基模理論與英文閱讀教學法

Schema Theory and L2 Reading Pedagogy

Schemata（基模）在閱讀理解上十分重要。有關文章閱讀理解的研究顯示：寓含內容與文章結構之schemata，對文章的理解與記憶影響深遠。Schemata乃代表一般概念下事務、觀念、情境之抽象的典型。換句話說，一個schema就是相關知識理念理想化的代表典型；富含文章相關的背景知識或文章的文理章法結構的Schemata，導引讀者解讀文章、記憶文章。讀者在閱讀文章時，採用或引用不同的schemata，會造成對同樣一篇文章各層面上不同的詮釋。本論文概分二部：首先，依前人實驗所獲結果，說明並驗證文章中文化背景知識內容與章法上的Schemata有助於EFL讀者對英語文章閱讀之理解與記憶。其次，舉例說明英語閱讀教學上Schemata理論之運用。

SCHEMATA play an important role in L2 reading comprehension. Researches on discourse comprehension of L2 have shown the pervasive influence, on comprehension and memory, of schemata embodying knowledge of both the content and the organization of a discourse. 'A schema is an abstract representation of a generic concept for an object, event., or situation' (Rumelhart, 1977, p. 266). In other words, a schema is an idealized internal representation of knowledge and its relations (Mandler and Johnson, 1977; Steffensen, et al., 1979; Stein and Glenn, 1979). Schemata embodying background knowledge about the content area of a discourse or of the rhetorical structure of a story guide both the comprehension and recall. Readers bringing different schemata to bear on a text will give various interpretations in various aspects to the same discourse. This paper consists of two major parts. The first part briefly reviews schema theory and some empirical evidence of the effects of cultural background knowledge of content and structure schemata in L2 reading comprehension. The second part of the paper discusses the implication and application of the schema theory for L2 reading pedagogy.