中国英语学习者产出任务中的认知负荷:输出模态与话题熟悉度的作用研究  

Cognitive load in Chinese EFL learners’ production: Effects of output modality and topic familiarity

作　　者：顾琦一 金夏妃 GU Qiyi;JIN Xiafei

机构地区：[1]江南大学外国语学院,江苏无锡214122

出　　处：《外语界》2021年第3期73-81,共9页Foreign Language World

基　　金：中央高校基本科研业务费专项资金(项目编号JUSRP2003ZD);江南大学本科教育改革研究项目(编号JG2019072)资助。

摘　　要：本研究考察了输出模态和话题熟悉度对中国英语学习者产出任务认知负荷的影响。研究发现,3类认知负荷中都存在输出模态和话题熟悉度的交互效应。内在认知负荷维度输出模态和话题熟悉度主效应均显著,话题熟悉度对被试感知任务难度的影响更大;外在认知负荷维度输出模态主效应显著,不熟悉话题口头产出引发的负荷显著高于书面产出;相关认知负荷维度未发现输出模态或话题熟悉度的主效应。研究结果对外语教学实践中的任务设计具有一定启示作用。This study investigates the effects of output modality and topic familiarity on cognitive load in output tasks for Chinese EFL learners. Interaction effects of output modality and topic familiarity are found on all the three types of cognitive load. For intrinsic cognitive load, the main effects of output modality and topic familiarity are both significant, and topic familiarity has a greater effect on the subjects’ perceived task difficulty. For extraneous cognitive load, output modality shows a significant main effect, and the extraneous cognitive load caused by oral output on unfamiliar topics is significantly higher than that caused by written output. For germane cognitive load, no main effect is found for either output modality or topic familiarity. The results shed light on task designs in foreign language teaching practice.

关 键 词：输出模态 话题熟悉度 认知负荷 

分 类 号：H319[语言文字—英语]