大学英语分级教学背景下内容图式和语言图式的对比研究——以黄山学院2O11级非英语专业学生为例 |
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引用本文: | 张君.大学英语分级教学背景下内容图式和语言图式的对比研究——以黄山学院2O11级非英语专业学生为例[J].黄山高等专科学校学报,2013(2):137-140. |
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作者姓名: | 张君 |
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作者单位: | 黄山学院外国语学院,安徽黄山245041 |
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摘 要: | 内容图式和语言图式是完成话语理解最基本的两种图式,但是它们对理解过程的作用却不相同。实验证明,在大学英语分级教学中,对语言水平较强的大学英语A级学生而言。他们已经具备一定的相关语言图式来完成对话语材料本身的解析,所以内容图式的激活更有助于其对听力材料的理解:而对于语言水平相对略弱的B级学生而言,语言图式的率先激活可以使他们能够从话语材料本身获取基本信息点.来完成对内容图式框架的搭建或填补空档,从而更有助于对听力材料的理解。因此。在大学英语分级教学中。应根据学生语言水平的不同来进行不同类别的图式激活。
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关 键 词: | 内容图式 语言图式 英语听力 分级教学 |
A Comparative Study of Content Schema and Linguistic Schema in Level-based College English Teaching -A Case Study of Grade 11 Non-English Majors in Huangshan University |
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Authors: | Zhang Jun |
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Institution: | Zhang Jun (School of Foreign Languages, Huangshan University, Huangshan245041, China) |
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Abstract: | Content schema and linguistic schema are both essential for discourse comprehension, but different in their roles. According to experiments, in level-based college English teaching, the activation of content schema is more effective to the listening comprehension of Level-A students because they already possess relevant linguistic schema; while for Level-B students, the activation of linguistic schema, which enables the listeners to obtain from the material itself the necessary information for the building-up of content schema framework and the filling of slots , is more effective to their listening comprehension. |
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Keywords: | content schema linguistic schema English listening level-based teaching |
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