The Influence of Sense of Language on English Reading Teaching
The Influence of Sense of Language on English Reading Teaching
Abstract
Sense of language, though has been existed for a long time, it enters the linguists’ research area only in the latest twenty years. This paper discusses the sense of language in English reading teaching from the psychological point of view. It begins with the definition and psychological mechanism of the sense of language and reading. By analyzing and comparing their psychological mechanism, it explores the relationship of the sense of language and reading. It holds that sense of language and reading is interpromoted. Reading can strengthen the sense of language by optimizing its structure (formal structure, situational structure, intentional structure), meanwhile, the strengthening of the sense of language can in turn facilitate recognizing, perception, comprehension, association, evaluation, thinking, accumulation and memorizing in reading and improve reading ability. Next, it discusses the factors of the sense of language that can influence English reading for Chinese readers. These factors include L2 acquisition and training background differences, language processing differences, thinking pattern differences between Chinese and English readers, and writing system differences, social context differences between Chinese and English. Then it states that strong sense of language can decrease the negative influences caused by these factors in English reading. At last, it points out the significance of the sense of language in English reading teaching.
Key Words: sense of language；reading；psychological mechanism；
Nternalization；schema；perception
摘 要
Abstract
Sense of language, though has been existed for a long time, it enters the linguists’ research area only in the latest twenty years. This paper discusses the sense of language in English reading teaching from the psychological point of view. It begins with the definition and psychological mechanism of the sense of language and reading. By analyzing and comparing their psychological mechanism, it explores the relationship of the sense of language and reading. It holds that sense of language and reading is interpromoted. Reading can strengthen the sense of language by optimizing its structure (formal structure, situational structure, intentional structure), meanwhile, the strengthening of the sense of language can in turn facilitate recognizing, perception, comprehension, association, evaluation, thinking, accumulation and memorizing in reading and improve reading ability. Next, it discusses the factors of the sense of language that can influence English reading for Chinese readers. These factors include L2 acquisition and training background differences, language processing differences, thinking pattern differences between Chinese and English readers, and writing system differences, social context differences between Chinese and English. Then it states that strong sense of language can decrease the negative influences caused by these factors in English reading. At last, it points out the significance of the sense of language in English reading teaching.
Key Words: sense of language；reading；psychological mechanism；
Nternalization；schema；perception
摘 要
Bibliography: [1] Barbara B.Wasson, Guy L. Bond, John B. Wasson and Miles A. Tinker. Reading Difficulties---Their Diagnosis and Correction[M]. New Jersey: Prentice-Hall, INC., Englewood Cliffs. 1984. [2] Charles Temple, Jean Wallace Gillet. Understanding Reading Problems: Assessment and Instruction[M]. London: Scott, Foresman/Little, Brown Higher Education. 1990. [3] Christine Nuttal. Teaching Reading Skills in a Foreign Language[M]. London: Heinemann Educational Books Ltd22 Bedford Square, London WC IB 3HH. 1982. [4] David W. Carroll. Psychology of Language[M]. Beijing: Foreign Language Teaching and Research Press &Brooks/cde/Thomson Learning Asia. 2000. [5] Rod Ellis. The Study of Second Language Acquisition[M]. Oxford: Oxford University Press. 1994. [8] 桂诗春. 心理语言学[M]. 上海：上海外语教育出版社. 1985. [11] 李海林. 言语教学论[M]. 上海：上海教育出版社. 2000. [12] 孟昭兰. 普通心理学[M]. 北京：北京大学出版社. 1994. [17] 王尚文. 论语感[M]. 上海：上海教育出版社. 2000. [18] 韦志成. 现代阅读教学论[M]. 南宁：广西教育出版社. 1994.