多媒体呈现方式对成人外语词汇习得的影响  

Effects of the Multimedia Presentation Mode on Adult Foreign Language Vocabulary Acquisition

作　　者：刘文慧[1] 

机构地区：[1]中南林业科技大学语言与教育技术研究所

出　　处：《外语与外语教学》2011年第6期41-46,共6页Foreign Languages and Their Teaching

基　　金：国家社会科学基金项目“基于网络和多媒体技术的外语学习方式与绩效研究”(项目编号:07BYY031);湖南省教育厅科学研究项目“基于认知理论的记忆绩效研究”(项目编号:10C1343);中南林业科技大学教学研究重点项目“组块化教学法对提高外语教学绩效的研究”阶段性成果

摘　　要：本研究基于Mayer的多媒体学习认知理论和Schnotz的图文理解整合模型，以某高校一年级学生为研究对象，研究三种多媒体呈现方式，即：（1）图＋书面文本（简称A式）、（2）图＋口头文本（简称B式）、（3）图＋书面文本＋口头文本（简称c式）对成人外语词汇接受性和产出性的影响。研究发现：（1）使用A武时，学生在词汇接受性、词汇产出性和总成绩三个考察变量的表现上都没有显著好于仅用书面文本的方式；（2）采用B式时，学生的词汇产出性成绩和总成绩显著低于采用A式时；（3）采用C武时，学生在三个考察变量上的成绩都显著低于B式。据此本文认为，多媒体呈现方式对成人外语词汇接受性和产出性的影响显著。Based on Mayer＇s cognitive theory of multimedia learning and Schnotz＇s integrated model of text and picture comprehension, this paper studies how the three multimedia presen- tation modes, namely, picture ＋ written text （ Mode A） ; picture ＋ spoken narration （ Mode B ） ; picture ＋ written text ＋ spoken narration （ Mode C） influence adults foreign vocabulary acquisition. Taking the freshmen as subjects, vocabulary reception, vocabulary production and total score as experimental variables, this study carded out a series of experiments. Results showed that：（ 1 ） with Mode A applied, the students＇ performance was not significantly better than that when with only text presentation mode in terms of all the three variables; （2） with Mode B applied, their performance in vocabulary production and total score were significantly lower compared to that with Mode A; （ 3 ） with Mode C applied, their performance in terms of all the three variables scored significantly lower compared with that with Mode B. In view of the above, it can be concluded that modes of multimedia presentation can significantly influence the adults＇ foreign language vocabulary reception and production.

关 键 词：多媒体呈现方式 认知 词汇接受性 词汇产出性 

分 类 号：H319[语言文字—英语]