英语专业听力教学中多模态功能的实验研究

An experimental study on the function of multimodality in teaching listening to English majors

本文通过小样本实验研究,调查了多媒体环境下听力教学中不同模态及其组合方式对英语专业学生听力理解的影响作用。实验检验4组英语专业大三学生对一段VOA视频新闻的听力理解能力。视频新闻分别以不同模态组合方式播放给4组学生,学生听后根据听力笔记写出英语概要。实验结果表明,合理利用多模态组合能够显著提高学生听力理解水平;视觉信息只要和听觉信息相对应,便能发挥积极的促进理解作用;英语字幕比汉语字幕更有利于学生的听力理解,因为后者会引起更多的词汇干扰。

This paper investigates the effects of muhimodality upon English majors＇ listening comprehension through a pilot experimental study. The experiment examines four groups of English majors＇ comprehension of an audiovisual VOA recording presented to them in different modalities. The control group is exposed to sound alone, Group 1 to im- ages and sound, Group 2 to images, sound and L1 subtitles, and Group 3 to images, sound and L2 subtitles. After listening, students are asked to write a summary in English with their own notes. The results indicate that multimodal listening significantly improves students＇ comprehension. The modafity of vision plays a positive role as long as the visual information corresponds to the audio information. In addition, L2 subtitles are more helpful than L1 subtitles in listening comprehension, for the latter causes more lexical interference.