图式理论的发展及应用-魏薇

2007371JournalofHunanFirstNormalCollegeMar.2007Vol.7No.1:2006—10—19:　(1979—),,,;(1964—),,,、,。:“”(:06C056)。魏　薇,刘明东(1.,421001;2.,410002)　:图式理论最早由康德于1781年提出,到1930年进入认知心理学,经历了七十多年的发展,在语言学、人类学、心理学和人工智能等领域都有发展和应用。图式理论不仅广泛应用于篇章的理解过程,近年来又与翻译理论相结合,对翻译的理论与实践起到了重要的指导作用。:图式理论;发展;运用:H0-05:A:1671-4369(2007)01-0105-04　　、1781,(ImmannelKant)(schematheory)。《》(CritiqueofPureReason):“,。”[1],,2060(Piaget)“”(assimila-tion)“”(accommodation),。2070,、、。“”FrederickBartlett。1932,Bartlett《》(Remembering:AStudyinExperimentalandSocialPsychology),,(straightreproduction)(constructive),(mentalrepresenta-tion)。[2],(organized)(mademanageable)。(,、)“”。,,,。,()。,,,。、。　　、(一)图式的定义,,。Bartlett“”;Minsky“”(frame);[3]SchankAbelson“”(script),,,、,;[4]JeanPiaget;Rumelhart“”“”;[5]DeBeaugrandeDressler“”(globalconcepts);[6]SanfordandGarrod“”(scenarios);[7]MckeownMann“”;EysenckKeane“”;[8]Cook“”(mentalrepresentationoftypicalinstances);[9]BrownYule;[10]VanDijk(Schemataaresaidtobe’higher-levelcomplexknowledgestructures’);105“”(mentalmodels)。,,,。(二)图式的分类。Carrell:(contentschemata)()(formalschemata)()。Cook:(worldschemata)、(textschemata)(languageschema-ta)。[11]KramschFillmore,(textschemata)、(genreschemata)(contentschemata)。[12],,。、。[13],,,:、、、。[14],、、,。[15]、。[16],。　　、(一)图式理论与阅读、听力理解2070,/,/,。,。,。,,。[17][18]Hudson,,。[19],,。An-derson,:(perceptualprocessing)、(parsing)(utilization)。,,(short-memory)。,、、,,(long-termmemory)。,,。Carrell:(),、(asignificantindependentcontributor)。,。(1988),(),,。[20][21]Clarbe,Eskey,Grabe:“,,。”AdamsColins,Mandler,Rumelhart(interactivemodel),。[22],。、、,。(Rumel-hart)。,。,,。,。(),(),。,。,。,,,,。,、。,,。,,。,,,。、,,。,,,,,。,,、,。,,。,。,:(),。,。[23]106(二)图式理论与篇章语言学,“”,。BrownYule(knowledgestruc-tures)。[24]Widdowson,(knowledgestructure),,,,,;[25]Cook“”(amentalrep-resentationessentialtodiscourseprocessing),“”(thepre-existentknowledge),“”,;EysenckKeane,(internalstructure);Mc-Carthy,(existingknowledgeframeworks),。[26]、,,。,(),。[27](三)图式理论与翻译,。,,、,,。、,,,。。Holmes,“”,,“”(two-map),“”(MapTsl),“”,。[28]“”,“”、、。[29],,。,。,,“”。[30]“”,,。[31]。[32],。,,。,、、。。。、、。、,,,。[33]　　、,,。,,。,、、,。:[1]崔雅萍.图式理论在L2阅读理解中的运用[J].外语教学,2002,(5).[2]Bartlett.F.C.Remembering:AStudyinExperimentalandSocialPsychology[M].Cambridge:CambridgeUni-versityPress,1932.[3]Minsky,M.AFrameworkforRepresentingKnowledge[A].Winston,P.H.ThePsychologyofComputerVision[C].NewYork:McGrawHill,1975.[4]Schank,R.C.Albelson,R.Scripts,Plans,GoalsandUnderstanding.Hillsdale[M].NJ:LawrenceErlbaumAs-sociates,1977.[5]Rumelhart,D.E.TowardanInteractiveModelofReading[A].Dornics.AttentionandPerfomanceIV[C].Aca-demicPress,1977.