the monther language reading compared with the second language reading英语专业论文本科学位论文.docx

the monther language reading compared with the second language reading英语专业论文本科学位论文.docx

《the monther language reading compared with the second language reading英语专业论文本科学位论文.docx》由会员分享，可在线阅读，更多相关《the monther language reading compared with the second language reading英语专业论文本科学位论文.docx（8页珍藏版）》请在冰豆网上搜索。

themontherlanguagereadingcomparedwiththesecondlanguagereading英语专业论文本科学位论文

中国某某某某学校

学生毕业设计（论文）

题目:

TheMontherLanguageReadingComparedwiththeSecondLanguageReading

姓名：

000000000

班级、学号：

000000000000000

系（部）：

经济管理系

专业：

商务英语

指导教师：

00000000

开题时间：

2008-04-03

完成时间：

2009-11-12

2009年11月12日

目录

毕业设计任务书…………………………………………………1

毕业设计成绩评定表……………………………………………2

答辩申请书……………………………………………………3-4

正文……………………………………………………………5-18

答辩委员会表决意见……………………………………………19

答辩过程记录表…………………………………………………20

课题TheMotherLanguageReadingComparedWithTheSecondLanguageReading

一、课题（论文）提纲

0引言

1认知图式的类型

1.1　内容图式

1.2　形式图式

1.3　语言图式

2内容图式与阅读理解

3形式和语言图式与阅读理解

4处理策略

5结论

二、内容摘要

用第一语言阅读和用第二语言阅读有许多相同和不同之处。

需要探讨的是在阅读过程中是否有两套平行的认知过程在起作用，还是有一些既调节第一语言又调节第二语言的处理策略。

文章考察了用第一语言阅读与用第二语言阅读的相同和不同之处，主要考察的是文化差异因素：

内容图式，形式图式和语言图式。

基于这一讨论，为读者描述了双语阅读者的阅读行为。

三、参考文献

[1]Cook,G.DiscourseinLanguageTeaching:

ASchemeforTeacherEducation[M].Oxford:

OxfordUniversityPress,1989

[2]Carrell,P.L.ContentandFormalSchematainESLReading[J].TESOLQuarterly,1987,21:

461-481

[3]Johnson,P.EffectsonReadingComprehensionofBuildingBackgroundKnowledge[J].TESOLQuarterly,1982,16（4）:

503-516

[4]Kang,H.TheEffectsofCulture-specificKnowledgeuponESLReadingComprehension[J].SchoolofEducationReview,1992,4:

93-105

[5]Bean,T.W.,Potter,T.C.,&Clark,C.SelectedSemanticFeaturesofESLMaterialsandTheirEffectonBilingualStudents'Comprehension[G]

[6]M.Kamil&A.Moe（Eds.）.PerspectivesonReadingResearchandInstruction.Twenty-ninthYearbookoftheNationalReadingConference,Washington,DC:

NationalReadingConference,1980,6:

1-5

TheMotherLanguageReadingComparedwiththeSecondLanguageReading

0000000

Abstract:

Withthefirstlanguagereadingandsecondlanguagereadingtherearemanysimilaritiesanddifferences.Needingtobeexplorediswhetherthereisinthereadingprocessintwosetsofparallelcognitiveprocessesatwork,therearestillanumberofbothofthefirstregularlanguageandalsothetreatmentstrategyofasecondlanguage.Articlesstudyusingthefirstlanguagereadingandsecondlanguagereadingofthesimilaritiesanddifferences,examiningtheculturaldifferencesbetweenthemajorfactors:

contentschemata,formalschemataandlinguisticschemata.Basedonthisdiscussion,thereaderdescribesthebehaviorofbilingualreadersreading.

Keywords：

reading;culturaldifferences;disposalstrategy

0.Introduction

Wearebegeningtostudythelanguage,andshouldbelearningthemostfoundationalknowledge.Readingisrecognizedasthemoststableandmostenduringmodeloflanguagelearning,readingisalsotoobtaininformationfromthewrittenlanguageormeaningofthementalprocess.Whetherthefirstlanguageorsecondlanguagereadingistheprocessandreadinginvolvesthereader,articles,andtheinteractionbetweenthereaderandthearticle.Alanguagereadingandsecondlanguagereadinghavemanyimportantfundamentalfactors,needingistobeexploredthatwhethertheprocessofreadingistwosetsofparallelcognitiveprocessesatwork,therearestillthefirstlanguagetheyarebothadjustableregulatorsectionandthesecondlanguageprocessingstrategy.Withthesecondlanguagereadingareoftenseenasonlythemothertonguewiththesameprocess,butthespeedisslow.Despitealanguageandsecondlanguagereadingprocessdoesthesame,theimportantthingisfindingmissionofthesecondlanguagereadingasaphenomenonofindependentfactors.Themotherlanguagereadingprocessdifferenciatethesecondreadingprocess,Becausethereadingprocessisbasicallynotobservable,wemustdoourbesttounderstandthisactofreading.Therefore,inthisprocess,weunderstandthereaderasmuchaspossiblethecultural,linguisticandeducationalbackground,itisveryimportantbecausetherearemanyofthesefactorswillaffectthesecondlanguagereading.

Thisarticlewillexaminethesecondlanguagereadingandalanguagetoreadthesimilaritiesanddifferences,rather,examinetheculturaldifferencesbetweenthemajorfactors:

contentschemata,formalschemataandlinguisticschemata.Basedonthisdiscussion,readersdescribethebehaviorofbilingualreadersreading.

1.Thetypeofcognitiveschemata

Knowledgeofhumanbrainarestoredbyacomponentunits,thisunitistheschema.Schemaisaprocessfromourlifewithourlearningoftheaknowledge.Itisaaccumulatedprocess.Widdowson,andCookhaveemphasizedthecognitiveschemafeaturesschemaallowsustoinputinformationwithknowninformationtogether.Thisincludesunderstandingoftheworld,alsoknownasbackgroundknowledgeandknowledgefromeverydaylifetoprofessionalandunderstandingthestructureofthebilingual,forthearticlecontent,styleandunderstandingoftheorganizationalform.Additionto