【作者】 张玲；

【导师】 郭斯萍；

【作者基本信息】 江西师范大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 英文阅读是一个复杂的、交互作用的过程,它涉及到从单词识别到建立连贯表征之间的一系列心理加工活动。它不仅包括对字、词、句子的理解,更重要的是篇章意义的理解。篇章阅读要求读者将当前正在阅读的信息与先前文章提供的信息或读者已有的经验加以整合,最终获得文章中有价值的信息。教育教学和现实的阅读过程是很多因素有机结合在一起的,影响阅读加工的因素,不仅有文章体裁、内容表达及组织结构、文章标记等客体因素,还有读者自身的阅读能力水平、阅读速度、认知方式及阅读策略等主体因素。在文章中,作者为了突出某些认为重要的内容和结构,会使用一种技巧,即运用标记。标记是指那些不给文章增添任何新信息,但可以强调某些语义内容和结构的词组或者短语,或者是特定的印刷标志。研究表明,标记会促进读者对阅读加工过程和信息的保持,称之为文章标记效应。这一领域的研究已经引起了国内外许多阅读心理学家的重视,并成为当代阅读心理学研究的热点之一。该领域的研究不仅开拓了阅读心理学的视野,对深入了解文章阅读心理加工过程的实质,具有重要的理论意义,而且研究结论对指导中小学的阅读与写作教学也具有重要的现实意义。本研究包括两个实验。实验一采用2×3被试间实验设计。以初中三年级学生为被试,采用无文章标记、有宏观标记、有微观标记三个版本的文章,考察了英语语篇阅读中文章标记对前后向推理产生的影响。实验二也采用2×3被试间实验设计,通过让被试阅读后自由回忆所阅读文章的内容,分析不同的文章标记对阅读者信息保持的状况。本研究得出以下初步结论:1、阅读水平影响文章推理成绩。不同阅读水平读者的前向推理和后向推理成绩均存在显著差异;阅读水平与文章标记之间不存在显著的交互作用。2、不同类型的标记对阅读者的推理有不同的影响;宏观标记显著促进后向推理成绩和前向推理成绩。3、微观标记提高了学生前向推理成绩。但是没有显著地提高被试的后向推理成绩,微观标记组的被试后向推理成绩反而低于无标记组被试的成绩。4、文章标记对阅读者回忆成绩影响不显著。更多还原

【Abstract】 Reading is a complex and reciprocal course , involving a serial of mental activity, not only letters、words and sentences’understanding but text signify information . Text reading requests the readers instantly process the information when they are reading and whether the information provided formerly experience the conformity, and obtain valuable information in the article finally. In fact, the educational teaching and the real reading process were combined organically together by a lot of factors. What influence reading processing factors, not only by article literature styles, but also with readers’own factors such as reading speed, cognition ways and reading strategies.We usually obtain knowledge and information by reading. Authors of text convey some important ideas and relationships in text through the use of signals. Signals are stylistic writing devices that highlight aspects of semantic content or structural organization in text without communicating additional semantic content. Authors of text convey some important ideas and relationships in text through the use of signals. Such devices may include headings, preview statements, summary statements, pointer words and typographical words. It has been shown to improve recall of relevant content material and to improve performance on problem solving transfer tests, when ideas yield superior recall of main ideas. Other researches point to the magnitude of signaling effects being dependent on the complexity and structure of text or reading abilities, interests or cognitive styles.Text comprehension is on a more complex level of cognitive processing based on word and sentence level. Researchers believe that the most important task for readers in the process of reading is to construct coherent text representation . Since it’s impossible for authors express themselves thoroughly simply by explicit information of the text, readers must make inferences according to the text to build coherent text representation. Researchers defined two kinds of inferences: forward inference and backward inference.Many studies of text comprehension and inferences are in the first-language field. To learn the impact of text signals on forward and backward inference in second-language text reading comprehension is much helpful to explore the characteristics L2 reading of Chinese-English bilinguals.There were 2 experiments in the study. 2×3 subject-between design was used in experiment 1 .Participants were Third-year junior high school students. In experiment 1, the impact of text signals on forward and backward inference had been explored. The results showed no significant interaction between reading ability and signals. 2×3 subject-between design was used in experiment 2 as well . The difference from experiment 1 is that Students Recollected what they read at will, according to the recollection performances, we can draw the conclusions that reading ability influent text infer performance. Different reading horizontal reader’s inference results exist remarkable difference (both forward inference and backward inferences).The different type’s signals had the different influence to reader’s inference. Organizational signals significantly improved both forward inference and backward inferences performance. Typographical signals didn’t significantly improved backward inference but forward inference performance.更多还原