图文双模态释义对汉语二语词汇学习的影响

The effects of picture-plus-text illustration on L2 Chinese vocabulary learning

本文通过实证研究考察图文双模态释义对不同类别汉语二语词汇学习的影响。研究发现:(1)对于初级水平学习者,无论是学习具体词还是抽象词.图文双模态释义条件下的词汇理解和产出成绩均显著好于只提供文字单模态释义条件下的成绩。(2)对于中级水平学习者,提供图文双模态释义更有助于抽象词词义的理解;而在具体词的学习中,提供图文双模态和文字单模态释义条件下词汇理解和产出成绩没有显著差异。(3)多数初、中级水平学习者主观上认同图片在词汇学习中的积极作用.但初级水平学习者的主观认同度高于中级水平学习者。以上结果支持双编码理论假设,同时表明词语抽象程度和汉语二语水平共同调节非言语编码信息的自动激活程度。

Using empirical methods, this paper aimed to explore the effects of pictureplus-text illustration on different types of Chinese vocabulary learning. The results showed that (1) for the elementary Chinese-as-a-second-language (CSL) learners, the picture-plustext illustration showed a superior effect in learning both concrete words and abstract words;(2) for the intermediate CSL learners, the picture-plus-text illustration showed superiority to text-only illustration in understanding only abstract words but not concrete words;(3) though most of the learners reported that providing pictures is helpful for vocabulary learning, the subjective rating results indicated that the elementary learners were more prone to regard picture-plus-text illustration as beneficial to Chinese vocabulary learning. These findings support the dual coding theory and indicate that word abstractness and learners'proficiency level mediate the mental imagery activation during L2 vocabulary processing.