第二语言阅读在二语学习者的学习过程中扮演着极为重要的角色,是他们获取语言输入不可或缺的来源,已成为提升他们英语水平的决定性因素。但至今为止,很少看到学术界针对第二语言阅读所进行的系统研究。Routledge出版社2016年出版的The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners一书在一定程度上弥补了这一缺憾。本文基于该书,从阅读结果和阅读过程两方面,讨论了中国英语学习者的英语阅读,论述了他们在母语学习时所习得的汉语的读写技能等认知资源对他们英语阅读的影响,同时对该书所具有的学术价值和启示进行了评述。
Alderson, J. C. 1984. Reading in a foreign language: A reading problem or a language problem [A]. In J. C. Alderson & A. H. Urquhar (eds.). Reading in a Foreign Language [C]. Essex: Longman.
Clarke, M. A. 1980. The short-circuit hypothesis of ESL reading-or when language competence interferes with reading performance [J]. Modern Language Journal 64 (2): 203-209.
Elley, W. B. & F. Mangubhai. 1983. The impact of reading on second language learning [J]. Reading Research Quarterly 19 (1): 53-67.
Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications [M]. London: Longman.
Wu, S. Y. 2016. The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners [M]. London & New York: Routledge.
Yamashita, J. 2002. Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension [J]. Journal of Research in Reading 25 (1): 81-95.
Zhang, L. J. 2000. Metacognition in L2 reading literacy acquisition: The case of ten Chinese students learning to read EFL [A]. In A. Brown (Ed.). English in Southeast Asia: Developing Multiliteracies [C]. Singapore: Nanyang Technological University.
吴诗玉、王同顺. 2006. 外语阅读中的汉语思维[J]. 外语研究 95(1):41-47.
吴诗玉、张宇英、胡青青. 2017. 第二语言阅读“熔断”假说的认知心理证据:在线篇章处理的范式 [J]. 心理学报 49(3):285-295.
