绘本中图文协同构建读者的认知语境

The Construction of Reader’s Cognitive Context through the Synergy of Image and Text in Picture Books

在儿童外语学习过程中,绘本阅读是提供语言输入的一种重要形式。通过梳理图文关系的相关理论,提出从词汇和小句两个层次分析图文关系。阅读是作者与读者通过文本交流的过程,作者明示信息,读者根据新信息构建认知语境,理解作者的交际意图。认知语境由词汇信息、逻辑信息和百科信息组成,本文从这三个方面分析绘本中图文协同影响读者认知语境的建构,使读者能够以较少的努力,获得足够的语境效果,从而理解绘本所讲述的内容。

The reading of picture books is an important form of language input in the process of child foreign language learning. Based on analyzing relevant theories of image-text relationship, the research framework of image-text relationship from the levels of word and clause is raised. Reading can be regarded as a communication between author and reader. During this process, the author manifests information and the reader constructs cognitive context according to this new information and gets the communicative intention. Cognitive context consists of the entry of lexis, logic and encyclopedia. From these three aspects, this paper explores the construction of cognitive context influenced by the synergy of image and text, thus the reader can acquire enough context effects with less effort so as to understand the story narrated in the picture book.