[6]Beaugrande,Robertde.Designcriteriaforprocessmodelsofreading.Reading[J].ResearchQuarterly,1981,(2).261-315.[7][11]Cook,G.DiscourseandLiterature[M].Oxford:OxfordUniversityPress,1994.[8]Eysenck,M.W.Keane,M.T.CognitivePsychology:AStudent’sHandbook[M].London:LongmanGroupLimit-ed,1985.[9]Cook,G.Discourse[M].Oxford:OxfordUniversityPress,1992.[10][24]Brown,G.G.Yule.DiscourseAnalysis[M].Cambridge:CambridgeUniversityPress,1983,1996,2000.[12]Kramsch,C.ContextandCultureinLanguageTeaching[M].Oxford:OxfordUniversityPress,1993.[13]周笃宝.图式理论对理解翻译的解释力[J].南华大学学报(社会科学版),2002,(4):86-89.[14]常宗林.图式及其功能[J].山东外语教学,2002,(5).[15]刘明东,刘宽平.图式翻译漫谈[J].外语教学,2004,(4):50-52.107[16]贺玲.英语听力理解的图式制约[J].西安外国语学院学报,2005,(2).[17]Adams,M.J.A.Collins.ASchemaTheoreticViewofReading[A].R.O.Freedle.NewDirectionsinDiscourseProcessing[C].NewJersey:AblexPublishingCorpora-tion,1979.[18]Anderson,R.A.RoleofReadersSchemainComprehe-sion,LearningandMemory[A].R.A.Anderson.Learn-ingtoReadinAmericanSchools[C].Hillsdale,N.J.:LawrenceErlbaum,1984:243-272.[19]Hudson,T.theEffectsofInducedSchemataontheShortCircuitinL2ReadingPerformance[J].LanguageLearn-ing,1982,(32):1-31.[20]Carrell,P.J.Esterhold.SchemaTheoryandESLReadingPedagogy[J].TESOLQuarterly,1983,(4):533-73.[21]Carrell,P.SomeCausesofText-boundednessandSchemaInterferenceinESLReading[A].P.Carrell,J.Devine,D.Eskey.InteractiveAproachesinSecondLanguageReading[C].Cambridge:CambridgeUniver-sityPress,1988.93-101.[22]Rumelhart,D.E.Schemata:theBuildingBlocksofCog-nition[A].R.J.Spiro,B.C.BruceW.F.Brewer.Theo-reticalIssuesinReadingComprehension[C].1980.[23]Chiang,C.S.P.Dunkel.TheEffectofSpeechModifi-cation,PriorKnowledgeandListeningProficiencyonEFLLectureLearning[J].TESOLQuarterly,1992.[25]Widdowson,H.G.LearningPurposeandLanguageUse[M].Oxford:OxfordUniversityPress,1983.[26]McCarthy,Michael.DiscourseAnalysisforLanguageTeachers[M].Cambridge:CambridgeUniversityPress,1991.[27]张怀建,黄建滨.背景知识与阅读教学[J].外语界,1995,(4):10-14.[28]Holmes,J.S.DescribingLiteraryTranslations:ModelsandMethods[A].Holmes,J.S.et.Al.LiteratureandTranslation:NewPerspectivesinLiteraryStudies[C].Leuven:Acco.3,1978.[29]王立弟.翻译中的知识图式[J].中国翻译,2001,(2).[30]张梅岗.论翻译的图式文本[J].中国翻译,2002,(1):29-31.[31]刘明东.文化图式的可译性及其实现手段[J].中国翻译,2003,(2):28-31.[32]周红民.翻译图式解析[J].上海科技翻译,2003,(3).[33]王克友,王宏印.图式———信息理论观照下的文本翻译[J].山东大学学报(哲学社会科学版),2005,(3).DevelopmentandApplicationofSchemaTheoryWEIWei1,LIUMing-dong2(1.NanhuaUniversity,Hengyang,Hunan421001;2.HunanFirstNormalCollege,Changsha,Hunan410002)Abstract:SchemaTh