摘要
外语阅读已经不再被认为是单一语言事件。外语阅读时,读者的母语“通道”总是处于开放状态。由于外语阅读是一个复杂的心理过程,直接观察具有很大的困难,因此关于一语思维与二语阅读关系的研究很少。本文采用有声思维和回溯访谈的方法对21名中国大学生进行了研究,探讨他们在什么时候、如何使用汉语来帮助英语阅读,结果发现他们对汉语的使用呈现出清晰的模式:随着英语水平的提高,一方面应用汉语来识别文章思想构建意义方面的比重减少,但是用在认知、元认知监控方面的比重增加;另一方面对汉语的依赖减少,但是汉语的帮助性作用增加。
Reading a foreign language text is no more considered as a monolingual event: while they are reading,L2 readers have access to their native language all the time.Owing to difficulties in observing the comprehension process,little research has been conducted to determine what role L1 plays in L2 reading.By investigating 21 Chinese college students at three levels of language proficiency through think-aloud protocols(TAP) and retrospective interviews(RI),the present study explores when they turn to their Chinese cognitive resources and how these cognitive activities help them comprehend an English text.The authors of this paper find some distinct patterns in their use of Chinese in English reading comprehension,which may be summarized as: on the one hand,with the increase of their English proficiency,the readers' reliance on Chinese declines,but their use of Chinese is more supportive and effective;on the other hand,the proportion of the strategies used in identifying ideas and constructing meaning reduces while the proportion of the strategies used in cognitive and meta-cognitive monitoring increases.
出处
《外语研究》
CSSCI
北大核心
2006年第1期41-47,共7页
Foreign Languages Research
作者简介
吴诗玉，博士生。研究方向：二语习得及心理语言学。
王同顺，教授，博士生导师。
