發(fā)布時(shí)間：2018-02-03 08:47

  本文關(guān)鍵詞： 工作記憶容量 輸入模態(tài) 文本理解 二語習(xí)得　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：文本理解過程中會(huì)涉及到多個(gè)因素的參與,工作記憶容量和輸入模態(tài)便是其中的兩個(gè)因素。本論文旨在一個(gè)多媒體的學(xué)習(xí)環(huán)境中研究工作記憶容量以及輸入模態(tài)兩個(gè)因素對(duì)二語學(xué)習(xí)者文本理解的影響。在本研究中,受試者是30個(gè)大學(xué)三年級(jí)的英語專業(yè)本科生,他們的母語都是漢語。首先,他們需要完成一個(gè)中文的閱讀廣度測(cè)試來測(cè)試他們的工作記憶容量大小,之后根據(jù)他們的學(xué)號(hào)奇偶數(shù)他們被給予視覺和視聽兩種輸入模態(tài)。因此,實(shí)驗(yàn)中有了四個(gè)分組:高記憶容量視覺輸入組,高記憶容量視聽輸入組,低記憶容量視覺組以及低工作記憶容量視聽組。分組完成后,受試者需要閱讀短文然后完成一個(gè)理解測(cè)試,測(cè)試的分?jǐn)?shù)會(huì)用SPSS軟件來分析。在數(shù)據(jù)研究中,使用獨(dú)立樣本T檢驗(yàn)以及多因素方差分析等研究方法得到結(jié)果如下:第一,工作記憶容量對(duì)測(cè)試結(jié)果有顯著影響,換句話說,在輸入模態(tài)相同的前提下,高工作記憶容量組比低記憶容量組分?jǐn)?shù)高;第二,輸入模態(tài)對(duì)測(cè)試結(jié)果有相對(duì)大的影響。對(duì)于兩個(gè)高工作記憶容量組來說,視覺組比視聽組分?jǐn)?shù)更高;而對(duì)于兩個(gè)低工作記憶容量組,不同的輸入模態(tài)對(duì)結(jié)果影響不大。第三,綜合考慮兩因素,它們之間出現(xiàn)交互效應(yīng)且對(duì)實(shí)驗(yàn)結(jié)果有顯著影響。結(jié)果證明,兩因素的變化都會(huì)對(duì)實(shí)驗(yàn)結(jié)果產(chǎn)生顯著影響,而且工作記憶容量對(duì)實(shí)驗(yàn)結(jié)果的影響更大�？偟膩碚f,實(shí)驗(yàn)中的測(cè)試分?jǐn)?shù)會(huì)同時(shí)受工作記憶容量和輸入模態(tài)兩個(gè)因素的影響。該結(jié)果不僅證明了工作記憶理論和認(rèn)知負(fù)荷理論,同時(shí)也為英語教學(xué)提供了有用的建議,英語教師在教學(xué)過程中應(yīng)制定更細(xì)致的教學(xué)計(jì)劃和方法來提高學(xué)生的閱讀理解能力。
[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.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：1486939