Image Generation In EFL Narrative Reading

Reading has been an issue that has received universal attention from researchers both at home and abroad. The major reading models and theories in history have made great contributions to the improvement of our understanding of the mechanism of reading process. However, most of the theories limit the focus to linguistic aspects, and non-linguistic aspects in reading process are largely ignored. The comparatively new cognitive theory—Dual Coding Theory (DCT)—gives equal emphasis to both verbal and nonverbal aspects in reading process.The basic assumption of DCT is that two forms of representational systems exist in the brain, the verbal system processing verbal information and the nonverbal system processing images and emotional reactions. It's claimed by DCT that if readers are enabled to utilize both verbal and nonverbal representational systems, their reading comprehension tends to be significantly improved. As a comparatively new approach to interpret reading mechanism, DCT is receiving more and more attention from reading researchers at home and abroad. However, generally speaking, compared with the researches on other reading theories in history, relatively fewer researches, especially empirical studies, have been conducted on DCT, among which imagery in light of DCT is one of the issues researchers at home and abroad are concerned with, and some empirical studies have proved it effective in promoting L1 readers' comprehension of texts. Yet few of these studies have addressed the specified way to induce images in texts of specific text type, let alone researches conducted in this regard under English as foreign language (EFL) learning environment. Therefore, based on the status quo of the related researches at home and abroad, we have designed and carried out the present experimental study which lasts about one semester, attempting to study the issue of image generation in EFL narrative reading based on DCT and the text structure of narratives.The experimental research is mainly based on the theoretical foundation which assumes that it's a feasible way to generate images with the help the macro-and micro- structures of narratives. The training model in our experiment is the strategy-based instruction (SBI).On the basis of the theoretical foundation, we have designed and carried out the experiment, which is intended to provide answers to three research questions: 1. Can the long-term strategy training of image generation based on DCT and text structure during EFL narrative reading significantly promote students' reading comprehension of narratives?2. In what aspects does image generation based on DCT and narrative text , structure affect students' narrative reading performances?3. What findings have been yielded in the verbal reports provided by the subjects in the experimental group at the end of the experiment?The third question is centered on three issues which are revealed in the verbal reports provided by the subjects in the experimental group:1) Is it necessary to make use of certain strategies so as to help get successful understanding of the reading texts?2) While reading narratives, is the forming of mental pictures, i.e., the generation of images, an effective way to promote the understanding of what is described in the text?3) In what way does the mastery of the macro- as well as micro- structures of narratives contribute to the process of generating images while reading?To examine the three research questions, during the conduction of the research, we had two parallel classes of Chinese students of English major in a university in China participate in our research. One group made up of 41 students was assigned the control group (CG) and the other made up of 43 students the experimental group (EG). The control group received regular reading instruction while the experimental group participated in the carefully designed training program. A pre-test and a post-test were administered among the students in both groups, and the data were analyzed with the help of the software packet of social statistics (SPSS, version 12.0). The results yielded in the two tests showed that generating images based on DCT and the text structure of narratives was an effective and feasible strategy in narrative reading, and the effect was most obvious in the improvement of the students' comprehension of the main idea of narrative texts. The findings derived from the analysis of EG students' verbal reports were generally consistent with the results of the statistic analysis.The present study attempts to provide some insights into what EFL language instructors and students should do in future. During the process of reading instruction and learning, we should avoid limiting our attention to the verbal aspects while reading. More attention should be paid to such nonverbal aspects as imagery and affective reactions. The utilization of both verbal and nonverbal systems can not only help promote reading comprehension but can also be applied to other EFL learning activities.