背景知识与英语阅读理解

英语阅读理解并非书面语言信息向读者大脑的单向转移,而是读物的文字内容和读者的背景知识相互作用的结果。背景知识不仅指文化背景,还指人们掌握的各种知识,包括语言知识本身及读者已有的各种生活经验、经历等。本文旨在揭示背景知识在英语阅读理解中的重要性,以期提高英语阅读的教学。     

文化背景知识与阅读理解

本文在理论和实践的基础上,讨论了影响阅读理解的文化背景知识及其学习的重要性,同时提供了几种教学法.     

英语阅读与文化背景知识

加强语言学习质量，提高语言规则学习速度，关键在于强化英语阅读。阅读是学好英语的一个重要条件。同时让学习者懂得在对语言材料的词、句和语法大致熟悉的情况下，影响理解深度的关键因素是语言的文化背景知识。     

The Effects of Retelling Upon Reading Comprehension and Recall of Text Information

Abstract

This study investigated the effects of retelling (free recall) upon the comprehension and recall of text information for 93 fourth-grade students. Subjects were assigned randomly to one of two generative learning strategy treatment conditions: retelling or illustrating. Subjects participated in four training sessions and one test session. For each of the four training sessions subjects silently read a passage and then, according to treatment condition, either retold the important parts of the passage or illustrated the important parts of the passage. For the test passage all subjects silently read the passage, and then rendered a free recall. Two days later all subjects rendered a delayed free recall and answered 10 literal and 10 inferential questions about the test passage. Statistically significant differences were found on all measures of reading comprehension and recall (immediate free recall, two-day delayed free recall, and responses to literal and inferential questions) in favor of the subjects who received practice in retelling. The results suggest that retelling is a highly potent generative learning strategy and that retelling has direct, beneficial consequences for children's processing of subsequent text.     

课文背景知识传导方法探微

符号论美学观点对语文教学的启示 :教师要带领学生学习领会课文内容、欣赏文章的意蕴之美 ,就必须重视语文教学背景知识的介绍。介绍语文教学背景知识常用的方法如下 :从教学设计程序看 ,通常有导入式、插入式、补充式和分散式 ;从知识呈现方式看 ,表现为口头讲解、多媒体展示、发放文字材料等 ;从师生互动形式看 ,教师介绍、学生提供、猜测与实证结合均可。     

浅谈知识经济对高校教材管理工作的影响

知识经济的到来，对我国高校教材管理工作提出了新的挑战和机遇，高校教材管理应实现管理人员的角色转变，观念转变以及自身综合素质的提高。运用先进的管理理论，方法和信息，实现管理体制的创新。     

Aging and Text Comprehension: Interpretation and Domain Knowledge Advantage

In this study, young, middle-aged, and elderly adults read two different history texts. In the knowledge advantage condition, readers read a history text about an event that was well-known to readers of all ages but most familiar to elderly adults. In the no advantage condition, readers read a history text about a political situation of a country that no age groups knew much about. After reading the text, readers recalled and interpreted the texts. Comparison of the recall and the interpretation performance showed that while recall was best in the young group and declined with age, interpretation did not. The middle-aged and elderly adults generated interpretations that were equally deep and more synthetic than those of the young adults. They also generated interpretations with more diverse rationale statements. As for the effect of knowledge advantage its effect on text recall was straightforward: although not significant, age-group differences in recall were smaller in the knowledge advantage condition than in the no advantage condition, suggesting that age-related decline in recall can be moderated by older adults' knowledge advantage. The effect of knowledge advantage on text interpretation was less clear-cut. While knowledge facilitated interpretations, the facilitation was not uniform across different measures of interpretations, suggesting a complex interaction between text interpretation and knowledge.     

The Influence of Background Knowledge on Reading Comprehension

English has never been of more importance in our society than today. However,reading is ofen considered the most difficult in terms of literacy, accuracyand efficiency. Generally speaking, improving reading skills requires more time of training than improving listening and speaking.Reading comprehension, a complicated psycholinguistic process, is an interactive process between the reader’s background knowledge and the text. This essay considers that background knowledge is the key factor affecting reading comprehension.     

The Influence of Background Knowledge on Reading Comprehension

English has never been of more importance in our society than today. However,reading is often considered the most difficult in terms of literacy, accuracy and efficiency. Generally speaking, improving reading skills requires more time of training than improving listening and speaking. Reading comprehension, a complicated psycholinguistic process, is an interactive process between the reader’s background knowledge and the text. This essay considers that background knowledge is the key factor affecting reading comprehension.     

