论文标题:阅读理解中的认知网络模式
Cognitive Network Models in Reading Comprehension
论文作者
论文导师 林立,论文学位 硕士,论文专业 外国语言学及应用语言学
论文单位 厦门大学,点击次数 85,论文页数 95页File Size994K
2006-05-01论文网 http://www.lw23.com/lunwen_19366967/
Reading Comprehension; Cognitive Network; Reading Strategies
阅读是人们信息交流的一种常用手段。在现今的信息时代,阅读起着不可忽视的作用。有效地阅读以获取信息是十分重要的。因此如何解决这一问题成为一个人们关注的问题。 本篇论文旨于为英语学习者在英语阅读中所遇到的问题寻找可行的解决方案。文章基于神经认知语言学中得到的启示而写成的。神经认知语言学认为,人脑神经系统,作为语言的物质载体,其结构和运行与语言系统的结构和运行有许多惊人的相似之处。语言可被看作一个认知网络,各连接点交错连接,并通过各触点的扩散激活传导信息。 因此,本文将提及从神经认知语言学,认知心理学,阅读心理学和语言心理学所得到的一些理论见解以帮助寻求阅读问题的解决方案。并将详解几个认知网络模型以作理论支持,例如,在词汇层次上的分级网络模式和扩散的激活模型,以及在篇章层次上的命题网络模型。由于这些理论模型的启示,本文列举了三种阅读策略:用构词法帮助猜词,寻找引导词和利用上下文帮助阅读理解。为了检验这三种阅读策略对大学生学习英语的有效性,作者做了一次调查。最后为英语教学提出了改进的建议:英语教师应该将理论与教学实践相结合,重视给学生建设性的指导,使他们知道如何有效地利用各种阅读策略来提高阅读效率。 本论文分为三个部分:第一章介绍了一些有关阅读和认知的基本概念,包括讨论阅读的定义,认知的定义,阅读的目的和实质。并介绍了一些认知策略以及与阅读认知研究有关的领域。第二章探讨一些认知网络模型。之后,基于以上理论分析,提出了几种阅读策略。第三章是关于检验这三种阅读策略对大学生学习英语的有效性的实验调查。并详尽地论述了调查的方法,过程,结果,结论以及对英语教学的启示。
Reading plays an important role in our information era for it serves as a frequently-used way to exchange information. How to read effectively to get information becomes greatly important. This dissertation aims at finding out some possible solutions to the reading problems occurring to our English learners. It is started in the light of the inspiration got from neurocognitive linguistics, in which it is argued that the structure and operation of human brain nervous system share great similarities with those of our language systems. Language can be thought of as a cognitive network in which processing involves spreading activation across the network. Hence, some theoretical insights got from neurocognitive linguistics, cognitive psychology, psychology of reading and psychology of language have been applied here to help seeking solutions. Some cognitive network models, such as hierarchical network models and spreading activation models which are at the lexical level and propositional network models which are at the discourse level, have been illustrated to give theoretical supports. Three reading strategies: application of word formation for word guessing, spotting triggering words to facilitate reading and using context to help accurate understanding, are forwarded as implications obtained from the theories. A test was held to verify the effects of these three strategies on college students. It is concluded with suggestions for English teachers to attach importance to giving students constructive instructions about how to use certain reading strategies effectively. The structure of the dissertation is like follows: there are three chapters in it. Chapter One gives a general introduction of some basic concepts about reading and cognition, including the discussion about definitions of reading, the purpose of reading and the nature of reading. Some cognitive strategies are also included. What’s more, the related fields to cognitive studies of reading have been mentioned as well. Chapter Two is about the exploration of certain cognitive network models. After that, somereading strategies are raised, which are based upon the theoretical analysis above. Chapter Three introduces a research that aims at checking the effects of these strategies. The results show that these strategies are helpful for our English teaching and learning. Finally, English teachers are advised to combine theoretical insights and practical tools for the facilitating of reading teaching and give constructive instructions to students to enhance their awareness of using reading strategies.
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