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1.
房志荣 《语文世界(高中版)》2013,(12):51-52
阅读教学中,语言的转化是由外在文本的“文”向学生内在的“意”的转化过程,是把规范的、精美的文本语言转化生成为学生内在语言的过程。语文教学只有实现外在的文本语言转化为内在的学生语言,才能从根本上提高学生的语文素养。那么,实现文本语言与学生语言转化的有效策略有哪些呢？一、情境对话：促进语言理解相同的文本,不同的学生会产生不同的理解和解读,表达语言的方式也会不同。在对话中理解,在理解中表达,情境对话为创造多元理解、多元表达的个性课堂提供了舞台。 相似文献
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早在2002年,吴忠豪先生在《促进消极语言向积极语言的转化》一文中指出：“根据心理学家的研究,能‘理解的’语言和‘会运用的’语言,是个体学习语言过程中两个不同层次的学习水平。只能理解、不会运用的语言称为‘消极语言’,既能理解又能运用的语言称为‘积极语言’。”“如何帮助学生完成语言学习过程中从‘理解’到会‘运用’的跨越, 相似文献
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早在2002年,吴忠豪先生在《促进消极语言向积极语言的转化》一文中指出:"根据心理学家的研究,能‘理解的’语言和‘会运用的’语言,是个体学习语言过程中两个不同层次的学习水平。只能理解、不会运用的语言称为‘消极语言’,既能理解又能运用的语言称为‘积极语言’。""如何帮助学生完成语言学习过程中从‘理解’到会‘运 相似文献
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语言习得主要通过获得大量的可理解输入来实现。而听是获得可理解语言输入的重要渠道。从结构语言学的角度看．外语教学应关注的是语言的形式和结构．听力教学因而也就在语言形式的层面上进行,形成三种理解模式。不同的理解模式对学生的理解水平产生不同的影响,因此．在听力教学中应采取形成不同的教学策略。 相似文献
6.
武丽婷 《沈阳教育学院学报》2010,12(6):71-73
分析了语言在哲学、心理学、和社会学领域的不同定义,指出哲学的“语言”规定了课堂,心理学的“语言”解释了“学生听”,社会学的“语言”解释了“教师教”。认为这些定义可以让我们从不同的角度理解语言,理解讲授法．使我们在新课改的过程中更好的认识和运用讲授法。 相似文献
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刘昕 《黄河科技大学学报》2008,10(6):97-99
把握住中西方思维的不同,可以很自然地理解英语语言,积累英语思雏的方式,更少地受到英汉不同语序的影响,对于阅读、写作、翻译、听说都是很有益处的。目前这方面还没有引入英语教学体系,在翻译理论中的论述也不多,大都是从中西方语言的不同特征来描述的。因此,联系语言和自然的关系,分析比较中西方语言中体现的不同特征和自然观,并结合翻译实践探讨理解中西方思维差异,对英语的学习具有积极意义。 相似文献
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语言是文化的载体,不同的语言承载着不同的文化。在小学英语教学中,通过对比不但帮助学生了解世界和中西方文化的差异,而且帮助学生更好地理解、掌握和运用语言,从而培养和发展学生的交际能力。 相似文献
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赵征 《湘潭师范学院学报(社会科学版)》2007,29(4):98-99
隐喻不仅是语言现象,而且是一种思维方式,是人类生存和认知的基本方式之一,它植根于语言、思维和文化中。通过对英汉两种语言中隐喻概念运用的分析比较,我们发现隐喻作为人类基本的认知活动具有其普遍性和共性。但是隐喻的主要表现形式还是语言,英汉两种语言作为不同文化的载体,反映了人们不同的思维和行为方式,不同的文化模式。由于两种思维和文化模式的不同,在隐喻的生成和理解上都存在着不可忽视的一些差异。在此,我们将对由于生活环境、生活经验、风俗习惯、宗教信仰、价值观念等不同所导致的英汉两种语言中隐喻的生成和理解上存在的这些差异进行探讨。 相似文献
11.
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample 总被引：1，自引：0，他引：1
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word
reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.
It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent
contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print,
visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated.
Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical
working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language
variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor
of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and
verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small
independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was
concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined
with information already stored in long-term memory, may better predict reading comprehension measured with the text available
than working memory tasks which only have a short-term memory component. 相似文献
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两个实验采用自定步速的实验范式,通过操纵动词偏好等信息,考察工作记忆容量的差异对第二语言（英语）句子加工中动词偏好信息利用的影响。实验结果表明,工作记忆的容量在一定程度上影响第二语言学习者动词偏好信息的利用,但是这种影响是有条件的,即影响只出现在句子加工对工作记忆要求相对较低时。 相似文献
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Traditionally, working memory has been divided into two major domains: verbal and visuo-spatial. The verbal domain of working memory can be characterized either by its relationship to language or by its grounding in auditory processing. Because of this ambiguity, languages that are not auditory and vocal (i.e., signed languages) pose a challenge to this conception of working memory. We describe several experiments with deaf users of American Sign Language (ASL) that explore the extent to which the architecture of working memory is determined by the constraints of auditory and visual processing and the extent to which it is determined by the characteristics of language. Various working memory effects were investigated: phonological similarity, word length, and articulatory suppression. The pattern of evidence strongly supports the existence of a sign-based 'rehearsal loop' mechanism parallel to the speech-based rehearsal loop. However, we also discuss evidence pointing to differences between the speech loop and the sign loop from forward and backward digit span tasks with deaf and hearing subjects. Despite their similarities based on linguistic properties, the speech loop and the sign loop appear to diverge due to the differing processing demands of audition and vision. Overall, the results suggest that the architecture of working memory is shaped both by the properties of language structure and by the constraints imposed by sensorimotor modality. 相似文献
14.
