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1、AStudyontheApplicationofConceptualIntegrationTheorytotheTeachingofCollegeEnglishReadingChapterOneIntroduction1.1BackgroundoftheStudyInrecentyears,ConceptualIntegrationTheory(CITforshort)hasbeenappliedtotheexplanationofmanylinguisticphenomena,suchasmeta
2、phor,transferredepithet,presupposition,ambiguityinworduse,idioms,deixis,etc.Butinthisthesis,theauthorwillconcentrateontheapplicationtothecollegeEnglishreadingasCIThastheeffectsonthereader’smeaningconstructionduringtheprocessofreadingcomprehension.Readi
3、ngisviewedasacognitiveandpsycholinguisticprocessinwhichreaders
trytogetinformationencodedinthetextbydecodingandreconstructingsemioticand
linguisticinformationobtainedthroughvisualoperations.Toachievethisaim,readers
usuallyneedtoundergoacomplexpsycholog
4、icalprocess,whichinvolvesrecognizing,
remembering,recalling,associating,analyzing,synthesizing,predictingandsoon.
Furthermore,inordertounderstandawrittendiscourse,readerswillnotonlyexploit
theirlinguisticknowledge(linguisticschema)anddiscourseknowledge
5、(formal
schema),butalsoutilizetheirbackgroundknowledgeofthetopicofthetext(content
schema)andactivatetheirpurposeofreadingthematerial(targetschema).Formoststudents,readingcomprehensionisthegreatestbarriertoovercomein
CET4orCET6.Onthebasisofknowingeverys
6、ingleword,itseemsthatthestudents
canunderstandthediscoursecompletely,butinfact,theircomprehensionisnotthe
writer’sintension.Asaresult,thescoresarelowerthanwhattheyexpected.They
havenoideathatthekeyinmeaningconstructionofreadingishowthenew
informationob
7、tainedthroughvisualoperationsisprocessedwiththepriorinformation
containedinthepermanentmemory.Theformerreadingresearchesmainlyfocusonreader’sinformationprocessing
models,suchasthestudiesoftop-downprocessingmodel,bottom-upprocessing
model,andinteractive
8、processingmodel;orthetechniquesthatcanbeemployedto
improvereader’sreadingskills.Buttheresearchfocusingontherelationshipbetween
CITandtheteachingofcollegeEnglishreadingisseldomtakenintoconsideration.
Therefore,thisthesisintendstofindoutt
