基于认知负荷理论的网络文本辅助工具实证研究  

An Empirical Study on the Computer-mediated Aids on Web-text Reading Comprehension Based on the Cognitive Load Theory

作　　者：唐玲[1] 苏晓军[2] 

机构地区：[1]江苏技术师范学院外语学院,江苏常州213001 [2]苏州大学外语学院,江苏苏州215006

出　　处：《天津外国语大学学报》2011年第6期40-46,共7页Journal of Tianjin Foreign Studies University

基　　金：江苏技术师范学院重点教改项目"英语专业阅读课程信息化改革研究"(JG09024)

摘　　要：对网络文本辅助工具及学习者语言(英语)水平对阅读网络文本的影响进行了调查,结果发现内置式词典是学习者使用最频繁的工具,也最有利于附带词汇习得;无论内置还是外部词典都促进了阅读理解,语言水平对辅助工具使用偏好有明显影响;高分组查词数明显少于低分组,在阅读理解和词汇习得方面表现都比低分组更好。从认知负荷理论的角度对以上结果进行了讨论分析。This paper investigates the influences of the computer-mediated aids and language proficiency on web-text reading comprehension.The results reveal that the build-in dictionary is used most frequently by learners and can effectively promote the results of incidental vocabulary learning.Both the build-in and the external dictionaries are beneficial to the results of reading comprehension.Language proficiency plays an important role in the preference of the computer-mediated aids.The advanced learners’ looking up behaviors are significantly less apparent than poor learners’,however,the former perform obviously better than the latter both in reading comprehension and incidental vocabulary learning.As to the above results,some further discussions are carried out based on the cognitive load theory.

关 键 词：认知负荷理论 网络文本辅助工具 语言水平 影响 

分 类 号：H319.3[语言文字—英语]