多媒体注释与二语阅读理解——基于多媒体认知学习理论的实证研究  

Multimedia Annotation and L2 Reading Comprehension:Experimental Study Based on Cognitive Theory of Multimedia Learning

作　　者：邹皎[1] 

机构地区：[1]重庆理工大学语言学院,重庆400054

出　　处：《重庆理工大学学报（社会科学）》2014年第6期114-117,共4页Journal of Chongqing University of Technology（Social Science）

摘　　要：以中国英语学习者为对象,以多媒体认知学习理论为支撑,针对不同模式的多媒体注释对二语阅读理解的影响进行实证研究。数据分析结果表明:中国学生对文本注释选择的倾向性优于图片注释和音频注释;图片注释对阅读理解的影响较文本注释和音频注释更为显著;双重多媒体注释比单一多媒体注释对阅读理解的影响更显著。The present article is an experimental study of the effects of different multimedia annotation modes on L2 reading comprehension based on Cognitive Theory of Multimedia Learning with Chinese learners of English as subjects. Through data analysis, following findings have been obtained. Students prefer to consult text annotation among three single multimedia annotation modes. Picture annotation shows more significantly positive effect on facilitating reading comprehension than text annotation and audio annotation. The dual multimedia annotation results in better performance in reading comprehen- sion than the single multimedia annotation.

关 键 词：多媒体认知学习理论 二语阅读理解 单一多媒体注释 双重多媒体注释 

分 类 号：H319.3[语言文字—英语]