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为量化检验单位语篇的背诵吸收效果,本文通过对独立文本的延时回述研究,考察了背诵语篇储存的心理现实。研究发现:背诵输入注重形式上的浅层加工(短期内实施单向度强化输入与复制性输出),在语篇表征的长时记忆保持上并不能达到普遍预期的促学效果。其重构语篇中的大量语义失真现象(命题表征变异和原词表征变异)一方面揭示人脑复杂的工作机制及其在语篇处理时所具有的动态性、整合性和生成性特点;另一方面也说明了通过背诵的线性输入来修正学习者个体语感图式的艰巨性和复杂性。本个案研究的实验结果还显示,背诵输入的惯例性不良操作是制约语篇加工频度效应和深度效应发挥作用的重要原因。
In order to quantify the recitation effect of the test unit text, this paper examines the psychological reality of memorizing discourse texts by studying the delay texts of independent texts. The study found that: recitation input focuses on formal shallow processing (short-term implementation of one-dimensional reinforcement of input and replicable output), and the long-term memory retention of discourse representation does not achieve the commonly expected effect of promoting learning. A large number of semantic distortion phenomena (proposition characterization variation and original word representation variation) in the reconstructed texts reveal the complex working mechanism of the human brain and its dynamic, integration and generative characteristics in discourse processing. On the other hand, it also illustrates the difficulty and complexity of correcting learner’s individual linguistic schema through recitation of linear input. The experimental results of this case study also show that the traditionally bad operation of recitation input is an important reason that restricts the frequency and depth effects of text processing.