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abstract：In this paper, the focus will be on the analysis of a sentence full of the spelling mistakes in the linguistics view. The purpose will be the increasing understanding about the schema theory.
key words：linguistics, schema theory , analysis
A few days ago, I came across one sentence on the Internet. “seh wetn inot teh neaerest plaec and orderde a sandwihc.” Although there is no correct word in this sentence, it can still be understood. It seems that the meaning of the sentence doesn’t always closely relate to the form. We can interpret this sentence into: “She went into the nearest place and ordered a sandwich.”
In my perspective, language is one of the branches of science. It has the great power to influence people’s behavior and the thought. I keep wondering why people can still know the meaning of the sentence while the sentence is full of the spelling mistakes. After learning the linguistics, I think the reason might be “schema”.
“Schema is a structure of abstract knowledge. It summarizes all kinds of known cases which have different details and give the expression to the relation of all parts.” (Langacker 1987). Schema helps people interpret and understand the things. When people come across one sentence or one passage, they have already given a setting for that speaking. With the background knowledge, people can interpret the language more freely.
George Yule once commented “our understanding of what we read does not directly come from what words and sentences are on the page, but from the interpretation we create, in our minds, of what we read.” (The Study of Language George Yule P147-P148)
Schema can be used not only to interpret but also predict situation. For the English learners, there is one style that always appears in the listening part: The students are given a short conversation. After hearing the dialogue, they are supposed to choose the relationship between two speakers or the setting of the conversation. To be more specific, when hearing the speaker says: “How much are the sweaters?” We are likely to believe the conversation occurs in cloth shop. The relationship between the two speakers might be the customer and the seller.
Information that does not fit into the schema may not be comprehended, or may not be comprehended correctly. That is why readers have a difficult time comprehending a text on an unfamiliar subject even if he understands the meaning of the individual words. For instance, if the waiter in a restaurant asked you if you’d prefer to sing, you may be confused. However, if you had been to the restaurant and knew that it was frequented by bands who liked to entertain the customers, you would have incorporated that information into your schema and not be confused when the waiter asked if you’d prefer to sing. Schema theory was developed by R.C. Anderson, a respected educational psychologist. (http://www.ruiwen.com/en/news/658.htm) Since prior knowledge is essential for the comprehension of new information, language learners should build the prerequisite knowledge.
Another important implication of schema theory is the recognition of role that culture and experience play in creating individual’s knowledge. As language learners, when confronted with some situations in another language speaking country, people should keep in mind that the cross-cultural schemata are of great significance. For instance, the people who have grown-up in American culture may be at a disadvantage when asked something about the Three Representatives. They have no preexisting Three Representatives schema that they can activate. Readers' cultures can affect the way readers view reading itself. Some key concepts may be absent in the schemata of some non-native readers or they may carry alternate interpretations. The concept of “dragon” in western country is linked to schemata that it is an evil monster, whereas in China it activates schemata for power and authority.
It can be seen that schema is of great importance in people’s daily life and people’s behavior. Acquiring the new language, people not only should do as Romans do, but also “think” as Romans “think”.
References
1.Anderson, R.C. and Pearson, P.D. (1984) "A Schema-Theoretic View of Basic Processes in Reading Comprehension", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.
2.Yule, George. (2000). The Study of Language. Beijing : Foreign Language Teaching and Research Press
3.Langacker, Ronald W.(1987) Foundations of Cognitive Grammar, vol. 1, Theoretical Prerequisites. Stanford: Stanford University Press.
4.(http://www.ruiwen.com/en/news/658.htm)
key words：linguistics, schema theory , analysis
A few days ago, I came across one sentence on the Internet. “seh wetn inot teh neaerest plaec and orderde a sandwihc.” Although there is no correct word in this sentence, it can still be understood. It seems that the meaning of the sentence doesn’t always closely relate to the form. We can interpret this sentence into: “She went into the nearest place and ordered a sandwich.”
In my perspective, language is one of the branches of science. It has the great power to influence people’s behavior and the thought. I keep wondering why people can still know the meaning of the sentence while the sentence is full of the spelling mistakes. After learning the linguistics, I think the reason might be “schema”.
“Schema is a structure of abstract knowledge. It summarizes all kinds of known cases which have different details and give the expression to the relation of all parts.” (Langacker 1987). Schema helps people interpret and understand the things. When people come across one sentence or one passage, they have already given a setting for that speaking. With the background knowledge, people can interpret the language more freely.
George Yule once commented “our understanding of what we read does not directly come from what words and sentences are on the page, but from the interpretation we create, in our minds, of what we read.” (The Study of Language George Yule P147-P148)
Schema can be used not only to interpret but also predict situation. For the English learners, there is one style that always appears in the listening part: The students are given a short conversation. After hearing the dialogue, they are supposed to choose the relationship between two speakers or the setting of the conversation. To be more specific, when hearing the speaker says: “How much are the sweaters?” We are likely to believe the conversation occurs in cloth shop. The relationship between the two speakers might be the customer and the seller.
Information that does not fit into the schema may not be comprehended, or may not be comprehended correctly. That is why readers have a difficult time comprehending a text on an unfamiliar subject even if he understands the meaning of the individual words. For instance, if the waiter in a restaurant asked you if you’d prefer to sing, you may be confused. However, if you had been to the restaurant and knew that it was frequented by bands who liked to entertain the customers, you would have incorporated that information into your schema and not be confused when the waiter asked if you’d prefer to sing. Schema theory was developed by R.C. Anderson, a respected educational psychologist. (http://www.ruiwen.com/en/news/658.htm) Since prior knowledge is essential for the comprehension of new information, language learners should build the prerequisite knowledge.
Another important implication of schema theory is the recognition of role that culture and experience play in creating individual’s knowledge. As language learners, when confronted with some situations in another language speaking country, people should keep in mind that the cross-cultural schemata are of great significance. For instance, the people who have grown-up in American culture may be at a disadvantage when asked something about the Three Representatives. They have no preexisting Three Representatives schema that they can activate. Readers' cultures can affect the way readers view reading itself. Some key concepts may be absent in the schemata of some non-native readers or they may carry alternate interpretations. The concept of “dragon” in western country is linked to schemata that it is an evil monster, whereas in China it activates schemata for power and authority.
It can be seen that schema is of great importance in people’s daily life and people’s behavior. Acquiring the new language, people not only should do as Romans do, but also “think” as Romans “think”.
References
1.Anderson, R.C. and Pearson, P.D. (1984) "A Schema-Theoretic View of Basic Processes in Reading Comprehension", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.
2.Yule, George. (2000). The Study of Language. Beijing : Foreign Language Teaching and Research Press
3.Langacker, Ronald W.(1987) Foundations of Cognitive Grammar, vol. 1, Theoretical Prerequisites. Stanford: Stanford University Press.
4.(http://www.ruiwen.com/en/news/658.htm)