认知负荷理论及其在外语教学设计中的应用

Cognitive Load Theory and its Application to the Instructional Design of Foreign Languages

约翰·斯威勒教授以信息处理模型为基础提出了“认知负荷理论”。该理论关注记忆在学习中的作用,主张合理分配认知资源对有效学习至关重要。依据工作记忆存储容量有限的特点和认知资源总量恒定的规律,该理论提出如果我们在设计教学时能够尽量减少学习任务中不必要的认知负荷,则可大大提高学习者的学习效率。本文探讨认知负荷理论涉及的几个方面:认知构建、辅助例句、分散注意、累赘效应、双重感官效应等及其对外语教学设计的意义,同时提供了应用这些理论提高教学效果的范例。

With the rapid development of cognitive science, our understanding of human learning process is further deepening. Based on information processing model, John Sweller advances ＂Cognitive Load Theory＂. The theory stresses the important role of memory in the learning process, advocating that rational allocation of cognitive resources is crucial to effective learning. In accordance with the limitation of working memory in storing information and the invariableness of human cognitive resources, the theory proposes that learning efficiency will be greatly enhanced if we try to reduce the unnecessary cognitive load of the learning task in instructional design. Many traditional instructional designs ignore the feature of working memory and overburden working memory of learners, hence it hinders their learning. The article explores several aspects of cognitive load theory, including cognitive structures, worked example, split-attention effect, redundancy effect and modality effect, and discusses their implication for the instructional design of foreign languages. Examples of applying the theory to the instruction are also provided for teachers of foreign languages to increase efficiency.