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本文旨在探讨当代西方读写教学中互文性的应用与研究特征,涉及研究的定位、视角和前景。该研究始于20世纪70年代末,把互文性作为探索性方法,将学生定位成读者和作者,考察课堂语境下读写经验对目的语篇的解读和建构的影响。研究视角涉及认知心理学、语言学和社会建构。认知心理学视角研究学生的背景知识和图式程序在读写过程中的作用;语言学视角强调语言使用的语境对学生体验语篇和产生语篇的影响;社会建构视角着重探讨互文关系确立所要经过的学生之间互动和相互反应的社会过程。在电子时代,电脑科学、网络技术和多媒体的发展促进了互文性研究空间和手段的提升,但互文性的识别、归类和解读依然是读写教学中互文性研究的核心内容。
The purpose of this paper is to explore the intertextual application and research features in contemporary Western literacy teaching, which involves the orientation, perspective and prospect of the study. Beginning in the late 1970s, this study used intertextuality as an exploratory method to locate students as readers and authors and to examine the influence of reading and writing experience on the interpretation and construction of the target discourse in the classroom context. Research perspectives involve cognitive psychology, linguistics and social construction. Cognitive psychology perspective study of students background knowledge and schema program in the process of reading and writing; linguistics perspective emphasizes the context of the use of language to students experience discourse and generate discourse; social construction perspective focuses on intertextuality Relationships establish the social processes through which students interact and interact with each other. In the electronic age, the development of computer science, network technology and multimedia has promoted the space and means of intertextuality research. However, the identification, classification and interpretation of intertextuality are still the core contents of intertextuality study in reading and writing teaching.