Development of Knowledge about the Role of Inference in Text Comprehension

The goal of this research was to learn when children recognize that they make inferences to understand text, and how this knowledge affects their ability to revise text and to monitor its informativeness. In 4 experiments, first-, second-, and third-grade children (6-10 years) were presented with brief stories in which the physical cause of a target event was described explicitly, implied, or not mentioned in the text. In the first 3 experiments, children judged whether they had inferred the cause or if it had been explicitly mentioned in either the original or a revised version of the story. The results showed that for stories with implicit causes, first- and second-grade children tended to report that the causes had been explicitly mentioned, while third graders correctly reported that the causes were inferred. In the fourth experiment, children were asked to judge the difficulty of inferring the cause from problematic and ambiguous versions of the stories. Older children were more likely to report difficulties in inferring the target information. Third graders were also more likely to revise the texts to include additional information about the causes of the target events. The results show that younger children tend to attribute inferred information of the text, while older children clearly distinguish inferred and explicit text information.     

日语阅读理解中隐性背景知识探讨

语言既具有显性知识的特征,同时又具有隐性知识的特征.民族文化对语言的影响,有些是外在的,但更多是作为隐性因素,在无形中发挥着深刻的作用.内外有别、上下之分、共同认识的语言基础、主语缺省、敬畏自然等等这些都是影响日语理解和翻译的背景知识,能否更深程度地把握语言后面的隐性背景知识,是正确理解和翻译日语的关键.     

浅析文化背景知识对英语听力理解的影响

本文简要论述了英语听力与听力教学的重要性,分析了影响学习者听力理解能力的因素,尤其强调了文化背景知识对听力理解的影响。最后提出要充分利用听力课堂,在教学中结合词语、对话、背景知识的介绍以及相关影视片来启发学习者的文化认知能力,从而提高学生的英语听力理解水平。     

TheSignificanceofBackground Knowledge onStudents’English Listening Comprehension

The background knowledge has the stimulating function in English listening comprehension; it can reduce the psychological pressure before listening, strengthen the confidence and enhance the predictive ability. Therefore, the paper mainly discusses the importance and influences of linguistic background knowledge and non-linguistic background knowledge in listening comprehension. The author also gives some suggestions on teaching English listening according to the analysis of significances of background knowledge in the paper.     

文化背景对英语阅读的影响

文化背景知识是外语学习中的一个不可或缺的部分,因为语言与文化密不可分。文章通过对文化背景理论的探讨以及在英语阅读课堂上的实践活动,阐述了文化背景的重要性,分析了文化背景知识对阅读能力的影响,探索了加深学生对文化背景的理解的有效途径：通过文化背景的解码提高阅读能力,通过有趣的课堂活动丰富学生的文化背景知识,选取真实的阅读材料加深学生的文化背景知识。     

视点与语篇理解

对语篇进行视点分析，能有效地帮助读了解语篇结构而掌握其真实的涵义。语篇理解从视点分析出发，能帮助读了解小说中以人称为视点的语篇特点及在叙述性描写中视点的标示情况，更能帮助读系统地对语篇进行深层次解读，捕捉作刻画人物，描写情境的意图。     

新课程背景下的文本解读(下)

本文建基于新课程阅读“对话”的理念背景，反思中学语文教学文本解读的现状，检讨中学语文教学文本解读的误区；力图建构新课程文本解读新思路，从接受美学等的思考中，重建文本解读“对话”策略；同时以“对话”解读文本案例的研究，提供实际研讨的范本，以为新课程对话背景下的文本解读的参照。     

背景知识对英语阅读理解影响的实证性研究

本文通过实验报告的形式来说明背景知识对英语阅读的影响。实验的目的在于证明知识熟知程度和背景知识对阅读理解和阅读速度有影响。实验结果也恰恰表明了背景知识对阅读理解的正确率和速度都有一定影响。以及由此讨论如何激活学生的背景知识来提高英语教学效率。     

新课程背景下的文本解读(上)

本建基于新课程阅读“对话”的理念背景，反思中学语教学本解读的现状，检讨中学语教学本解读的误区；力图建构新课程本解读新思路，从接受美学等的思考中，重建本解读”对话”策略；同时以”对话”解读本案例的研究，提供实际研讨的范本，以为新课程对话背景下的本解读的参照。     

论阅读教学中背景知识与阅读理解的关系

阅读理解的产生取决于读者头脑中的背景信息和文本所呈现的课文信息的交互作用,背景信息、课文信息是决定阅读理解的必要因素。背景知识不是阅读理解的必要条件,只有当背景信息与课文信息无法交互时,才需要引入背景知识,也只有当背景知识既与背景信息交互又与课文信息一致时,背景知识才能促进阅读理解。