本文選題：朗讀 + 默讀��； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：閱讀是一個(gè)復(fù)雜的心理過(guò)程,它包含讀者對(duì)閱讀材料的注視、字與詞的加工以及意義的提取、對(duì)整個(gè)句子甚至整個(gè)語(yǔ)篇的意義的整合與理解。默讀和出聲閱讀(即朗讀)被認(rèn)為是閱讀的兩種基本方式。長(zhǎng)久以來(lái),對(duì)朗讀和默讀的加工過(guò)程是否一樣充滿爭(zhēng)論,而對(duì)于中國(guó)學(xué)生來(lái)說(shuō),閱讀的語(yǔ)言主要是中文,其次是英文,英文是拼音文字,而漢字屬于意音文字,在書(shū)寫(xiě)方式上二者完全不同,在閱讀的眼動(dòng)研究方面,二者既有相似之處又存在許多差異。本研究的目的是探究中國(guó)大學(xué)生在用朗讀和默讀兩種閱讀方式閱讀不同難度的中英文句子時(shí)眼動(dòng)指標(biāo)有哪些差異,以此為依據(jù)總結(jié)出有效的閱讀策略。利用Eyelink 2000眼動(dòng)記錄儀,選取32名在校大學(xué)生,設(shè)計(jì)兩個(gè)實(shí)驗(yàn)來(lái)研究用不同閱讀方式閱讀不同難度中英文句子的眼動(dòng)特征,兩個(gè)實(shí)驗(yàn)均為2(朗讀、默讀)×2(難、易)兩因素被試內(nèi)設(shè)計(jì),自變量為閱讀方式和句子難度,因變量為閱讀速度、向左眼跳次數(shù)、向右眼跳次數(shù)、向右眼跳幅度、平均注視時(shí)間、注視次數(shù)等眼動(dòng)指標(biāo)。實(shí)驗(yàn)1為朗讀和默讀不同難度中文句子,通過(guò)分析以上眼動(dòng)指標(biāo),以了解閱讀方式和句子難度對(duì)以上眼動(dòng)指標(biāo)有哪些影響?結(jié)果發(fā)現(xiàn)閱讀方式影響中文閱讀的向右眼跳幅度、平均注視時(shí)間,句子難度影響閱讀速度、向左眼跳次數(shù)、向右眼跳次數(shù)、平均注視時(shí)間和注視次數(shù),閱讀方式和句子難度的交互效應(yīng)影響讀者的向左眼跳次數(shù)、向右眼跳次數(shù)、向右眼跳幅度和注視次數(shù)。實(shí)驗(yàn)2為朗讀和默讀不同難度英文句子,同樣以了解閱讀方式和句子難度對(duì)以上眼動(dòng)指標(biāo)的影響。結(jié)果發(fā)現(xiàn)閱讀方式影響英文閱讀的閱讀速度、向右眼跳次數(shù)、向右眼跳幅度、平均注視時(shí)間和注視次數(shù),而閱讀速度、向左眼跳次數(shù)、向右眼跳次數(shù)、平均注視時(shí)間和注視次數(shù)受句子難度的影響,閱讀方式和句子難度的交互效應(yīng)影響英文閱讀的向右眼跳次數(shù)和注視次數(shù)。這表明容易的文本材料適合默讀,而大學(xué)生在閱讀容易的英文時(shí),默讀更有利于提高閱讀效率,閱讀較為困難的英文材料時(shí),適當(dāng)?shù)睦首x更有利于對(duì)材料的理解。當(dāng)閱讀材料需要背誦時(shí),朗讀更有利于記憶。
[Abstract]:Reading is a complex psychological process, which includes the reader's attention to the reading material, the processing of words and words, the extraction of meaning, the integration and understanding of the meaning of the whole sentence and even the whole text. Silent reading and reading aloud are considered two basic ways of reading. For a long time, there has been a debate as to whether the processing process of reading aloud and silent reading is the same. For Chinese students, the language of reading is mainly Chinese, followed by English, English is Pinyin, and Chinese characters belong to Italian characters. In the aspect of eye movement research, there are many similarities and differences between them. The purpose of this study is to explore the differences in eye movement indicators between Chinese college students and Chinese college students in reading English sentences with different difficulty by reading aloud and silently, and to summarize effective reading strategies. Using Eyelink 2000 eye movement recorder, 32 college students were selected to design two experiments to study the eye movement characteristics of Chinese and English sentences with different reading styles. The two experiments were 2 (reading, silent reading) 脳 2 (difficult). The independent variables were reading style and sentence difficulty, dependent variables were reading speed, left eye jump times, right eye jump amplitude, average fixation time, fixation times and so on. In experiment 1, in order to read and silently read Chinese sentences with different difficulty, by analyzing the above eye movement indexes, we can find out how the reading style and sentence difficulty affect the above eye movement indexes. The results showed that the reading style affected the right eye jump amplitude, the average fixation time, the sentence difficulty, the left eye jump, the right eye jump, the average fixation time and the fixation time. The interaction between reading style and sentence difficulty affects the number of left eye jumps, the range of right eye jumps and the number of fixation. In experiment 2, the effects of reading style and sentence difficulty on the above indexes of eye movement were studied in order to read and silently read English sentences with different difficulty. The results showed that the reading style affected the reading speed of English reading, including the number of jumps to the right eye, the amplitude of the jump to the right eye, the average fixation time and the number of fixation times, while the speed of reading, the number of jumps to the left eye and the number of jumps to the right eye. The average fixation time and fixation times were affected by sentence difficulty, and the interaction between reading style and sentence difficulty affected the right eye jump and fixation times. This shows that easy text materials are suitable for silent reading, while college students' silent reading is more conducive to improving reading efficiency when reading easy English, while reading difficult English materials, appropriate reading is more conducive to the understanding of the material. When reading material needs to be recited, reading aloud is better for memory.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.3

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