Francesca Pazzaglia Cristina Toso Stefano Cacciamani 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):110-124
Many models have hypothesized that multimedia comprehension requires the concurrent processing of verbal and visuospatial information by limited information processing systems. However, in spite of the emphasis devoted to the concurrent processing of verbal and visuospatial information, little research has so far investigated the specific role played by verbal and visuospatial abilities in multimedia comprehension. The present paper aims to study the specific involvement of verbal and visuospatial working memory in multimedia learning. Ninety‐two students (39 boys and 53 girls) from a middle school in a small city in the northeast of Italy, were asked to learn new information on the physical and social geography of Germany from a hypermedium. Participants were also required to perform a reading comprehension test, two short‐term memory tasks, and two working memory tasks, which assessed either verbal or visuospatial memory. The results support the hypothesis that both verbal and visuospatial working memory sub‐components play a role in hypermedium processing, but with specific and distinct functions: the performance in the verbal working memory task was able to predict the semantic knowledge children can derive from hypermedia learning. In contrast, visuospatial working memory seemed to have lower connections to the semantic knowledge children derived from a hypermedia document, whereas its role emerged in the ability to construct a representation of the document structure. 相似文献
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Stefan Krumm Matthias Ziegler Markus Buehner 《Learning and individual differences》2008,18(2):248-257
The present paper contributes to individual difference research in the field of working memory (WM) and reasoning and their contribution to the prediction of real-life criteria. Therefore, a broad WM test battery, a well-established measure of reasoning, and school grades were applied. It is argued that abilities as assessed with the WM component coordination are relevant for good performances at school, especially for science courses. The verbal task of the WM component storage in the context of processing was assumed to be relevant for the prediction of performance in language courses. As expected, reasoning turned out to be the best predictor of school grades. However, it was also confirmed that variance shared by coordination and reasoning can explain school performance, especially as concerns science courses. The verbal storage in the context of processing task significantly accounted for variance in language courses above and beyond reasoning. Thus, the present study provided further insights into the differential validity of different WM components. 相似文献
16.
《Learning and individual differences》2004,14(3):137-151
It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop. 相似文献
17.
贺学勤 《湖州师范学院学报》2014,(9):63-69
重复阅读对外语水平的提高有多方面作用已得到多个研究的证实。本报告在阅读材料基本符合外语学习者水平的前提下,就外语重复阅读三个方面的问题,汇报两次同题阅读重复测试的结果:1)重复阅读能显著提高外语学习者的阅读理解水平,但针对不同水平对象的有效重复阅读次数可能并不相同;2)重复阅读对外语综合水平有较大差距的学习者效用的大小有基本对应关系,但对水平相当而初次阅读为及格成绩者的效能比对中等和良好成绩者更加显著;3)影响重复阅读效果的因素,除了学习者的综合外语水平这一基本要素外,工作记忆能对学习者、尤其是初次阅读及格程度的学习者起到更大作用。 相似文献
18.
The role of sentence recall in reading and language skills of children with learning difficulties 总被引：3，自引：0，他引：3
Tracy Packiam Alloway Susan Elizabeth Gathercole 《Learning and individual differences》2005,15(4):271-282
The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence recall was uniquely associated with reading and language skills, differences associated with IQ and working memory capacity were statistically controlled. A sample of 72 children was tested on measures of verbal complex memory, verbal short-term memory, sentence recall, expressive vocabulary, verbal and performance IQ, reading and language skills. Both sentence recall and verbal complex memory shared unique links with reading skill, and sentence recall was uniquely associated with language skills. This finding indicates that resources in long-term memory also play an important diagnostic role in reading and language abilities. The implications for educational practice are discussed. 相似文献
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Verbal and visuospatial short-term and working memory in children: are they separable? 总被引：1，自引：0，他引：1
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age. 相似文献
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贾湘柳 《衡阳师范学院学报》2006,27(4):158-161
心理语言学和认知科学中的模仿不是简单的机械重复,而是一种复杂的心理活动和心理过程,其理论是刺激—反应论或强化理论。模仿的认知基础是建构主义和记忆心理学。在母语习得中,模仿是一种选择性模仿。在二语习得中,模仿表现为一种认知处理过程。这种认知处理表现为在工作记忆和长时记忆中分配认知资源,经过一系列的认知处理,从而使模仿输出成为可能。模仿的内容涉及到语音、构词、语句生成和语法等外语学习的各方面。模仿在外语教学中占有重要地位。 相似文献