文本强化与输入模态对汉语二语动名搭配类语块学习和文本阅读理解的影响

The effects of textual enhancement and input modality on L2 Chinese verb-noun collocation formulaic language learning and text reading comprehension

本研究考察文本强化与输入模态对初级、中级水平汉语二语者动名搭配类语块学习和文本阅读理解的影响。研究发现:(1)与无文本强化相比,文本强化体现出显著的促学优势。在语块形式识别测试中,无论即时后测还是延时后测,均发现了文本强化的促学作用;而在语块形式回忆测试中,未发现其促学作用。(2)与视觉单模态输入相比,视听多模态输入未体现出显著的促学优势。输入模态对语块学习的影响受到文本强化的调节。(3)文本强化未对文本阅读理解产生不利影响。(4)视听多模态输入对文本阅读理解具有显著的促进作用。输入模态对文本阅读理解的影响受到文本强化、汉语水平的调节。

This study investigated the effects of textual enhancement and input modality on the learning of verb-noun collocation formulaic language and reading comprehension by Chinese second language learners at elementary and intermediate levels.The results show that:(1) compared with no textual enhancement,textual enhancement has a significant advantage in promoting learning.In the formulaic language form recognition test,textual enhancement was found to promote learning in both immediate and delayed posttests.However,it was not found to promote learning in the formulaic language form recall test.(2) compared with only visual input,audio-visual input has no significant advantage in promoting learning.The effect of input modality on formulaic language learning is moderated by textual enhancement.(3) textual enhancement has no adverse effect on text reading comprehension.(4) audio-visual input can significantly promote text reading comprehension.The effect of input modality on text reading comprehension is regulated by the presence or absence of textual enhancement and Chinese proficiency.