图式理论对大学英语听说教学的启示

Implications of Schema Theory on Classroom Teaching of Listening and Speaking in College English

听力理解过程不是一种简单的语言信息解码过程,而是一种解码过程与意义重构的有机结合。只有当已有的图式与新听到的信息之间相互作用、相互匹配,才能完成信息处理的系列过程,才能实现对听力材料的成功理解。同样,口语表达的过程也受到图式的制约,只有大脑中存有与话题相关的内容图式和语言图式时,才能准确、流利地进行口语交流。为此,在英语教学中教师应该指导学生建立厚实的语言图式,帮助学生建立丰富的内容图式,激活学生记忆中已有的图式,并向学生传授科学的认知策略,以达到提高大学英语听说教学质量的目的。

The process of listening comprehension is not a simple process of the encoding of language information, but an organic combination of encoding and meaning reconstruction. Only when the schema interacts with the newly heard information can the information processing be finished and the listening material be successfully understood. Samely the expression of oral English is also conditioned by the schema. Only when the content schema and language schema relating to the discourse are stored in the brain can oral communication be accurately and fluently produced. Therefore, teachers should guide students to establish solid language schema in classroom English teaching, helping them establish rich content schema, activate the schema in their memory and teach scientific cognitive stategy to the students so as to reach the purpose of improving the quality of classroom teaching of listening and speaking in college English.