| Reading is a kind of cognitive activity unique to human beings.There are many factors influencing reading comprehension.Among these factors,text signal is one of them.The text signal effect is one of the frequently visited topics in contemporary reading psychology research,but its producing mechanism is still ambiguous.Previous studies have mainly focused on first language reading or second language reading,and most have failed to probe both subjective and objective factors that influence the text signal effect.Therefore,a more holistic approach to the text signal effect on foreign language reading is necessary.This study adopts a 2 *2 *2 three-factor mixed design,64 undergraduate English majors participated in the study.By conducting Group Embedded Figures Test,a reading comprehension test with two task orientations and a semi-structured interview,the study investigated the effects of text signals,task orientations and cognitive styles on foreign language reading comprehension.Results from MANOVA and semi-structured interviews reveal that:(1)text signals have main effect,the reading comprehension performance of the signaled group is significantly higher than that of the non-signaled group;cognitive style has no main effect,and there is no interaction effect between text signals and cognitive style.However,results of the interview show that field-independent subjects generally have a better memory and understanding of the content of the article than field-dependent subjects.Moreover,the text signal effect is more obvious among field-dependent subjects.(2)Task orientation has main effect,subjects’ performance of the “True or False Judgment” task is significantly higher than that of the “Summary Completion” task;there is no interaction effect between task orientation and cognitive style,but results of the interview reveal that field-independent subjects tend to be more influenced by task orientations,specifically in theselection and adjustment of attention according to different reading tasks.(3)There is a significant interaction effect between text signals and task orientations.Moreover,results of the interview find that the text signal effect is more obvious in the “Summary Completion”task,which requires more in-depth processing of the reading passage.On the basis of previous studies,this study combines the process and outcome of reading by digging into the results of reading comprehension test and the individuals’ reading experiences through interviews.The results of the study have certain theoretical and practical significance for further deepening research of the text signal effect and foreign language reading teaching.Firstly,results of the present study indicate that full play should be given to the role of text signals in promoting foreign language reading comprehension.Appropriate amount of text signals highlighting the topic structure and important details can guide readers’ attention,adjust and improve their reading strategies,and further help them to gain a better understanding of an article.Secondly,some auxiliary tools such as text signals and reading tasks can be manipulated to promote foreign language reading teaching.For instance,reading teaching activities can be organized according to the reading tasks of different processing depths,which is not only conducive to promoting students’ learning initiative,but also reflects the heuristic nature of teaching.Thirdly,the differences of learners’ cognitive styles should be taken into account in the teaching of foreign language reading,and emphasis be laid on the development of complementary advantages of field-independent and field-dependent learners when employing different auxiliary tools. |
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