交互到底意味着什么?——二语习得中阅读交互式理论述评

What Does Interactivity Really Mean?—An Overview of Interactive Theories of Reading in Second Language Acquisition

在二语习得领域中,阅读一直是尤为重要的研究对象。众多从交互视角对阅读过程理论的建构,力图从不同角度出发将阅读解释为多种因素的共同作用。这些尝试具有较强的解释力和广泛的实用性,一定程度上解决了传统阅读理论的单一性和局限性。不过虽然它们均为对阅读过程的“交互”式解读,但“交互”一词的含义却从未明确给出。本文将主要列出三点交互式阅读理论:Kenneth Goodman等人的交互式阅读过程(interactive process)、David Rumelhart和Keith Stanovich的交互式阅读模型(interactive model),Grabe的文本内交互(textual interaction)。通过厘清不同交互性概念之间的联系与差异,从概念、教学应用、理论展望多方面进行阐释,本文可从心理语言学、社会学、词汇学、文体学等多个理论视角为理解现代阅读理论提供帮助,并为教学实践提供有效的理论支撑。

For SLA, reading has always been an important research subject. Many attempts at constructing reading theory from interactive perspectives endeavor to account reading for the collaborative effort of multiple related factors. Traditional theories have been insufficient in offering satisfac-tory explanations for reading process, and it is in terms of this aspect that interactive theories outperform their predecessors and are widely recognized for their strong explanatory power and extensive applicability. Yet even though these new theoretical attempts all claim themselves to consider reading as “interactive”, they all do it in various ways, which renders the word nearly unintelligible to those who are unfamiliar with this topic. This paper mainly differentiates three of these interactive theories: interactive process by Kenneth Goodman and his peers, interactive model by David Rumelhart and Keith Stanovich, and textual interaction by Grabe. This paper serves as a summary of scholastic opinions taking reading as “an interactive activity” both at home and abroad. On that basis, it makes comprehensive reviews on all three theories, and makes comparisons to elicit the connections and differences among the three perspectives. It is hoped to facilitate understanding of reading process from theoretical perspectives including psycholinguistics, sociology, lexicology, and stylistics, and can furthermore provide theoretical justification for real practice in second language classroom.