The Monther Language Reading Compared with the Second Language Reading

中国某某某某学校学生毕业设计(论文)题 目: The Monther Language Reading Compared with the Second Language Reading 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 The Mother Language Reading Compared With The Second Language Reading 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. Discourse in Language Teaching: A Scheme for Teacher EducationM. Oxford: Oxford University Press, 19892 Carrell, P.L. Content and Formal Schemata in ESL ReadingJ. TESOL Quarterly, 1987, 21:461-4813 Johnson, P. Effects on Reading Comprehension of Building Background KnowledgeJ. TESOL Quarterly, 1982, 16(4): 503-5164 Kang, H. The Effects of Culture-specific Knowledge upon ESL Reading ComprehensionJ. School of Education Review, 1992, 4: 93-1055 Bean, T.W., Potter, T.C., & Clark, C. Selected Semantic Features of ESL Materials and Their Effect on Bilingual Students ComprehensionG 6 M. Kamil & A. Moe (Eds.). Perspectives on Reading Research and Instruction. Twenty-ninth Yearbook of the National Reading Conference, Washington, DC: National Reading Conference, 1980,6 : 1-5The Mother Language Reading Compared with the Second Language Reading0000000Abstract: With the first language reading and second language reading there are many similarities and differences. Needing to be explored is whether there is in the reading process in two sets of parallel cognitive processes at work, there are still a number of both of the first regular language and also the treatment strategy of a second language. Articles study using the first language reading and second language reading of the similarities and differences, examining the cultural differences between the major factors: content schemata, formal schemata and linguistic schemata. Based on this discussion, the reader describes the behavior of bilingual readers reading.Key words：reading; cultural differences; disposal strategy0 . IntroductionWe are begening to study the language ,and should be learning the most foundational knowledge. Reading is recognized as the most stable and most enduring model of language learning, reading is also to obtain information from the written language or meaning of the mental process. Whether the first language or second language reading is the process and reading involves the reader, articles, and the interaction between the reader and the article. A language reading and second language reading have many important fundamental factors, needing is to be explored that whether the process of reading is two sets of parallel cognitive processes at work, there are still the first language they are both adjustable regulator section and the second language processing strategy. With the second language reading are often seen as only the mother tongue with the same process, but the speed is slow. Despite a language and second language reading process does the same, the important thing is finding mission of the second language reading as a phenomenon of independent factors.The mother language reading process differenciate the second reading process, Because the reading process is basically not observable, we must do our best to understand this act of reading. Therefore, in this process, we understand the reader as much as possible the cultural, linguistic and educational background, it is very important because there are many of these factors will affect the second language reading.This article will examine the second language reading and a language to read the similarities and differences, rather, examine the cultural differences between the major factors: content schemata, formal schemata and linguistic schemata. Based on this discussion, readers describe the behavior of bilingual readers reading. 1 . The type of cognitive schemataKnowledge of human brain are stored by a component units, this unit is the schema. Schema is a process from our life with our learning of the aknowledge.It is a accumulated process. Widdowson, and Cook have emphasized the cognitive schema features schema allows us to input information with known information together. This includes understanding of the world, also known as background knowledge and knowledge from everyday life to professional and understanding the structure of the bilingual, for the article content, style and understanding of the organizational form.Addition to allowing us to effectively organize information and knowledge, the schema also allows us to predict the oral and written chapters below. The first section activates a schema, the schema will be confirmed below, or negative.Schemata are generally divided into three types: content schemata, formal schemata and linguistic schemata. 1) Content schemata refers to the readers background knowledge, which guide the reader understand the text.It is very important to reading . 2) Formal Schemata text refers to the organizational forms and rhetorical structure. It could include knowledge of different literary forms and styles and different style and different forms of organization, language structure, vocabulary, grammar, and formal hierarchy. Education and culture in the form of a persons formation of schemata plays the most important role.3) anguage schema refers to recognize words and phrases in a sentence together. A language readers can be summed up repeated examples of a pattern or guess the meaning of a word, which may not as their first language part of the schemata. Second Language schema for construction can be carried out almost the same way.Schema in language reading comprehension play an important role. For example, whether it is read with a phrase or two words to use for reading, whether native or non-native readers, if they are familiar with the content, form and language pattern, they will be able to understand the text better. However, a second language reader if you do not have that knowledge, they will encounter schema interference, or can not be understood. 