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本文基于结构建造框架理论,通过两组实验,探讨了中国学习者在外语故事理解过程中心理表征的建构和管理的过程。实验发现:1)不管是对故事角色还是角色目标的表征,结构建造的两个机制——强化和抑制都在发挥着管理表征建构的作用;2)学习者的外语水平和外语工作记忆能力通过强化与抑制的调节作用,管理着心理表征的建构过程;3)在高级认知活动中,学习者的语言水平与工作记忆能力表现出一定程度的优劣互补效应,在理解加工过程中呈现出“协调配合”的特点。因此,厘清故事内在的因果联系,保持对故事角色和角色目标的跟踪对于学生理解外语故事至关重要。
Based on the framework of structural construction theory, this paper explores the process of Chinese learners’ construction and management of psychological representations in the process of understanding foreign language stories through two sets of experiments. The experimental results show that: 1) The two mechanisms of structural construction, whether they are characterization of the role of the story or the character, are to reinforce and repress the construction of the management representation; and 2) the learners’ proficiency in foreign languages and foreign language working memory is improved through Strengthen and suppress the regulatory role, the management of the psychological representation of the construction process; 3) in advanced cognitive activities, language proficiency and working memory ability of learners showed a certain degree of advantages and disadvantages of complementary effects, in understanding the process of showing “Coordination ” features. Therefore, to clarify the causal relationship of the story and to keep track of the role of the story and the goal of the character is very important for students to understand the foreign language story.