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題 名 | Building Background Knowledge to Facilitate TOEFL Reading Comprehension |
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作 者 | 王念念; | 書刊名 | 黃埔學報 |
卷 期 | 37 1999.08[民88.08] |
頁 次 | 頁249-263 |
分類號 | 805.1 |
關鍵詞 | Background knowledge; TOEFL; Reading comprehension; |
語 文 | 英文(English) |
英文摘要 | It was not until 1970s that cognitive psychology began to influence and change the traditional view of the second language comprehension in which emphasis has been placed exclusively on the language to be comprehended and not on the comprehender. In traditional views of second language comprehension, each word, sentence or text "has" a meaning. Meaning is conceived to be "in" the text; it exists separately from the reader. However, cognitive-oriented researchers, such as Rumelhart (1977), claim the the individual is "an active processor of linguistic input" (Long, 1989, p.32) . According to these researchers, "we Comprehend something only when we can relate it to new experience to an existing knowledgestructure" (Carrell, 1984, p.442). Based on the psycholinguistic mode, the schema theoretical framework emphasizes the role of pre-existing knowledge in providing the attender with information that is implicit in a text (Adams & Collins, 1979; Carrell & Eisterhold, 1983; Rumelhart, 1997). During several years of teaching TOEFL reading in the Chinese Military Academy (CMA), the author has found that most of the cadets are easily inclined over-emphasize their linguistic knowledge. However, their low English proficiency often hinders them from decoding or clarifying the novel information of the text. So, they are often in failure to comprehend some TOEFL reading passage. Thus, this paper is aimed to propose some the cadets' prior knowledge of the world and skillfully fill in th "gaps" of their background knowledge and the text before the task is begun. Then, their comprehension abilities to TOEFL reading can be facilitated. |
本系統中英文摘要資訊取自各篇刊載內容。