2 . Content schemata and reading comprchensionThe content schemata of the Background knowledge or cultural orientation is also the impact of a factor in second language reading. Most of the studies are the role of schemata or background knowledge of the methods are Carrells study with an example of a variant. Carrells study included 28 Arab Islamic students and 24 students in the Spanish Catholic Church investigation. These students belong to middle level of English. Each student readstwo texts, an Islam-related content and the other associated with the Catholic Church. In reading these two texts, the study answers a series of multiple-choice for reading comprehension, and then asked to write when he can recall the content of the text. Responses of students scoring analysis showed that the schema affects the readers understanding on second language and memory. Participanting to those with their own culture similar to or are already familiar with the article to understand better and remember more firmly. Other studies also have the same result . These studies also proof that the contents of readers than they are in the form of schemata schemata greater impact on the understanding and memory. For example, in the above-mentioned Carrell study, when subjects are familiar with the content and form, the contents of the text will be able to remember more. However, when they are not familiar with only the content or form, the content is not more than familiar with the form will lead to comprehension difficulties.Steffensen and Joag-Dev conducted a study shows that even if the articles of words and syntax is easy, if the readers are not familiar with relevant content, not easy to understand. Can be seen, the reader must be equipped with the appropriate form of map type and linguistic schemata, but also the need to share with the authors of the content schemata.The study of the Johnson investigated the cultural origin of the article intermediate level of English of the University of the 46 Iranian students in reading comprehension. Half of the study that had not been rewritten to read two stories in English, one is Irans folk legends, the other is the American folk legend. The other half had to rewrite the same students to read two stories in English. After the form of multiple-choice test with the object of study in reading comprehension. 19 American students also read the same article, do the same test questions for comparison. The results show that the cultural origin of the story of the article, the complexity of syntactic or semantic understanding of a greater impact on students. In another study, Johnson has compared the English as a Second Language students in the article about the Halloween memories. 72 university-level students to read some articles about Halloween. These students recently had a Halloween experience. The contents of the article, either they are familiar with. The contents of the memory of the students results showed that the students have cultural experience to make them familiar Halloween article,so they will understand the information. The article, although there are not familiar with the word, but their understanding seems to have little impact.And more, Kang conducted an interesting study. His research examines how second language readers through culture-specific background knowledge to the article from the Second Language filtering information. A senior English students to read some stories of South Korea and answer questions. The results showed that culture-specific schemata and inferences of ability to influence their understanding of the article. Although we do not fully understand all the background knowledge of the formation for cultural influences affect the reading of the variables and factors, the importance of background knowledge and content schemata ,the essential role of this point in reading comprehension is no objection. Second language readers do not like the phrase, as the reader has the same degree of content schemata, and therefore led to understand the difficulties.3 . Form and linguistic schemata and reading comprehensionMany studies have examined the text and reading comprehension related to the role of cognitive systems, most of which used a similar approach: let those who participate in the pilot to read the text, and then let them recall the main ways to write the information obtained. These include identifying the inherent structure of the text, the researchers information on the memories and stories, such as the number of preposition parts of the chronological order of research and analysis and other special variables. Studies have shown that in most cases, different types of text structure would have an impact on the understanding and recall. Some studies also show that the structure of the text provided by the memory of the quality of different language groups there may also be poor. Carrel example, studies have shown that the Arabs compare the structure containing the text description of the memory of the best answer to the descriptive and type of article, more memory somewhat less, is the worst type of article, causes and consequences of memory; Asians of the problem The answer type and the best memories of cause and effect type of the text, the worst is a more structural or descriptive text. However, only after the structure of language background and the text after further study of the interaction, these results will have reference value. Even without considering the results of the study to understand the organizational structure of the text in different cultures significant difference in the promotion of cultural exchange is also of great significance. In Stones study examined the linguistic forms in English and Spanish second language would be different if the students read the English text on the understanding of that a significant impact. Study provides a five story, in the form of a language and second language differences is divided into three levels: similar, somewhat similar to, different. Inspection methods include repetition and reading comprehension questions. The results showed that students with their first language are completely different repeat the story of the lowest scores, and language form the less the same, repeating the errors more. The results proved once again that language forms and reading the various anticipated by those who will seriously affect students on understanding.Connors study indicated: in the examination of the text language features found in Finland and the United Kingdom by the authors to expand and verb function topics vary. English and other languages of the writing style, there are many differences. For example, the United States, the article has the form of a lack of