【作者】 孙艳艳；

【导师】 欧阳俊林；

【作者基本信息】 安徽师范大学 ， 英语语言文学， 2004， 硕士

【摘要】 阅读是听、说、读、写四项技巧中最重要的一项，对于英语作为第二语言的学习者来说尤其重要。阅读是需要读者积极参与的、动态的心理过程，它是把文字转换成意义并将新信息与已有认识系统相结合的过程。换言之，阅读是读者把文本知识和原有背景知识（或称图式）结合起来的过程。图式理论通过综合自下而上和自上而下两种模式，解释了读者如何与文本进行交互达到理解。图式是由空位组成的总的知识结构，它提供关于能够或必须填入空位的内容及空位之间的关系方面的信息。Carrel把图式分为形式图式和内容图式。本文着眼于内容图式，即有关文本内容的背景知识。读者的阅读能力在很大程度上取决于他所拥有图式的数量、范围和深度，读者阅读的过程就是他激活、评价、精炼或抛弃原有图式的过程。图式首先被文字信息激活，接着被激活的图式从两方面促进阅读理解。一方面它有助于构建和检验读者对文章发展的预测，逐步减少不确定的信息以达到准确的理解；另一方面它有助于读者推断出超越文本字面内容的蕴含信息。为了达到理论与实践相结合的目的，作者运用了问卷调查和个案研究的方法。在对非英语专业学生阅读现状进行调查分析后，作者发现了一些值得关注的现象，并进一步揭示出它们的原因。最后，作者提出了一些建议来帮助非英语专业学生解决阅读中出现的问题和提高阅读能力。从图式理论的观点看，解决问题的关键是扩大学生的背景知识，即图式。这就需要师生双方的共同努力。一方面，老师需要提供学生所缺乏的图式，传授学生把原有图式和新信息结合起来的技巧。例如，通过画图表、进行多媒体教学和讨论等。另外，老师应当给学生提供适当的课外阅读材料进行练习，这有助于减少文化干扰从而提高理解能力。例如，选择一些关于西方国家风俗习惯、教育体系和天文地理等方面的文章；另一方面，学生要发挥学习的自主性，在阅读前主动查找一些相关的材料以扩充自己的图式。另外，学生必须学会把头脑中的图式通过文章信息激活，并结合原文完成理解。总之，本文以图式理论为基础，旨在通过调查非英语专业学生的英语阅读现状，发现问题并提出解决问题的意见和建议。因此，本文具有一定的理论价值和实用价值。更多还原

【Abstract】 For many students, reading is by far the most important of the four skills in a second language. Reading was confirmed as a psycholinguistic process that involves the reader’s active participation. It is a dynamic activity, a process of translating printed letters into meanings and incorporating the new meanings into existing cognitive systems. In other words, it operates only through the interaction between textual features and expectations generated by prior knowledge in the reader’s mind. In a word, reading involves the reader’s active manipulation of his schemata (the plural form of schema).Schema theory is an integration of the bottom-up and the top-down model. It has been used to explain how the reader interacts with the text to arrive at comprehension. A schema is a general knowledge structure made up of slots. It includes information about what can or must fill in each slot and the relationships among the slots. Carrel distinguishes two forms of schemata: formal and content, and this thesis emphasizes particular on content schema which refers to the background knowledge about the content area of a text. The reader’s reading ability is largely based on the number, the scope and the depth of his schemata, and as the reader reads the text, he activates, evaluates, refines or discards his schemata. So we can see that a schema is first activated by some linguistic items in the text. Then an activated schema will facilitate comprehension in two ways. One way is to help the reader to construct and test predictions on how the text will develop on a higher or on a lower level, reducing his uncertainty until comprehension is arrived at. The other way is to help the reader to infer what is implicitly expressed in the text, thus enabling him to understand far beyond the mere text information. In order to integrate theory with practice, subsequently, the author employs the methods of questionnaire and case study to investigate the real situation of non-English majors in reading. On the basis of the above analyses, the author discovers some peculiar phenomena and reveals their reasons. Eventually, the author elaborates some practical methods to solve the problems for the purpose to improve the reading abilities of non-English majors.From the view of schema theory, the only means to improve their reading abilities is to enlarge their background knowledge, that is to say, to activate their relevant schemata. Therefore, students and teachers should cooperate. Firstly, ESL teacher must provide the students with appropriate schemata he is lacking, and must also teach the students how to build bridges between existing knowledge and new knowledge by <WP=7>employing diagram, multimedia, discussion, etc. Moreover, teachers should select or develop appropriate materials for students to read in order to help them minimize cultural misunderstanding and interference and to maximize comprehension of reading materials. For instance, to introduce some common sense about western customs, habits, educational systems and so on. Secondly, students can learn to do this themselves by seeking out materials on a similar subject in order to build background knowledge. Furthermore, they should try their best to make connections which do not exist in the text, but which are provided by his schematic knowledge activated by linguistic cues. In conclusion, this thesis, which investigates the reading actuality from the viewpoint of schema theory, aims at finding out the reading problems of non-English majors as well as solving them by activating the relevant schemata already stored in students’ mind. To a certain extent, the research possesses some academic and practical value.更多还原