the-monther-language-reading-compared-with-the-second-language-reading(英语专业论文)本科学位论文.doc
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1、中国某某某某学校学生毕业设计(论文)题 目: The Monther Language Reading Compared with the Second Language Reading 姓 名 : 000000000 班级、学号 : 000000000000000 系 (部) : 经济管理系 专 业 : 商务英语 指导教师 : 00000000 开题时间: 2008-04-03 完成时间: 2009-11-12 2009 年 11 月 12 日18目 录毕业设计任务书1毕业设计成绩评定表2答辩申请书3-4正文5-18答辩委员会表决意见19答辩过程记录表20课 题 The Mother Lan
2、guage Reading Compared With The Second Language Reading 一、 课题(论文)提纲0 引言1 认知图式的类型1.1内容图式 1.2形式图式1.3语言图式2 内容图式与阅读理解3 形式和语言图式与阅读理解4 处理策略5 结论 二、内容摘要用第一语言阅读和用第二语言阅读有许多相同和不同之处。需要探讨的是在阅读过程中是否有两套平行的认知过程在起作用,还是有一些既调节第一语言又调节第二语言的处理策略。文章考察了用第一语言阅读与用第二语言阅读的相同和不同之处,主要考察的是文化差异因素:内容图式,形式图式和语言图式。基于这一讨论,为读者描述了双语阅读者的
3、阅读行为。三、 参考文献1 Cook, G. Discourse in Language Teaching: A Scheme for Teacher EducationM. Oxford: Oxford University Press, 19892 Carrell, P.L. Content and Formal Schemata in ESL ReadingJ. TESOL Quarterly, 1987, 21:461-4813 Johnson, P. Effects on Reading Comprehension of Building Background KnowledgeJ.
4、 TESOL Quarterly, 1982, 16(4): 503-5164 Kang, H. The Effects of Culture-specific Knowledge upon ESL Reading ComprehensionJ. School of Education Review, 1992, 4: 93-1055 Bean, T.W., Potter, T.C., & Clark, C. Selected Semantic Features of ESL Materials and Their Effect on Bilingual Students Comprehens
5、ionG 6 M. Kamil & A. Moe (Eds.). Perspectives on Reading Research and Instruction. Twenty-ninth Yearbook of the National Reading Conference, Washington, DC: National Reading Conference, 1980,6 : 1-5The Mother Language Reading Compared with the Second Language Reading0000000Abstract: With the first l
6、anguage reading and second language reading there are many similarities and differences. Needing to be explored is whether there is in the reading process in two sets of parallel cognitive processes at work, there are still a number of both of the first regular language and also the treatment strate
7、gy of a second language. Articles study using the first language reading and second language reading of the similarities and differences, examining the cultural differences between the major factors: content schemata, formal schemata and linguistic schemata. Based on this discussion, the reader desc
8、ribes the behavior of bilingual readers reading.Key words:reading; cultural differences; disposal strategy0 . IntroductionWe are begening to study the language ,and should be learning the most foundational knowledge. Reading is recognized as the most stable and most enduring model of language learni
9、ng, reading is also to obtain information from the written language or meaning of the mental process. Whether the first language or second language reading is the process and reading involves the reader, articles, and the interaction between the reader and the article. A language reading and second
10、language reading have many important fundamental factors, needing is to be explored that whether the process of reading is two sets of parallel cognitive processes at work, there are still the first language they are both adjustable regulator section and the second language processing strategy. With
11、 the second language reading are often seen as only the mother tongue with the same process, but the speed is slow. Despite a language and second language reading process does the same, the important thing is finding mission of the second language reading as a phenomenon of independent factors.The m
12、other language reading process differenciate the second reading process, Because the reading process is basically not observable, we must do our best to understand this act of reading. Therefore, in this process, we understand the reader as much as possible the cultural, linguistic and educational b
13、ackground, it is very important because there are many of these factors will affect the second language reading.This article will examine the second language reading and a language to read the similarities and differences, rather, examine the cultural differences between the major factors: content s
14、chemata, formal schemata and linguistic schemata. Based on this discussion, readers describe the behavior of bilingual readers reading. 1 . The type of cognitive schemataKnowledge of human brain are stored by a component units, this unit is the schema. Schema is a process from our life with our lear
15、ning of the aknowledge.It is a accumulated process. Widdowson, and Cook have emphasized the cognitive schema features schema allows us to input information with known information together. This includes understanding of the world, also known as background knowledge and knowledge from everyday life t
16、o professional and understanding the structure of the bilingual, for the article content, style and understanding of the organizational form.Addition to allowing us to effectively organize information and knowledge, the schema also allows us to predict the oral and written chapters below. The first
17、section activates a schema, the schema will be confirmed below, or negative.Schemata are generally divided into three types: content schemata, formal schemata and linguistic schemata. 1) Content schemata refers to the readers background knowledge, which guide the reader understand the text.It is ver
18、y important to reading . 2) Formal Schemata text refers to the organizational forms and rhetorical structure. It could include knowledge of different literary forms and styles and different style and different forms of organization, language structure, vocabulary, grammar, and formal hierarchy. Educ
19、ation and culture in the form of a persons formation of schemata plays the most important role.3) anguage schema refers to recognize words and phrases in a sentence together. A language readers can be summed up repeated examples of a pattern or guess the meaning of a word, which may not as their fir
20、st language part of the schemata. Second Language schema for construction can be carried out almost the same way.Schema in language reading comprehension play an important role. For example, whether it is read with a phrase or two words to use for reading, whether native or non-native readers, if th
21、ey are familiar with the content, form and language pattern, they will be able to understand the text better. However, a second language reader if you do not have that knowledge, they will encounter schema interference, or can not be understood. 2 . Content schemata and reading comprchensionThe cont
22、ent schemata of the Background knowledge or cultural orientation is also the impact of a factor in second language reading. Most of the studies are the role of schemata or background knowledge of the methods are Carrells study with an example of a variant. Carrells study included 28 Arab Islamic stu
23、dents and 24 students in the Spanish Catholic Church investigation. These students belong to middle level of English. Each student readstwo texts, an Islam-related content and the other associated with the Catholic Church. In reading these two texts, the study answers a series of multiple-choice for
24、 reading comprehension, and then asked to write when he can recall the content of the text. Responses of students scoring analysis showed that the schema affects the readers understanding on second language and memory. Participanting to those with their own culture similar to or are already familiar
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