二语阅读理解中前置问题对阅读理解构建的影响-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Impact of Prequestions on Conceptual Structure Building in L2 Reading Comprehension

作者:: 陈栩茜1; 2; 彭椿惠1; 2; 潘慧禧1; 3; Clariana B.Roy4; (1.儿童青少年阅读与发展教育部哲学社会科学实验室，华南师范大学，广东广州 510631；2.华南师范大学心理学院，广东广州 510631;3.广州开发区总工会广州市黄埔区总工会，广东广州 510530；4.Pennsylvania State University,University Park,PA,United States)

Author(s):: CHEN Xuqian1; 2; PENG Chunhui1; 2; PAN Huixi1; 3; Clariana B.Roy4; (1.Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents ,Ministry of Education, 510631,China;2.Center for Studies of Psychological Application,Guangdong Key Laboratory of Mental Health and Cognitive Science,School of Psychology,510631,China;3.Guangzhou Economicand Technologic Development District General Trade Union, 510530,China;4.Pennsylvania State University,University Park,PA,United States)

Keywords:: L2 reading comprehension; prequestions; conceptual structure; concept network analysis

摘要:: 前置问题在提高二语(L2)阅读测试表现中具有重要影响，这可能与阅读目的的引导和对细节信息的注意策略有关。然而，目前仍不清楚这种促进作用是否反而抑制L2阅读的信息整合表现。为此，以基于分类任务获得的概念网络重合度和基于阅读测试任务获得的选择正确率为指标，探讨前置问题对L2阅读理解信息整合的影响。400名汉英双语大学生参与实验。结果发现，练习频率不同的被试在L2阅读信息整合上受前置问题的影响存在差异。同时，分类任务和阅读测试任务反映了不同的信息加工倾向。阅读后的分类任务可以作为阅读理解信息整合的指标，用于测量L2阅读理解概念结构构建的表现。

Abstract:: Prequestions significantly enhance second language (L2) reading comprehension test performance,potentially due to their guidance on reading purposes and enhanced attention to detailed information.However,whether this facilitation effect might conversely impair information integration during L2 reading remains unclear.This study employed both conceptual network overlap (from a sorting task) and accuracy of the multiple-choice test as indicators to examine how prequestions influence the construction of conceptual structures in L2 reading comprehension.Four hundred Chinese-English bilingual university students participated in the experiment.Results showed that:participants with different practice frequencies demonstrated varied effects of prequestions on information integration;the sorting task and multiple-choice test reflected distinct information processing patterns;and the post-reading sorting task effectively measured L2 reading comprehension information integration,serving as a valid indicator of conceptual structure building.