二语学习者英语快速阅读的眼动研究  

An eye movement study on English speed reading by ESL learners

作　　者：曾涛[1] 陈文 高雅蓉 ZENG Tao;CHEN Wen;GAO Yarong

机构地区：[1]湖南大学外国语学院,湖南长沙410082

出　　处：《外语界》2022年第1期48-55,共8页Foreign Language World

基　　金：国家社科基金项目“中国英语学习者句法-语义接口结构的认知加工机制研究”(编号19BYY079)的阶段性成果。

摘　　要：本研究基于认知负荷理论,探究不同阅读水平的英语二语学习者在英语快速阅读过程中眼动模式的差异。研究分为两个实验:实验一通过加长阅读材料增加认知负荷,实验二通过减少阅读时间增加认知负荷。结果显示,高阅读水平组比低阅读水平组正确率高、反应时短、平均注视时间短、平均眼跳距离大、注视次数少、回视次数少。当认知负荷增加时,高阅读水平组能够通过灵活高效的阅读策略提高阅读效率,而低阅读水平组较难作出相应改变。由此,教师可以采取以提升学生英语阅读认知能力为主、增强速读眼动灵活性为辅的阅读教学策略。This study investigated ESL learners’eye movement patterns in English speed reading based on the cognitive load theory.Two experiments were conducted:Experiment 1 increased the cognitive load through increasing the length of reading materials,and Experiment 2 increased the cognitive load through reducing the reading time.The results showed that the learners with higher reading proficiency level had higher reading accuracy,shorter reaction time,shorter average fixation duration,larger average saccade amplitude,fewer fixation counts and fewer regression counts compared with the lower proficiency level learners.When the cognitive load increased,the learners with higher reading proficiency level adopted flexible reading strategies to improve reading efficiency,while the lower proficiency level learners failed to employ effective reading strategies.Therefore,teachers can develop teaching strategies that focus on improving learners’reading cognitive ability,supplemented by strengthening eye movement flexibility in English speed reading.

关 键 词：认知负荷 二语学习者 快速阅读 眼动 

分 类 号：H319[语言文字—英语]