摘要
哪种多媒体呈现模式有助于儿童二语词汇学习,图片、单词还是图片和单词同时呈现?本文通过定量分析考察了这三种不同的呈现模式在汉语儿童英语词汇学习中的有效性。被试是135名七年级儿童,他们阅读了一篇用计算机屏幕呈现的英语短篇故事。被试被分为三个组,分别就故事中的12个关键词接受了言语注解、视觉注解,或者言语注解加视觉注解。结果表明:只接受了言语注解的儿童比同时接受了视觉和言语注解,或者只接受了视觉注解的儿童对单词翻译的回忆更好。此研究结果支持之前关于电子学习环境下的认知负荷的研究,表明儿童的学习过程受到有限的工作记忆的阻碍,并对为儿童设计的基于自我调节学习的多媒体方案提出质疑。
Which presentation mode of a multimedia programme will help children in learning more L2 vocabulary：one with pictures,one with words or one combining both representations？ The present experiment examined the effect of the three different presentation modes in Chinese EFL children＇s vocabulary learning with a self-regulated multimedia programme.Participants were 135 seventh grade children who read a short English language story presented by a computer programme.For 12
基金
孝感学院科研项目基金资助项目(r20120001)
关键词
英语词汇学习
汉语儿童
多媒体方案
in the story
children received verbal annotations
visual annotations
or both.Recall of word translations was better for children who only received verbal annotations than those who received simultaneously visual and verbal annotations or visual annotations only.Results support previous research about cognitive load in e-learning environments and show that children＇s learning processes are hindered by limited working memory.This finding cast doubt upon multimedia programmes designed for children and based on self-guide learning. Key words：EFL vocabulary learning
Chinese children
multimedia programme
