摘要
在认识心理学中 ,不管是母语阅读还是二语阅读 ,都是信息加工。这一加工是自上而下的加工和自下而上的加工的相互作用。信息加工具有普遍的认知特征 ,在母语和二语阅读理解中 ,认知过程本身不存在差异性。但是 ,运用于母语和二语阅读的共同技能或加工在使用方式和程度上却表现出差异性。语言阈限假设认为 ,在低于某一程度的二语水平时 ,母语阅读能力与二语阅读水平没有多大的关系 ,但当高于某一程度的二语水平时 ,读者在二语阅读中更有可能利用母语阅读中发展起来的技能和已有知识。研究发现 ,在语言阈限以下 ,二语水平对二语阅读的贡献比母语能力大 ,而当超过尤其是大大超过语言阈限时 ,母语阅读能力对二语阅读贡献比二语水平更大。
In cognitive psychology, reading, whether in L1 or in L2, is information processing which involves top-down and bottom-up processing functioning interactively. Information processing is of a universal cognitive nature and no differences in the cognitive processes themselves involved in L1 and L2 reading comprehension exist. However,differences do exist in the way in which and in the degree to which common skills or processes are applied to L1 and L2 reading.The linguistic threshold hypothesis holds that there is a level of L2 proficiency below which there is little relationship between L1 reading ability and L2 reading and above which a reader is more likely to take advantage of reading skills and prior knowledge developed in L1 reading to read L2. It is found that,below the linguistic threshold, L2 proficiency contributes more to L2 reading than L1 reading ability, while above,especially far above the linguistic threshold,L1 reading ability contributes more to L2 reading than L2 proficiency.
出处
《天津外国语学院学报》
2002年第3期21-24,共4页
Journal Of Tianjin Foreign Studies University
关键词
母语
阅读能力
阅读
语言阈限假设
二语水平
认知心理学
reading
top-down processing
bottom-up processing
linguistic threshold hypothesis
L2 proficiency