detail and rhetorical features, and France the article is more theoretical and rather abstract. Chinese articles are often considered to be too long and rhetoric, from a Westerners point of view ,the lack of consistency. The Japanese seem to prefer the article from the specific to the general form, will sum up on the end of the paragraph.Finally, it is necessary to point out that mother tongue and target language writing system and rhetorical structures that affect the difference between the reading comprehension of another factor. This includes writing system different. Some languages have a number of symbols, while some languages are few. For example, there are countless Chinese calligraphy is a symbol of the writing system, and has a strong aesthetic factors, so different from the English. Arabic is also a unique writing system, which is from right to left writing and reading. This writing systems are different from the second language readers and that will bring some difficulties. There is no doubt that with second language studing , to read the phrase will not encounter a problem.4 . Disposal strategyIn short, we can say a word that reading and to read both the same second language but are also different. Need two kinds of reading for content, form and linguistic schemata understand. Reading is also a meaning of the creative process, this process involves the reader and the text interaction. The reader need to reconstruct the text of the use of intellectual activity meaning. These activities are often referred to as reading skills. The success of a language and second language reader will be conscious or unconscious, to carry out specific activities to improve their understanding ability of the text. Effective reading only when it is used in the reading from top to bottom, but also used from the bottom-up reading skills. In Goodman study,he has proposed to reading in the reading went through a process of constant development, including the ongoing input from the text to extract a typical forecast below, content, testing to confirm his prediction. Reader does not read word for word, but rather to use their background knowledge, as well as prediction and confirmation of different techniques to understand the text. Only in this extent, we can say that a language reading and second language reading are the same。As previously discussed, schemata plays an important role in reading comprehension. A pair of culture-based knowledge and content schemata are not familiar with second language readers ,and the reading process will encounter many difficulties. When a language with a greater difference between two languages, this difficulty is greater. For example, if the second language students mother tongue of the syntactic structure and the target language are very different from syntactic structure, then we need a higher level of cognitive reconfiguration. Grabe also pointed out that the students began to use two words when used to read the knowledge base and they started reading a different language. In addition, even if the second language reader have some knowledge of the language, they often do not have the proper social and cultural knowledge. This means that second language readers often do not have a culture-specific approach to the understanding of text knowledge, that is their lack of content schema.In accordance with the above discussion, we read that bilingual reading behavior of those who have a certain understanding. The successful bilingual readers not only understand the text, but also know what the use of reading skills. His reading will be activated and appllied the knowledge to explain the articles (including content, form and linguistic schemata), the content of their articles based on the assumption that repeated consideration and make changes to try to infer from the article, some information, trying to determine weather understanding or not knowing the meaning of the word, to identify or infer the main points, with some tips to remember the text content (interpretation of repetition, take notes, summarize, question, etc.), understanding the relationship between part and whole articles, identifying the text structure, when the time change will not ring true understanding of reading strategies, reading after some thinking, reading plans to use the knowledgethat we gained. These are a successful bilingual readers features. This reader will read no matter what language are to be useed these skills. Moreover, regardless of what type of text, what kind of language or writing, they will develop to handle different languages, and text and graphic skills. They have to adapt to a variety of linguistic environment, the knowledge, skills and strategies, so no matter which language to use or to read for them are the same.5 . ConclusionOf course, what makes a language reading and second language reading process are the differences by the other factors, but we hope that through this discussion, we can understand the cultural factors well, showning in Figure-style type of difference is how the cause of this difference. Teachers must therefore be conducted of the students read the questions in order to improve the students ability to understand their behavior. In this way ,we can use of schema theory to guide students to optimize the reading analysis, to effectively improve their reading comprehension. I think if we do like this,we will reach the programma.Whether their mother tongue or second language reading research, as a reader, it should be beneficial to combine the two, through two different kinds of cultural differences, and the content on the theory, one should achieve a state, the first language and the second language reading are all equally important.Bibliography:1 Cook, G. Discourse in Language Teaching: A Scheme for Teacher EducationM. Oxford: Oxford University Press, 19892 Carrell, P.L. Content and Formal Schemata in ESL ReadingJ. TESOL Quarterly, 1987, 21:461-4813 Johnson, P. Effects on Reading Comprehension of Building Background KnowledgeJ. TESOL Quarterly, 1982, 16(4): 503-5164 Kang, H. The Effects of Culture-specific Knowledge upon ESL Reading ComprehensionJ. School of Education Review, 1992, 4: 93-1055 Bean, T.W., Potter, T.C., & Clark, C. Selected Semantic Features of ESL Materials and Their Effect on Bilingual Students ComprehensionG 6 M. K