学习策略和文本复杂度对二语语篇测试效应和认知负荷的影响探究

发布时间：2021-05-24 20:37

　　近十多年来,大量研究证实测试可以比相同时间的重学产生更好的学习效果,这一现象被称为测试效应。尽管测试效应研究已经取得比较丰富的成果,但由于起步较晚,尚存诸多争议与空白。就学习策略而言,测试效应的发现主要基于测试相于对重学的优势,而测试是否总是优于精细加工还有待验证,将精细加工与测试结合的效用探究更是有限。就学习材料而言,复杂材料是否会影响测试效应的产生也存在争议。此外,测试效应的产生机制尚不明确。认知负荷理论认为由于学习者认知资源的有限性,完成一项任务时内在、外在、相关认知负荷此消彼长,从而影响学习效果,而不同的学习策略与学习材料复杂度会决定产生何种认知负荷。近来,有学者基于认知负荷理论对测试效应作出了初步探究与解释,然而研究数量极其有限,并且仅仅局限于母语测试效应研究。为进一步挖掘二语测试效应产生的边界条件及机制,本研究从认知负荷角度出发,探究学习策略和文本复杂度如何影响二语语篇理解、认知负荷及两者之间的相关性。主要研究问题如下:1.学习策略如何影响二语语篇测试效应及认知负荷?2.文本复杂度如何影响不同学习策略下的二语语篇测试效应及认知负荷?3.不同学习策略和文本复杂度下的二语语篇理... 

【文章来源】：江南大学江苏省 211工程院校 教育部直属院校

【文章页数】：141 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Study
        1.2.1 Theoretical significance
        1.2.2 Pedagogical significance
    1.3 Structure of the Study
Chapter Two LITERATURE REVIEW
    2.1 Concepts of Key Items
        2.1.1 Testing effect
        2.1.2 Learning strategy
        2.1.3 Text complexity
    2.2 Theoretical Research
        2.2.1 Relevant theories on the testing effect
        2.2.2 Cognitive load theory
    2.3 Empirical Research
        2.3.1 Studies of learning strategy on the testing effect
        2.3.2 Studies of text complexity on the testing effect
        2.3.3 Studies of the testing effect based on the cognitive load theory
    2.4 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Materials
    3.4 Instruments
        3.4.1 Language proficiency test
        3.4.2 Final test
        3.4.3 Measurements of cognitive load
        3.4.4 Post-interview
    3.5 Procedures
        3.5.1 Pilot experiment
        3.5.2 Main experiment
    3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 Effects of Learning Strategy on L2 Discourse Testing Effect and Cognitive Load
        4.1.1 Results
        4.1.2 Discussion
    4.2 Effects of Text Complexity on L2 Discourse Testing Effect and Cognitive Load under Different Learning Strategies
        4.2.1 Results
        4.2.2 Discussion
    4.3 Correlations between L2 Discourse Comprehension and Cognitive Load
        4.3.1 Results
        4.3.2 Discussion
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Research Limitations and Suggestions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Learning Materials
    Appendix Ⅲ Language Proficiency Test
    Appendix Ⅳ Final Test
    Appendix Ⅴ Subjective Scale of Cognitive Load
    Appendix Ⅵ Secondary Color Observation Task
    Appendix Ⅶ Post-interview
    Appendix Ⅷ Instructions for the Present Experiment



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