是合理的,《外语界》第1期。
桂诗春,2000,《新编心理语言学》,上海:上海外语教育出版社。
桂诗春,2003,记忆和英语学习,《外语界》第3期。
李红,2007,《双语心理词汇与英语学习实证研究》,重庆:重庆大学出版社。
刘润清,1995,《英语教学理论与实践》,北京:外语教学与研究出版社。
黄怡莉,2006,《外语教学理论与实践》,郑州:河南大学出版社。
黄源深,2006,好的英语是读出来的,《外语界》第4期。
黄源深,2008,学会通过阅读获取信息,《外语界》第1期。
撒忠清,2004,大学英语泛读教学的现状评析与建议,《无锡教育学院学报》第6期。
束定芳,2008,大学生英语阅读能力培养目标与阅读教材编写,《外语界》第1期。
文秋芳,2003,《英语学习的成功之路》,上海:上海外语教育出版社。
应惠兰,徐惠芳,2001,以学习者为中心的阅读材料的选择,《外语教学与研究》第5期。
张淑静,2004,《The CLE Mental Lexicon:Nature and Developmental pattern》郑州:河南大学出版社。
张淑静,2004,重组二语心理词汇,《四川外语学院学报》第3期。
张淑静,2003,从反应类型看词汇习得,《外语教学与研究》第7期。
张淑静,2005,二语心理词汇和母语心理词汇的差异,《四川外语学院学报》第5期。
郑黎明,2007,图式理论与英语阅读材料的选用,《沈阳教育学院学报》第12期。
周雪,2006,《英语高效阅读与写作研究》,兰州:甘肃教育出版社。http://www.websters-online-dictionary.org/2007.9