摘要
This paper examines the problem of inefficient reading comprehension with non-English major college students, and tackles the problem with the teaching method of integrating grammatical information into lexicon teaching. The underlying idea is that working memory, whose core characteristic is its severely limited capacity, is of vital importance to language comprehension, and that the process of lexical retrieval from the permanent memory is much easier than the process of working our way through a syntactic structure. Therefore a hypothesis is formulated that to purposely increase the readers' awareness of storing grammatical information in the lexicon will bring about an increased speed, hence improved reading performance. Through careful design of the experiment, the writer proves that this method can lighten the burden on working memory, which consequently brings about significantly improved reading comprehension.
本文就非英语专业大学生的低效阅读理解展开研究,采用将语法信息融入词汇教学的方法来改善这一低效状况。该方法的理论基础是减轻工作记忆的负担,因其在阅读理解中占有重要地位。词汇功能语法的一个理论前提就是在语言信息处理过程中,词汇提取比语法信息的提取要容易很多。因此有意识地加强阅读者的将语法信息存入词汇的意识会带来提高了的阅读速度以及改善了的阅读低效状况。通过精心设计的实验,本文作者证明了将语法信息融入词汇教学的这一教学方法极大地改善了阅读者的阅读理解状况。
