基于工作记忆的输入模态对二语文本理解的影响研究

发布时间：2018-02-03 08:47

本文关键词： 工作记忆容量输入模态文本理解二语习得　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：文本理解过程中会涉及到多个因素的参与,工作记忆容量和输入模态便是其中的两个因素。本论文旨在一个多媒体的学习环境中研究工作记忆容量以及输入模态两个因素对二语学习者文本理解的影响。在本研究中,受试者是30个大学三年级的英语专业本科生,他们的母语都是汉语。首先,他们需要完成一个中文的阅读广度测试来测试他们的工作记忆容量大小,之后根据他们的学号奇偶数他们被给予视觉和视听两种输入模态。因此,实验中有了四个分组:高记忆容量视觉输入组,高记忆容量视听输入组,低记忆容量视觉组以及低工作记忆容量视听组。分组完成后,受试者需要阅读短文然后完成一个理解测试,测试的分数会用SPSS软件来分析。在数据研究中,使用独立样本T检验以及多因素方差分析等研究方法得到结果如下:第一,工作记忆容量对测试结果有显著影响,换句话说,在输入模态相同的前提下,高工作记忆容量组比低记忆容量组分数高;第二,输入模态对测试结果有相对大的影响。对于两个高工作记忆容量组来说,视觉组比视听组分数更高;而对于两个低工作记忆容量组,不同的输入模态对结果影响不大。第三,综合考虑两因素,它们之间出现交互效应且对实验结果有显著影响。结果证明,两因素的变化都会对实验结果产生显著影响,而且工作记忆容量对实验结果的影响更大。总的来说,实验中的测试分数会同时受工作记忆容量和输入模态两个因素的影响。该结果不仅证明了工作记忆理论和认知负荷理论,同时也为英语教学提供了有用的建议,英语教师在教学过程中应制定更细致的教学计划和方法来提高学生的阅读理解能力。
[Abstract]:There are many factors involved in the process of text understanding. Working memory capacity and input mode are two of these factors. This thesis aims to study the effects of working memory capacity and input mode on second language learners' text comprehension in a multimedia learning environment. In this study. The subjects were 30 junior English majors whose mother tongue was Chinese. First, they completed a Chinese reading span test to test their working memory capacity. Then they were given visual and audio-visual input modes according to their odd and even numbers. Therefore, there were four groups in the experiment: high memory capacity visual input group and high memory capacity audio-visual input group. Low memory capacity visual group and low working memory capacity audiovisual group. After the grouping was completed, the subjects were asked to read the passage and then complete an comprehension test. The test scores will be analyzed by SPSS software. In the data research, the results obtained by using independent sample T-test and multivariate ANOVA are as follows: first. Working memory capacity has a significant impact on the test results, in other words, under the same input mode, the high working memory capacity group has higher scores than the low memory capacity group. Second, the input mode has a relatively large impact on the test results. For the two groups with high working memory capacity, the visual group has higher scores than the audiovisual group. For two groups of low working memory capacity, different input modes have little effect on the results. Third, considering the two factors, there is interaction between them and has a significant impact on the experimental results. The changes of both factors have a significant effect on the experimental results, and the working memory capacity has a greater impact on the experimental results. The test scores in the experiment are influenced by both the working memory capacity and the input mode. The results not only prove the working memory theory and the cognitive load theory, but also provide useful suggestions for English teaching. English teachers should make more detailed teaching plans and methods in order to improve students' reading comprehension.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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