摘要
源于认知心理学的图式理论已被广泛用于英语听力教学研究。所谓"图式"是指每个人的既有知识在大脑中的储存方式。听力理解的过程实际上就是听者的现存知识与新输入信息相互作用,形成意义的过程。作者从认知心理学角度分析了听力理解的信息处理过程,认为听力理解过程中信息处理模式是"自上而下"和"自下而上"两种方式的交互作用,详细阐述了图式知识在听力过程中的理解、选择和预期作用,以期说明图式对英语听力理解的影响。讨论了图式理论在听力教学中的作用,强调有效地激活英语听力理解中的图式可以加速理解的过程,并提出了英语听力教学过程中应注意培养学生图式知识的积累。
Originated from cognitive psychology, the schema theory has been extensively used in English listening teaching. Schemata are assumed to be a set of propositions and images which reflect an individual＇s experience. Observed from this perspective, listening comprehension is virtually an interaction between the pre-existent knowledge and the newly input messages. This paper probes the insight into the procedure of information processing, which is the interaction of top-down processing and bottom-up processing, and explains in detail the role of schema in English listening comprehension： understanding, choosing and anticipating. At the end of his paper it discusses the application of schema theory in listening teaching, emphasizes that the effective stimulation of schema can speed up the process of comprehension. It further suggests that the accumulation of schema can remarkably enhance the efficiency of listening comprehension.
出处
《沈阳农业大学学报（社会科学版）》
2007年第5期743-746,共4页
Journal of Shenyang Agricultural University(Social Sciences Edition)
关键词
图式理论
背景知识
听力理解
信息处理
图式激活
schema theory
background information
listening comprehension
information processing
stimulation of schema
