The Evolution of Dual Route Model and Its Capacity for Pedagogical Implication

淺談雙程模式演進歷程及其教學相容度之探討

卓淑美(Gloria Shu-Mei Chwo)

《弘光人文社會學報》 6期 (2007/05) Pp. 33-63

https://doi.org/10.29933/SHSS.200705.0002

摘要

在世界文字體系當中，中文一直被視為是拼詞文字，而與拼音字母的英文有截然不同的特質。二者因字音字形相關對應的差異性，故中英文字不同體系背景下的讀者，在文字閱讀行程上，也被認為是相對論。早期的雙程模式在本質上預設英文讀者慣性上會訴諸於字音行程，而中文讀者則傾向於運用字形行程來達成文字閱讀的認知和理解。然而在近期多方探索讀者認知行程的研究中，卻得到不同的論點。研究發現讀者雖具有不同文字體系背景，但字音行程的運用，卻是世界通行共用的認知模式。中文體系背景下（母語）的讀者可藉此認知模式，成功地學習英文（第二外國語）。本研究論文將淺談雙程模式的演進及其相關實驗，並逐步縱觀其他文字體系，進而針對中文體系的語言模式作探討。同時將引進平行互動模式作進一步的對比，目的在提供讀者了解有關語言心理學中文字行程模式的背景，並解析文字閱讀的認知和理解過程中，認知行程對讀者字音字形使用過程的影響。最終目標是要捕捉雙程模式在文字閱讀演進歷程中，如何融合互動模式的內因；並進一步在教學法相容度特質上，闡述讀者如何運用世界共用的認知行程來主導他們在母語和第二外國語文文字閱讀行程上的學習。

關鍵字

雙程模式 ； 平行互動模式 ； 字音字形相關對應 ； 字音行程 ； 字形行程

並列摘要

Among the world's writing systems, the Chinese logographic system is considered to contrast markedly with alphabetic systems such as that used for English. Due to the very different grapheme-phoneme correspondences (GPC) in these writing systems, word reading has often been supposed to differ radically for English and Chinese readers. Original Dual Route model predicts one group resorting to sound but the other relying on visual graphic cues to achieve word recognition and comprehension. This is the essence of the original Dual Route word reading processing. However, recent studies have offered an alternative perspective on this, exploring a variety of factors in readers' cognitive processing, and finding that phonological processing is universally available to all readers regardless of their writing system background, of which saying even applies to readers with Chinese as L1 (reader's first language or mother tongue) who can then, in fact, learn English as L2 (reader's second language) more successfully as a result of it. Here we would like to review the evolution of Dual Route Model and its related experiments, first cross-linguistically and then specifically for Chinese word reading, followed by Parallel-Distributed (or Interactive) Processing Model as a contrast. The purpose is to establish background information on the available models which attempt to explain the process of word reading/recognition, as well as cognitive factors which might also affect readers' use of the available phonological and orthographic processing routes. The end goal is to depict how the development of the dual mechanism evolves to embrace the interactive components of word reading processing, thus provides pedagogical value which is universal in specifying readers' cognitive effects on how readers process their L1 and L2 word reading.

並列關鍵字

Dual-Route model ； Parallel-Distributed (or Interactive) Processing Model ； grapheme-phoneme correspondence ； phonological processing ； orthographic processing