阅读语篇附带习得图式的构建

Developing the Schema for Incidental Vocabulary Acquisition in Reading Context

词汇附带习得是二语习得者在阅读语篇中习得词汇行之有效的方法,但是由于缺乏大量的可理解输入,二语习得者要想成功附带习得词汇会受到很多因素的制约。从认知心理学的角度来探讨图式理论框架指导下的词汇附带习得,可以更为明晰地看到在教学中构建语篇文体图式,激活学生内容图式,增强学生篇章、语义场意识对附带习得词汇的重要性。

Acquiring words and expressions from reading contexts incidentally is an effective way for students to expand their vocabulary. However, acquiring the vocabulary incidentally through reading has limitations due to students＇ lack of sufficient comprehensible input. This paper expounds the theory of schema from the perspective of cognitive psychology, and introduces several pedagogical methods, which play an important role in incidental vocabulary acquisition. Those methods include： developing students＂ formal schema; activating students＇ content schema; heightening students＇ awareness in reading context and semantic field.